11111111111* No. 2,
A formed system of values, norms and image of teamwork, which can be guided by when establishing business contacts with colleagues at work;
Awareness of the need to perform, especially at first, routine functions, the ability to see them in the context of general activity;
Satisfaction with the performance of professional duties and the level of established wages.
Thus, adaptation is a two-way process of adapting both the capabilities and abilities of graduates to the requirements of production, and the conditions of the enterprise to the needs of young professionals. Therefore, the results of adaptation depend on the effectiveness of the interaction between the spheres of education and production. It is primarily about professional adaptation
tation, which is considered as one of the characteristics of the motivational sphere of professional activity. It begins with adaptation, acceptance by the employee of all components of professional activity and continues, in our opinion, throughout the entire career path.
The stated views on the nature and dynamics of changes in the needs of modern society in engineering personnel suggest the need to revise the structure of the educational process, ensure its compliance with the national goals of improving the production sector of the country's economy, training a new class of specialists - engineers-organizers of the production of the future and deserve close attention from our technical (technological) universities.
Received 29.03.04.
THE CONCEPT OF INTEGRAL-TARGET MANAGEMENT OF REGIONAL UNIVERSITY COMPLEXES
V.P. Kovalevsky, First Vice-Rector of the Orenburg State
university, professor
The article presents the methodology for liking the regional university complex, identifying the most important effects of its activities, characterizing the main goals within the framework of the integral-target approach to liking the educational institutions of this profile.
The article presents a methodology of the regional University complex management, describes basic types of its efficiency, characterizes basic purposes within the integral-target approach of the administration of the educational intitutions.
The results of research depend on the paradigm on which the researcher relies. The paradigm as a system of dominant scientific views (theories, methods, techniques), in the image of which research in the field of management of educational institutions is organized, is now acquiring a new content. The novelty lies in the rejection of the view of the learning process as a process that is not related to market conditions, as well as social, political, economic and other factors that affect stability
region. It is the desire for the stability of the region and the educational structures located on its territory, their complete interdependence and close mutual influence that determine the platform on which new methods and management tools should be developed.
Let us consider the concept of management of such modern associations, which include the regional university complex.
Each science uses its own already established set of principles, methods that have a general theoretical knowledge. Kovalevsky, 2004 25
chenie. For example, in the theory of management of organizations, economic, organizational, mathematical, legal and other methods are widely used. However, controlled systems, as well as their components, are in constant development, which requires the search for new concepts, the development of appropriate methodologies and theories that meet the new stages of development of both society as a whole and individual areas of human activity, in particular educational. It acquires new forms of existence, which means that its content and goals change. There are new educational structures that differ from the previous ones by the merging of different
new forms of ownership, the unification of organizations that differ in their activities, dependence on market conditions, an increase in the complexity in the organization of management, and the strengthening of the influence of new structures on social stability in the region.
Further development of the methodology, considered not only as a doctrine of the method of cognition of the educational sphere, but also as a means of managing it, is schematically presented in the figure. The same figure shows the connection of the methodology as a central link, dependent on the concept and defining the theoretical foundations necessary for its implementation.
Integral-target methodology for managing a regional university complex
and its connection with the concept and theory
The management of such a socially significant association as a regional university complex should be based on a concept that reflects the specifics of the region. The social factor characterizing the region largely depends on the strategy according to which the complex is managed.
A concept as an interpretation or description of the essence of an idea1 can be considered as a system of concepts that, in the aggregate, reveals its meaning. The concept of managing a regional university complex should briefly reflect the purpose, essence,
method and result of this control. The concept can be represented at the morphological, syntactic and semantic levels2. The morphological level is intended to reveal the meaning of the concepts that make up the concept, the syntactic level - to reflect the idea of management by analyzing the main combinations of concepts, the semantic - to reveal the relationship of concepts. We will use the first and third levels as the most constructive from the point of view of the problems we are studying.
The goal of managing such a complex association as a regional university complex is to support
in order to ensure the stability of its functioning, create a basis for further development, while maintaining itself as a socially significant institution and fulfilling the social order without violating norms and laws, thereby contributing to social stability in the region.
The stability of functioning and the existence of a basis for further development are possible only if there are effective tools that ensure the prompt formation of control actions on all units that make up the structure of the complex. Combining objects that are different in their purpose into a single whole allows us to talk about obtaining a systemic effect (emergence effect), the correct use of which can ensure the achievement of the main goal of management. The appearance in the system of additional qualities that are not characteristic of its individual components is the basis that can help maintain the stability of the system.
Hence, the main idea of the presented concept is the formation of such control actions on the individual structural elements of the complex, which will allow to obtain the maximum systemic integration effect. Due to the resulting effect, it is possible to quickly adapt to dynamically changing market, social and other conditions in the region. We will expand the formulated idea with a set of basic concepts, giving them a definition and simultaneously revealing their meaning. For this, we will use some terms from the work “Methodological foundations for assessing the effectiveness of the integration of science and higher education in Russia”, expanding their content. The systemic effect will include the results obtained from the integration of not only education and science, but also education and production, as well as the social integration effect.
A systemic effect is an effect obtained by combining into a single whole different in nature and
assignment of elements. In this case, the whole is a regional university complex, and the united elements are educational institutions (institutes, colleges, schools), research institutes and laboratories, manufacturing enterprises and other structural entities (publishing complexes, food processing plants, etc.).
The economic integration effect is an increase in indicators characterizing the financial and economic state of the complex, arising in connection with the possibility of the operational use of the resources of individual structural elements to achieve common goals that face the management of the university complex. The economic effect achieved by integration in international management practice is one of the most powerful tools for survival in the competitive struggle.
The educational integration effect can be obtained through both the direct combination of the educational process with fundamental and applied research carried out in research institutes, and the direct participation of students in production processes. Part of this effect is the replenishment of the contingent of employees of research institutes with graduates of the university complex.
The scientific integration effect is an improvement in the quality of the work of research sectors and research institutes due to the inclusion of scientists in the educational process, the involvement of graduate students in direct participation in the research process and the performance of auxiliary work by them.
The production integration effect is obtained by increasing the number of theses used in production, organizing the industrial practice of graduate students, replenishing the number of employees
enterprises by graduates of the university complex.
The social integration effect is to improve the social situation in the region, which is expressed in a reduction in the outflow of qualified personnel from the region, an increase in the social protection of the population due to the emergence of opportunities to study and get a job, an increase in the index of spending on education, etc.
An increase or decrease in this effect indirectly depends on an increase or decrease in other integration effects. Social stability in the region, characterized by the actual and forecasted employment of the population, the outflow of qualified personnel, the growth (decrease) in the number of students in the region, the educational openness index, the Herfindel index (the level of monopoly in the educational services market), the ratio of the average annual income of the population and fees for educational services and etc., depends on the policy pursued not only by the regional administration, but also, to a large extent, by the regional university complex. Therefore, the social integration effect must necessarily be taken into account in the overall integration effect.
Management is the process of organizing such a purposeful impact on an object, as a result of which it goes into the required state. An object can be managed if the following conditions are met:
1) there is a management goal, transformed into a specific program or expressed by the values of planned indicators;
2) the control object tends to deviate from the given trajectory of movement or from the given planned values of indicators;
3) it is possible to influence the managed object in order to eliminate possible deviations from a given trajectory or from planned indicators4.
Obviously, the first two requirements are feasible. The purpose of the management of regional
by the university complex is formulated in various documents and in various forms. Its desire to deviate from a given trajectory implies a constant impact on the managed object of internal and external factors, which in market conditions leads to destabilization. The third condition is the availability of methods and tools designed to manage the object.
The next basic concept is the goal of management, which will be understood as a characteristic of an object that reflects an ideal, preconceived result. There are many classifications of goals, each of which is created to solve very specific problems. Important from the point of view of the stated concept is the division of goals by hierarchy levels into subgoals pursued by decision makers. There is always a main goal of management, which is detailed in the form of sub-goals.
The process of detailing the main goal is hierarchical, which is expressed in obtaining a tree of goals. The problem that arises here, not yet solved theoretically, is to reasonably determine the number of levels in the tree of goals. Usually, this process continues until the goal can be considered as a means or action (measure). In economic tasks, the objective limit of goal detailing is the achievement of the level of primary indicators, the further decomposition of which leads to the destruction of the integrity of the reflection of the quantitative or qualitative characteristics of the object (process).
The nodes of the goal tree that are not subject to further splitting are called terminal (final). They turn from subgoals into activities or actions that must be completed in order to achieve the main goal. Achievement of the main goal or sub-goal is reflected by the level. Under the level of achievement of the goal, we understand the value of the indicator (economic,
social, technical, etc.), which characterizes its value numerically. The achievement of one or another subgoal in the tree is determined by priority. The latter is expressed in terms of coefficients, the sum of which for the subgoals associated with the higher level subgoal must always be equal to one.
Another characteristic of tree subgoals is to indicate the direction of their change (increase or decrease). The process of managing an object is precisely this: in decreasing or increasing indicators that reflect the levels of achievement of certain subgoals.
The central concept of the stated concept can be considered a specially created integral-target method for managing a regional university complex. The name of the method reflects its capabilities, one of which is the formation of control actions on related structural units by quantitatively expressed indicators. These indicators, presented in tabular form, can serve as benchmarks for subsequent analysis of their performance. The concepts of "integral" and "target" indicate that the control actions (control figures) are brought to the structural units united into a single whole, in accordance with the main goal of managing the complex. This is a fundamental feature of the method: all structural units should not act in accordance with their own, always contradictory, goals, but in accordance with the main and common goal for all.
Among the well-known classes of management methods: economic, organizational-administrative, economic-mathematical and legal - the integral-target method can be attributed to the class of economic-mathematical, since it is based on a computational process. The main goal of management, decomposed to the level of activities for each structural unit, allows the administration to see quite clearly the prospects for the development of the university.
versity complex, and the terminal nodes of the tree of subgoals indicate the means to achieve the main goal.
One of the distinctive features of the integral-target method is the ability, depending on the dynamics of the educational services market, to quickly influence priorities in striving to achieve stability in the functioning and development of the complex. This desire is dictated by changing regional, economic, social, political and other factors. In order to change the direction of the functioning of the complex, it is necessary to change the priority in achieving the corresponding subgoals. To do this, it is enough to indicate new priority coefficients, which will be reflected in the new control figures sent down to structural units (executors).
To obtain a list of activities that should be carried out by individual structural units, it is necessary to organize reverse calculations on the goal tree, the theory of which has been intensively developed recently. The essence of this kind of calculation is as follows: based on the formulas, the level of achievement of each subgoal is determined based on the actual state of the control object (in this case, the university complex). Then, taking into account the requirements or wishes of the administration, the level of achievement of the main goal that suits it in the short term is indicated. Based on this information, as well as information on the priority of subgoals, the desired direction of their change and restrictions on the terminal nodes of the economic profile, the growth of indicators of all terminal nodes of the goal tree is determined. These increases in indicators are nothing more than control figures, with the help of which the management influences the activities of all structural divisions of the regional university complex.
The following concepts, with the help of which the concept is revealed, are composed of
provide external and internal information. External (in relation to the complex) information is characterized by a high level of uncertainty, but it is impossible to do without it. For example, when setting the price for educational services, one should know the projected level of inflation in the country and the region, the projected growth in regional incomes of the population in the region, the estimated percentage of the shadow economy in the total volume of the gross regional product, the possible economic growth in the region by industry, etc.
Internal information reflects the actual financial and economic condition of the complex, the actual volume of educational services, production volumes, the volume of research and other work performed. This information is quite definite and is in the accounting and other reporting.
The above basic concepts allow us to move to the semantic level of describing the concept, which we will call the integral-target one. In terms of content, the connection between the introduced concepts can be represented using a semantic network, the nodes of which correspond to the concepts, and the connections between them correspond to the existing relations. Arrows indicate the direction of action of the concept or its constituent parts.
The starting point for this network should be considered the node of the decision maker, i.e. the person or administration making the decision. Based on the information obtained using the integral-target method of managing the regional university complex, the administration influences individual structural units, forming a list of indicators of an educational, scientific or industrial nature.
Control actions on the structural subdivisions of the complex are carried out by means of control instructions formulated taking into account the coefficients of priority goals. If the structural subdivision fulfilled the obligations assigned to it at the previous stage, then in the planning period the coefficient may remain the same, otherwise it becomes tougher depending on the volume of non-fulfillment.
NOTES
1 See: Great Soviet Encyclopedia. M., 1973. T. 13. S. 94.
2 See: Cherry K. On the logic of communication // Engineering psychology. M., 1964. S. 226-269.
3 See: Methodological bases for assessing the effectiveness of the integration of science and higher education in Russia / B.M. Smirnov, S.V. Valdaytsev, A.A. Rumyantsev. M., 1998.
Analysis, which is aimed at studying more stable, recurring dependencies, trends in the course and results of the pedagogical process, is called __________________ analysis.
thematic
Analysis, which is aimed at studying daily information about the course and results of the educational process, identifying the reasons that violate it, is called __________________ analysis.
parametric
An analysis that covers the temporal, spatial, content framework is called __________________ analysis.
final
The attestation commission of an educational institution is created:
pedagogical council of an educational institution
Certification of teaching staff of Russian schools has been introduced in:
1972
In the 50s. 20th century was a functional book in the field of management of the educational process:
"School Studies" A.N. Volkovsky
In the 1970s, the approach to managing education from the perspective of the social sciences became popular:
sociology, psychology, philosophy
In the basic curriculum of the federal, national-regional and school components, the existence of __________________ parts is determined.
invariant and variable
Russia began to pay attention to the issues of education management:
in 50-70 years. 20th century
In the most general form, the functional responsibilities of the director are defined in:
"Model Regulations on a General Educational Institution"
The most important theoretical works in the field of education management theory were published
80 - early 90s. 20th century
The type of activity based on making adjustments using operational methods, means and influences in the process of managing the pedagogical system to maintain it at the programmed level is:
regulation
The type of activity of leaders, together with representatives of public organizations to establish the compliance of the entire system of educational work of the school with national standards, is ...
intraschool control
The influence of ordinary members of the teaching staff on the decisions made by the administration regarding the plans and organization of the work of the school is __________________ of the team.
involvement in management
In the second half of the 1980s, the concept became widespread
organizational development
The Waldorf school, the Montessori school, the school of the dialogue of cultures is a model of learning...
primary non-public schools
Issues relating to administrative competence are considered at:
meeting with the participation of deputy directors of the school
A comprehensive evaluation of a teacher by a supervisor, colleagues, parents, etc. is a method
circular or "360-degree evaluation"
The main internal contradiction of the pedagogical process and personality development is the discrepancy between
the active-activity nature of a person and the socio-pedagogical conditions of his life
The state regulatory document approved by the Government of the Russian Federation and which is an integral part of the State Education Standard is a plan ...
basic training for a general education school
The readiness of team members, if necessary, to independently coordinate their actions with each other without contacting the leader characterizes:
harmony
The "scientific management" movement spread to:
USA, England, Germany, France, Sweden
The activities of the participants in the pedagogical process for the optimal choice of real goals, programs to achieve them through a combination of methods, means and influences aimed at transferring the school to a new qualitative state are:
planning
To assess the level of intellectual development use:
school mental development test (SIT)
The law that ensures the transition of a system to a different state or transformation into a new system is a law ...
goal achievement
The law that ensures stability and survival in unfavorable conditions for the transition to another spatio-temporal direction is the law ...
asymmetry dominance
The law, in case of non-observance of which the stability of the existence of the system is violated or it is destroyed, is the law ...
denial of the revolution
The law that reveals the mechanism for the expedient and effective functioning of the system is the law ...
critical mass of control
Of the above, the types of collegial governing bodies in decentralized systems include:
methodical association
teachers' council
board school systems refer
Of the above, among the personality traits that determine the effectiveness of leadership include:
dominance
creativity
self-confidence
From the above, management methods can be classified by:
time
influence mechanism
an object
style
subject
goals
Of the above, the main object of standardization in education is its:
study load
content
structure
student's level of preparation
Of the listed basic curricula for each level, the basic curriculum of the school includes:
elementary
main
complete
Of the listed types of structures, school management includes:
perfect
informational
qualifying
normative
organizational structure
Of the listed types of control, depending on the nature of the object, there are:
biological
social
technical
Of the listed types of management activities, depending on the content of the analysis, there are:
final
parametric
thematic
Of the listed actions, any management activity consists of a sequence:
analysis
control
organizational activity
regulation
goal setting
Of these figures, management problems in Russian pedagogy were paid attention to:
K.D. Ushinsky
N.I. Pirogov
N.K. Krupskaya
Of these laws, the system is subject to:
asymmetry dominance law
law of achievement
law of critical mass of the governing body
law of evolutionary impulse
Of these categories, the categories of democratic education include:
the embodiment of democratic values in the learning process
preparing students for life in a democratic environment
Of the listed components, the Law "On Education" enshrined:
national-regional
federal
Of the listed components, the structure of the basic curriculum includes:
national-regional
federal
school
Of the listed motives, activity is encouraged by:
confession
self-esteem
self-realization
success
Of the listed school-wide management bodies, the new ones include:
organ for the development of the strategic development of the school
board of trustees
gymnasium council
board of founders
school board
school parliament
Of these approaches, school management approaches include:
administrative
non-systemic
non-targeted
reactive
systemic
Of the listed subjects, the full federal component of subjects includes:
Informatics
maths
Russian language (national state language)
physics (astronomy)
chemistry
Of the listed principles, the main principles of general secondary education are:
humanization
humanization
de-ideologization
democratization
differentiation and individualization of education
developmental nature of education
Of the listed principles, the main principles of management of pedagogical systems are:
democratization and humanization of management
scientific validity of management
consistency and integrity in management
combination of centralization and decentralization
Of the listed properties, the main properties of the system are:
comprehensiveness
rationality
compatibility
specificity
integrity
Of these sectors, the school council includes:
pedagogical
parental
student's
Of the listed theorists and practitioners, the modern theory of education management is based on the following ideas:
G. Ford
G. Emerson
F. Taylor
Of the listed types of structures, the types of organizational management structure include:
divisional
linear
linear-functional
matrix
design
Of the listed types of curricula, the subject ones include:
subject-level plan
curriculum highlighting educational areas
core curriculum
Of the listed types, the types of adaptation of the school in changing living conditions include:
actively adaptive
active-adaptive
active
reactive
partial
Of the listed requirements, the following are presented for control:
effectiveness
visibility
objectivity
systematic
Of these factors, the choice of approach to development management is determined by:
the maturity of the school staff
management readiness
innovative behavior strategy
Of the listed forms of institutions, educational ones include:
state
municipal
non-state
Of the following standards, the basic curriculum of a general education school establishes:
total teaching hours funded by the state
maximum mandatory teaching load
duration of study
Interest in studying the issues of public school management appeared in the period
Khrushchev thaw
Of the listed types of training sessions, the curriculum highlights:
compulsory classes
compulsory classes at the choice of students
extracurricular activities
Competence of a person, business qualities, attitude to one's professional activity form the basis of authority
functional
The component of the managerial culture of the school principal, which includes the methods and techniques of managing the pedagogical process, is called:
technological
The component of the managerial culture of the school principal, which reveals the management of pedagogical systems as a creative act, is called - ...
personal and creative
The component of the managerial culture of the head of the school, which is formed by a set of managerial and pedagogical values that are important and meaningful in the management of a modern school, is called:
axiological
The UN convention that deals with the protection of children is called the Convention on:
rights of the child
Control, which means the work of the teacher on trust, is called:
self-control
Control, which has a significant impact on the work of employees, is carried out according to a clear plan and regularly, is called:
administrative
The control that is carried out by the teaching staff is called:
collective
The concentration of decision-making rights, the concentration of power at the top level of government is:
centralization
The concept of liberal education is based on:
the transition from the monopoly of state ideology to the pluralism of ideologies
Brief comparative information in the field of education contains - ...
Announcement
Marketing research, building planning, technologization of the educational process are among the forms
innovative organizational
Materials on the state and development of education in foreign countries include - ...
express bulletin
The method of constructing a point rating scale is:
gradation method
Methods that evaluate not the result of an activity, but its potential, are methods ...
psychological
The Ministry of Education of the USSR was created in:
1967
The worldview and moral qualities of a person serve as the basis for __________________ authority.
moral
The information model was developed:
V.S. Tatyanchenko
The Management Grid module was developed by:
R. Blake and D. Mouton
Name the main types of conflict personalities from the following:
conflict-free
demonstrative
ungovernable
rigid
ultra-precise
The most common in Russia is __________________ plan.
subject educational
The most difficult problem in creating decentralized structures is the problem of motivating participation of __________________ in management.
teachers
It helps teachers to accumulate information about their activities, stimulate reflection and a psychological attitude towards continuous self-improvement.
self-esteem
The accumulated contradictions containing the true cause of the conflict are:
conflict situation
Primary general education is the basis for obtaining __________________ education.
main general
The necessary form of organization of the educational process at school are:
operational information meetings
A continuous sequence of actions carried out by the subject of management, as a result of which the image of the managed object is formed and changed, the goals of the joint activity are set, the ways to achieve them are determined, the work is divided between its participants and their successes are integrated, is called the process
management
General Systems Theory was formulated in:
first half of the 19th century
The public collegial body, whose tasks include the assistance necessary for the effective implementation of the educational process of school development, is the council ...
schools
The public body that plans and regulates the activities of institutions together with the CBR apparatus is the council ...
directors
An association of people between whom interpersonal relationships are established, but there is no common goal and joint activities associated with it, is called:
diffuse group
One of the most important activities of the school is:
advanced training and self-education of teachers
One of the main characteristics of any system that determines the effectiveness of its functioning is:
communication
Founder of the School of Dialogue of Cultures
V.S. Bibler
The main purpose of the State Education Standard is to preserve ...
unified educational space in Russia
Basic general education is the basis for obtaining __________________ education.
complete education, primary secondary vocational
The main decision taken by the certification committee is:
assignment of a qualification category
The main element of planning is:
basic curriculum of a general education school
The main forms of encouragement are:
cash incentive
personal recognition by superiors
public recognition of the group's achievements
public recognition of the achievements of individual employees
time off
The founder of the concept of general system theory is:
L. Bertalanffy
The founder of the theory of scientific management was:
F. Taylor
A special activity in which its subject, through the solution of managerial tasks, ensures the organization of the joint activities of students, teachers, parents, service personnel and its focus on achieving educational goals and the goals of school development, is:
school management
The relationship between what needs to be done to implement a managerial function at a certain time and in a certain place, and the opportunities available for this is managerial ...
a task
The relationship between the management system and the managed object, which requires the management system to perform a certain action to ensure the purposefulness or organization of the managed processes, is __________________ management.
functions
The Pedagogical Council of the school is created in accordance with:
Law of the Russian Federation "On Education"
Pedagogical self-education of teachers involves mastering the totality
pedagogical values, technology and creativity
Initially, the importance of the social sciences for the development of educational management was recognized in:
USA
The first attempts at a scientifically based answer to questions about the qualities of effective leadership were made in:
30s 20th century
The transfer of responsibility for making a number of decisions to lower levels of management is:
decentralization
According to the object of management can be:
federal, regional, district
The style of management can be:
authoritarian, democratic, liberal
According to the subject of management, it happens:
administrative and economic
Teacher training takes place once in:
five years
Teacher training takes place on:
special elective courses of pedagogical educational institutions (MIEO)
The search for solutions that fully satisfy the interests of both parties in the course of an open discussion is:
cooperation
The headmaster's portrait consists of:
gender and age characteristics and personal qualities
Making a decision based on the correlation of the results of pedagogical analysis with the goal is:
planning
The problems of school management in modern conditions were dealt with by:
T.I. Shamova, Yu.A. Konarzhevsky, M.M. Potashnik, L.M. Portnov
The process of encouraging oneself and others to act in order to achieve personal and organizational goals is:
motivation
The process of comparing the actual results achieved with the planned ones is:
control
R. Stogdill was a __________________ scientist.
American
The developing interaction of educators and educated, aimed at achieving a given goal and leading to a pre-planned change in state, transformation of the properties and qualities of educated, is called pedagogical
process
A variety of a system that differs in the way it arises and in the heterogeneity of the initial components is considered as:
complex
Real help in resolving a conflict situation is provided by:
psychologist
Regional baselines are being developed:
bodies of subjects of the Russian Federation
Information about the state of the system and the environment, perceived by a person or a special device, is:
information
The system of basic parameters accepted as the state norm of education, reflecting the social ideal and taking into account the possibilities of a real person and education systems to achieve this ideal, is understood as ...
education standard
The system of practical actions of the leader, determined by the methods of solving the tasks facing him, is __________________ leadership.
style
The system of the emotional and psychological state of the team, reflecting the nature of the interaction between its members in the process of joint activities and communication is called - ...
socio-psychological climate
Systematized, generalized and critically evaluated information on certain aspects of the state and trends in the development of education both in the country and abroad contains:
analytical reference
Systems of holistic interrelated techniques, methods, means, analysis and processing of information, implementation of communication are:
Information Technology
Words or actions that contribute to the emergence and development of conflict, i.e. leading directly to conflict are:
conflictogens
A set of objects, the interaction of which contributes to the emergence of new integral qualities that are unusual for the parts and components that form this system, is a system ...
activity
The totality of bodies between which the powers and responsibilities for the performance of managerial functions are distributed and there are regularly reproducible connections and relationships is the __________________ management structure.
organizational
A set of human, material, technical, informational, regulatory and legal components interconnected so that thanks to this, the management process is carried out, management functions are implemented, is called a system
management
A set of elements of a certain kind, interconnected, interacting with each other and forming integrity, is:
system
The coincidence of opinions, assessments, attitudes and positions of teachers in relation to various aspects of joint activity is called - ...
unity of orientation
An abbreviated summary of the content of the primary document with basic factual information and conclusions is:
essay
The state of dissatisfaction of a person with any circumstances of his life, associated with the presence of conflicting interests, aspirations, needs that give rise to affects and stress, is a conflict ...
intrapersonal
The social community of people united on the basis of socially significant goals, common value orientations, joint activities and communication is:
team
The socially conditioned activity of the participants in the pedagogical process interacting on the basis of cooperation between themselves, the environment and its spiritual and material values, aimed at the formation and development of the personality, is called pedagogical
system
The cohesion of the team to resist internal and external influences that negatively affect the effectiveness of joint activities is the __________________ of the team.
cohesion
The way to organize the joint activities of the participants in the pedagogical process to implement the goals, principles, content of management activities is __________________ management.
method
The method of creative self-realization of the personality of the head of the school in various types of management activities aimed at mastering, transferring and creating values in school management technology is ...
management culture
The ways in which a person influences the team and the socio-psychological climate are:
persuasion, suggestion, example
The ability and ability to exercise one's will through the activities of other people, influencing their leadership, is:
power
The ability to form a rational structure of joint actions and flexibly rebuild it in changing conditions is:
team organization
Secondary complete general education is the basis for obtaining __________________ education.
secondary and higher professional
The means of stimulating the activity of pedagogical workers is:
pay differentiation
The degree of influence of ordinary members of the teaching staff on the decisions made by the administration regarding the plans and organization of the work of the school characterizes:
involvement in management
The confluence of circumstances that are the reason for the conflict is:
incident
The style of a leader who makes decisions himself, without consulting subordinates, imposes his will on them and does not give them the opportunity to take the initiative, is called:
authoritarian
The style of a leader who makes decisions himself, but develops them jointly with subordinates, preferring to influence them through persuasion, is called:
democratic
The style in which the leader completely trusts the development and decision-making of subordinates, giving them complete freedom, leaving behind only a representative function, is called:
liberal
The clash of opposing goals, interests, positions, opinions or views of opponents or subjects of interaction is:
conflict
The desire to insist on one's own way through an open struggle for one's interests, a tough position of irreconcilable antagonism in case of resistance is called - ...
confrontation
The desire to resolve differences by giving in something in exchange for concessions to another is:
compromise
The subject-level curriculum can be used in:
gymnasiums, lyceums, special schools with experimental education, innovative educational institutions
The term aggressiveness comes from __________________ "aggredi" (to attack).
Latin
The term collective comes from __________________ "collectivus" (collective).
Latin
The term conflict comes from __________________ "conflictus" (collision) - listen, forgive.
Latin
Traditional bodies of intraschool management:
teachers' council, parents' committee, student council
The requirement aimed at the rational conduct of intra-school control, at the creation of a control system in the school, is called:
systematic
An intractable contradiction that arises between people and is caused by the incompatibility of their views, interests, goals, needs is:
interpersonal
Ordering, putting something in a certain order is a __________________ system.
integrative
The educational institution is managed by:
director and his deputies
The management cycle is understood as a sequence of four main management functions
planning, organization, leadership, control
Establish a sequence of actions to manage the quality of education using IT from the following:
1) goal formulation
2) goal specification
3) creation of a pedagogical control system
4) creation of a psychological control system
5) creation of a system of pedagogical monitoring
6) creation of a psychological monitoring system
7) determining the initial state of the student
8) development of a forecast for the student
9) goal setting for the student
10) analysis of the results of the learning process
11) adjustment of goal-setting in activities at all levels
Establish the sequence of the hierarchy of levels of education quality management from the following:
1) district
2) municipal
3) regional
4) functional
Establish a sequence of basic principles for the system implementation of computers in the educational process from the following:
1) principle of new tasks
2) principle of a systematic approach
3) first leader principle
4) principle of maximum reasonable typing of simple solutions
5) principle of continuous development of the system
6) the principle of workflow automation
7) the principle of a single information base
Establish the sequence of applying the rules for effective conflict resolution from the following:
1) remember that the conflict situation is what needs to be eliminated
2) conflict always occurs before conflict
3) The wording should tell you what to do
4) ask yourself “why?” until you get to the bottom of the root cause from which other
Establish a sequence of principles responsible for effective control, from the following:
1) principle of strategic direction of control
2) suitability principle
3) normative principle
4) critical point control principle
5) principle of significant deviations
6) operating principle
7) principle of timely control
8) simplicity principle
9) economy principle
Set the correct sequence of structural elements of the long-term plan from the following:
1) school goals for the planned period
2) prospects for the development of the contingent of students by year
3) prospects for updating the educational process
4) the school's need for teaching staff
5) advanced training of teaching staff
6) development of material and technical base
7) social protection of teachers
Set the correct sequence of steps from the following:
1) conversation with the teacher before the observation
2) observation in the classroom
3) analysis of the results
4) consultative conversation
5) teacher improvement planning
Set the correct sequence of stages of pedagogical analysis of the final results of the school from the following:
1) definition of the subject, composition and content of the analysis
2) description of the subject of analysis
3) cause-and-effect analysis
4) establishing the facts of achieving goals
The establishment of relations between the evaluated objects "worse - better", "more - less" is:
rank ordering method
The establishment of national-regional components is the responsibility of
subjects of the Federation
The establishment of the federal component of the State Educational Standard is within the competence of the educational authorities
Russian Federation
The core curriculum is used in countries such as:
Russia, Australia, Japan
The federal program for the development of education is adopted:
Federal Assembly of the Russian Federation
Federal educational authorities determine:
basic content of general secondary education
The form of interaction between a manager and an employee, based on equal participation in management, is:
partnership
A new concept of __________________ education is being formed.
humanitarian
The functions of organized systems of various nature, ensuring the preservation of their specific structure, maintaining the mode of activity, the implementation of their programs and goals, are:
control
Functions of pedagogical analysis are developed:
Yu.A. Konarzhevsky
The function of pedagogical analysis in its modern sense was introduced and developed in the theory of intra-school management:
Yu.A. Konarzhevsky
The function of education management, aimed at studying the actual state of the validity of the application of a combination of methods, means, influences to achieve goals, at an objective assessment of the results of the pedagogical process and the development of regulatory parameters for transferring the system to a new qualitative state, is:
pedagogical analysis
A characteristic of an activity that shows the relationship between the usefulness of the results obtained over a certain period of time and the associated costs is:
productivity
The characteristic of the team, which reflects the extent to which existing interpersonal relationships carry a potential threat of alienation and conflict, is called:
compatibility
A characteristic that reflects the degree of readiness of members to achieve high results in educational activities, in its development and self-development, is:
value-oriented activity
Characteristics that reflect the relationship between achieved and possible productivity are understood as __________________ management.
efficiency
Purposeful, conscious interaction of participants in a holistic pedagogical process based on the knowledge of its objective laws is management
pedagogical systems
An effective form of participation of children in school management is:
student committee
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- implementation of integration in the training of personnel in secondary and higher pedagogical educational institutions on the basis of a multi-stage and multi-profile organization of their activities;
– information support for the management of professional pedagogical education;
- provision and development of various forms of social support and protection of subjects of the education system;
– creation of a regulatory framework for the implementation of innovations in the education system, granting greater independence to educational institutions, etc.
Thirdly, the principle of consistency implies the establishment of horizontal and vertical links in the management of professional pedagogical education, thanks to which a pivotal support is formed, contributing to the preservation of the unity of the professional educational space of the region. Therefore, the "Program for the Modernization of Pedagogical Education in the Stavropol Territory for 2003-2006" is systematically "attached" to the federal program and is the basis for developing programs for the development of an educational institution.
And finally fourthly, the implementation of a systematically organized design of development programs is a prerequisite for mutually agreed planning of management activities.
II. IMPLEMENTATION PROGRAM-TARGET MANAGEMENT OF EDUCATIONAL SYSTEM STAVROPOL REGION
2.1. Application of the program-targeted approach in the management of teacher education
The program-target approach to education management, especially in the period of modernization, presupposes the presence of integrated management goals and a development program built in accordance with these goals. In theory, the educational goal acts as a foundation or backbone element in the construction of educational systems. The goal, the target order, along with the initial state of the system of teacher education, appear as the basis for the implementation of the program-target principle (approach). The foundations of the management system determine certain management strategies and tactics.
The foundations and the strategy in the aggregate are expressed in specific measures and steps - in the program for the development of the system of teacher education. In this sense, the development program is an organizational form of expression of the program-target approach in the management of teacher education.
According to a number of scientists (V.A. Irikov, D.A. Matsnev, G.S. Pospelov, S.A. Repin, N. Stefanov, etc.), the program-targeted approach is a synthesis of a number of approaches, since it is associated with the development highly qualified target programs (target and program approaches), activities (system approach) in the unity of its elements (structural approach) and functions (functional approach) in all areas of activity (comprehensive approach). Thus, in the program-target approach, the integration and synthesis of the basic principles of management is carried out: targeted (focus on the final result), complexity, connection of goals and resources, specificity, unity of sectoral and territorial planning.
The main concepts of program-target management are "goal" and "program". The goal is the expected, desired state of the system, which necessarily implies the achievement of a predetermined result (12, p. 258). Clarifying this definition, V.G. Afanasiev calls the requirements for the goal: concreteness, reality, controllability. Since the goal is complex, parts are singled out in it, which have an impact on the preparation of target programs. V.G. Afanasiev describes this dependence as follows: “an accurate breakdown of the main goal allows you to accurately and rationally distribute the responsibilities of organizations participating in the target program, establish the order and timing of the work assigned to them, and monitor the progress and results of the work” (12, p. 263).
The specificity of specific methods of program-target management is determined by the characteristics of target programs. The program is a multidimensional concept and is widely used in a wide variety of areas of human activity and, depending on the field of application, has a different semantic load, therefore, different authors define and correlate the program and the plan in different ways.
For example, in the Great Soviet Encyclopedia, in relation to economic applications, such definitions are given as a program is a plan of activities, works; plan - a predetermined order, the sequence of performing any work, carrying out activities. Economist S.G. Strumilin interprets the plan as a specific program of action leading in this particular situation to the intended goal. His colleague N.N. Moiseev believes that the plan is a further development of the program. The latter is some purposeful, but relatively general, non-detailed set of actions. According to A.G. Aganbegyan, the program “is a more detailed planning document; it differs from the plan in that it indicates not only how much to produce, but also how to carry out production” (9, p. 126). In most publications on this topic, and this is important for our study, a special class of programs is distinguished - targeted complex programs (see Appendix).
The term "target complex program" has the most generalized meaning and includes all types of planning and management programs of various content, level and focus. V.G. Afanasiev defines this concept as follows: “A comprehensive target program is a directive document containing a set (system) of economic, technical and technological, research, design, organizational, ideological and other activities aimed at achieving a specific goal. Achieving this goal in a planned economy necessarily involves linking the goal and the resources needed to achieve it, linking the plans of industries, departments and organizations involved in the development and implementation of the program, plans for scientific and technical work, material and technical supply, distribution and use of labor resources. The program is, ultimately, a tool for translating social goals into the language of plans, goals and objectives of individual industries and organizations” (12, p. 26).
The formation of the program is carried out according to the rules that are part of the program-target approach, and its content includes the operations described above (defining the functions of management, building a system of goals, determining the necessary resources, setting deadlines for achieving the goal, distributing management and execution functions). Each operation is performed using a fairly complex system of rules.
Among these operations, specialists emphasize the construction of a system of goals (22, 25, 26, 27, etc.), for the formalization of which the rules for constructing a tree graph or constructing a special matrix are used. It is also possible to build an operational goal tree.
So, based on general approaches to key concepts, we will characterize the essence of the application of the program-target principle in education management.
According to the provisions of the system approach, the foundations of the system in education predetermine the properties of the system and set its direction. A typical foundation in education is target order. The second base is initial state of the system(initial state).
In education, the goal of management can be oriented towards some given goals. However, it is additionally mediated by the goals of the subjects of management. Generally speaking, the goal is set on the basis of an assessment of the state of the system, and the goal-setting itself is already based on the results of diagnosis. This feature of the goals of education management is due to the strength of the influence of the "human factor" on all aspects of management.
With this approach, the goal is inseparable from management and in this sense is not only the basis, but also an attribute of management.
In the theory of education management, the goal is characterized from the standpoint of a systematic approach. The leading feature of the goal is its systemic nature. According to G.N. Serikov, the elements of this system are target installations, which can be divided into the following components:
– goals focused on taking into account the needs and interests of society;
- the goals of individual participants in education;
- goals expressing intentions to promote the development of a sense of purpose in the participants of education in achieving the interconnected unity of the first two components (48, p. 164).
The target settings of each group are fuzzy components of a certain system of goals. The ambiguity is due to a number of reasons. Firstly, there is a large measure of uncertainty in the impact on the educational system from the external plan. Secondly, uncertainty exists in the relationship between people. Thirdly, each person is also unique and unpredictable in their behavior and goal setting.
Due to the property of refinement of target settings, it is possible to reduce their uncertainty (fuzziness), so the target settings do not remain scattered among themselves, but have the ability to systematize. Together they form the goals of systemic management of educational systems.
A purposeful analysis of the properties of the goals proposed by various authors allowed us to draw a general conclusion that the goals of education management have the properties of correspondence to the initial state of the educational system; decomposability and integrability; fuzziness and refinement; hierarchy, structuring; concreteness and temporal certainty; reality or attainability; controllability. Let us characterize these properties in detail.
The goals of education management are based on accounting initial state of the system. First of all, an a priori assessment is made of the natural trends in the development of the educational system, which hinders its further development, what shortcomings should be eliminated, what is the potential (personnel, material and technical, etc.) of the system in development in one direction or another, what are the personal goals of the subjects of education .
Decomposability And integrability- this, on the one hand, is a consequence of the complexity, the generality of the goal, the achievement of which requires the efforts of many subjects. On the other hand, the common goal itself synthesizes both the social order, and the goals of the development of the educational system, and the personal goals of the subjects in education. It is the result of their integration on a systemic basis in such a way that the community itself has the features of a system, in particular, integrity and indivisibility.
The social order expresses general requirements that should be specified in relation to the conditions of a given educational system. The personal goals of the subjects, generally speaking, are also amorphous and dis-coordinated. They are diverse for each of the subjects. Their synthesis requires, first of all, their hierarchization on a common basis and clarification of those goals that would be consistent with each other and would meet both the social order and the direction of development of the educational system. Thus, refinement acts as a means of coordinating disparate and fuzzy goals. Such is the relationship of properties fuzziness And refinement goals.
In the process of coordination, the leading, system-forming goal is revealed, the interconnections of other goals with the main one are established. Harmonization, reconciliation, integration of goals is related to their hierarchization And structuring generally. At the same time, the goals of the third type (48) become the leading ones, which specifically serve to develop the subjects' focus on coordinating all goals.
concreteness And temporal certainty of purpose indicate that the terms, conditions and subjects of its achievement are outlined (it is practically possible to do this).
Reality or goal attainability means that its formulation is consistent with the initial state of the educational system. At the same time, the potential of the system (personnel, material, information, etc.) is sufficient to achieve the goal. The available means of achieving the goal, which are outside, in the educational space, are also taken into account.
The ability to assess the degree of achievement of the goal indicates its controllability. For evaluation, dependent variables are usually introduced - parameters, a scale for their evaluation and data acquisition tools. Monitoring the achievement of the goal, therefore, means conducting research.
According to a number of scientists (I.O. Kotlyarov, S.A. Repin, R.A. Tsiring, etc.), the goals of managing the system of teacher education synthesize the goals of all subjects of all levels of management, and at each level and for each category subjects have their specific manifestations. Therefore, it makes sense to single out three components of target settings, each of which incorporates a set of target settings that determine the generalized direction of development of the sphere of teacher education. IN first component includes targets related to meeting the needs of society in qualified teaching staff. In second component generalized target settings are included, representing the needs of all participants in the educational process. Third component reflects the educational orientation of the system management of teacher education. In addition, all components can be specified at each stage of pedagogical education.
For example, at the stage of pre-professional training, students comprehend the essence of the teaching profession and the possibility of developing the abilities of students to master the program of vocational and pedagogical education. This goal, when specified, includes goals such as:
– creation of conditions for a conscious choice of a profession to the maximum extent possible;
- development of students' motivation for future professional activities;
- ensuring the level of education of students sufficient to receive professional education.
At the stage of secondary pedagogical education, the following goals are achieved:
- implementation of an individual choice of the direction and level of education and training received, satisfying the intellectual, social, professional needs of the individual;
– development of personnel qualification;
– training of a specialist with the expected (expressed in the social order) level of qualification. The main goal of this stage of continuous pedagogical education is to ensure the level of professional and pedagogical qualification of employees of educational institutions of general education sufficient to start pedagogical activity in its entirety.
At the level of higher pedagogical education, the level of training of specialists should be focused on a promising model of education and science and be based on a fundamental analysis of pedagogical activity.
The main goal of the postgraduate stage of continuous education is to ensure the training, retraining and self-education of teaching staff, corresponding in terms of qualifications and the content of pedagogical activity to the state, regional and individual orders for the education of the individual.
It is necessary to pay attention to the fact that any control action is generated based on the conditions in which the system is located at the present moment of time (at the time of the action). The control action transfers the system to a new state, and this new state is the basis for developing the next control action. Taking into account this circumstance, the control decision is made taking into account the characteristics of the educational system.
At present, when there is no general theory of educational systems, it is difficult to single out any characteristics of the educational system. Thus, some general characteristics of educational systems are presented in the monograph by S.A. Repin (46).
Other works (41, 48) mainly analyze the states in educational systems of some particular types. V.S. Lazarev and M.M. Potashnik propose to carry out a problem-oriented analysis of the state of the educational system. Yu.A. Konarzhevsky considers the state of educational systems from the standpoint of a systematic approach. G.N. Serikov carries out a description of the educational space in four coordinates (48): normative-regulatory, perspective-oriented, activity-stimulating, communicative-informational.
Secondly, these are means, the use of which is aimed at motivated innovations that contribute to the development of one's own education and, consequently, to an increase in the level of professional and pedagogical qualifications. These are two groups of tools used by educators.
Thirdly, these are the means used by students in their acquisition of education. Especially in detail G.N. Serikov dwells on the methodological support of educational processes. Among their external manifestations, he calls:
- the presence of material carriers of material, scientific, methodological, legal security;
- the ability to use the means necessary for various educational purposes;
– the existence of information about the rights and obligations of participants in education; normative framework for the education of different categories of students;
- the opportunity for participants in education to appeal to the data of science for educational purposes;
- the practical possibility of implementing educational processes within the known methods, ways, algorithms.
It is obvious that the signs of each of these directions are somewhat modified and shifted hierarchically. Therefore, to describe regional educational systems, the following generalized formulations of the directions of the system's characteristics are usually chosen: material and technical base; personnel; contingent of students; state of culture; structure of education management; information structure in the region; social and production structure.
When developing targeted regional programs for the development of education, it is also necessary to take into account the traditions of the educational system; regional features of education leave a certain imprint on educational systems. The traditions of the educational system are intertwined with the cultural characteristics of the region (historical, national-ethnic, ecological, etc.). Describing the state of regional educational systems, it seems more appropriate to talk about cultural and national characteristics.
There is an objective need to take into account the trends in the development of the regional educational system, i. to carry out the development of the educational system in those directions that have naturally developed in the system, if they correspond to the development goal.
Development is not an artificially imposed process on the educational system. It is inherent in any system and is due to the contradictions that arise in it. Both the presence of contradictions and their subsequent resolution (during development) are objectively inherent in the system. Development is a means of resolving contradictions. When determining the directions of development, it is necessary to identify the contradictions existing in the educational system.
2.2. Some results of program-target management of the system of teacher education in the Stavropol Territory
The current state of research in the field of managing complex educational complexes, as well as the search for mechanisms to eliminate crisis processes that accompany their development, in global and domestic practice is still in its infancy, at the level of diagnosis and comprehension. Although, more than once, starting from the 30s of our century, information about crisis phenomena in education systems and their growing trends appeared in the scientific press of various countries.
There were even attempts, in particular in the United States, to solve problems by increasing funding and technical equipment for the educational sector. But, paradoxically, the results were negatively correlated. This state of affairs is explained by the still poor knowledge of the mechanism for the formation of educational technologies that correspond to their content and construction of the social environment and the needs of the environment.
At the present stage of development of science, a limited amount of scientific and practical data has been accumulated on the socio-pedagogical processes taking place in a constantly changing society, which is not enough to make a breakthrough in this field of knowledge. As a result, there is a need to involve not only purely scientific means, but also administrative ones in the management of educational systems. In our case, as such an administrative resource, which allows to systematically manage the development of the educational complex of the region, the program-targeted approach was chosen (see Appendix).
Thus, the experimental base for the implementation of the proposed project and research is the Stavropol Regional Scientific and Educational Complex, which includes educational institutions of preschool, general school, secondary and higher and postgraduate professional education of the Stavropol Territory, in which the system-forming core, according to the proposed concept, is the Stavropol State Pedagogical Institute (62, 63).
The subject of the study, in this case, is the backbone capabilities of a regional pedagogical higher educational institution in the formation of a regional scientific and educational complex of an open type and the role of a pedagogical university in modeling regional socio-pedagogical and socio-economic processes in a deeply crisis social environment. The technology of reconstruction of the regional educational system and system-wide mechanisms for the interaction of educational institutions are also being studied; the possibility of managing multi-level socio-pedagogical processes based on the program-target approach and the degree of interdependence and complementarity of the assumed (scientific-theoretical) and received (practical-stating) data.
In this case, the research is aimed at fundamental for all civilized mankind, the problems are the satisfaction of the needs of the individual in continuous intellectual, cultural and moral development; to overcome crisis phenomena and reduce socio-economic tension in complex socio-pedagogical systems, the essence of which lies in the constantly emerging contradictions between the level of development of science and the content and forms of education, the needs of society in training personnel of a certain qualification and the goals of education of the individual himself, which can be uncertain. The relevance of such a study is also explained by the fact that the content and forms of education in the region and, especially, the timing of its receipt do not satisfy the individual today and, moreover, should not satisfy the state, since they make education expensive and knowledge obsolete.
In addition, the emerging global integration processes in science and the production and economic environment necessarily required qualitatively new performers, which, in turn, forces a critical analysis of the entire structure of personnel training.
A new (different) paradigm of education (and, especially, regional education) is required: a transition from the training of “narrow specialists” to the training of highly educated individuals. In a more general interpretation, the new paradigm aims to increase the stability of society, since in this case it receives individuals who are able to professionally adapt to the changing needs of society.
The specific fundamental task facing the research team, and to which the work is aimed, is the creation of a new type of scientific and educational complex in the conditions of the regional educational system, using program-targeted means in the conditions of the regional educational system, which allows solving various managerial and experimental (in the context described - anti-crisis, modernization) issues and combining such qualities as openness, flexibility, mobility, modernity, relative independence.
In parallel, more specific tasks are being solved: the search for the optimal internal structure of educational institutions and the optimal structure of the entire scientific and educational complex, the design of flexible forms of relationships between educational institutions that are part of the scientific and educational complex; modeling of individual learning trajectories and individual training programs, learning intensification processes.
The range of issues to be resolved also includes the patterns of formation in children at different stages of individual development of a sustainable interest in continuous learning as a necessary condition for successful socialization of the individual.
Theoretical and experimental testing of the regional model of the scientific and educational complex (shown in the figure) opens up the possibility, with the help of program-targeted management and scientific and pedagogical tools, to study the patterns of formation of the regional educational space and find external and proper - systemic mechanisms for managing socio-economic and socio-pedagogical multi-level processes that make it possible to overcome crisis phenomena in education associated with inconsistencies in the content and form of education with the needs of modern (and future) society and the impossibility of each individual to exercise the right of continuous (potentially throughout the entire professional activity) training in the chosen pedagogical specialty.
In parallel, the degree of correlation between the level of development of pedagogical science, the content of education and the requirements that apply to a modern specialist is revealed.
Based on a comprehensive study of internal and external, objective and subjective complex-forming factors, an optimal (ideal) model of a flexible, mobile, easily restructuring regional scientific and educational complex with a backbone core - a regional pedagogical university, in which maximum attention is paid to the processes of socialization of children, adolescents and youth with different levels of starting knowledge and mental states by immersion in a highly intellectual and deeply humane pedagogical environment.
The system of continuous pedagogical education in the structure of the Stavropol scientific and educational complex
The implementation of this study provides for the coordinated interaction of several components - these are:
Firstly, flexible and prompt scientific and managerial support of the project by a working group consisting of heads of educational institutions, scientists, innovative teachers;
Secondly, support from the Government of the Stavropol Territory, the Ministry of Economic Development, the Ministry of Education and the Ministry of State Property of the Stavropol Territory;
third, consent to participate in the study (confirmed by the conclusion of agreements on joint scientific and educational activities) of the leaders of more than 30 different levels and different educational institutions in the region;
fourth, active use of the material and technical base and creative potential of the teaching staff of educational institutions participating in the experiment;
fifth, the creation on the territory of the Stavropol Territory of not only a single open educational space, but also a single open information (in the broadest sense of the word) field. This reorganization will facilitate the rapid exchange of scientific, educational, managerial and other information between institutions, the conduct of electronic (distance) forms of education and scientific and technical events (meetings, seminars, conferences, etc.), which will become possible due to the installation in each educational institution participating in the project of modern IBM - compatible computers and linking them into a single electronic, information network;
At sixth, operational replication, distribution and implementation of the results of the experiment (monographs, textbooks, scientific and methodological, educational and methodological, didactic, etc. materials) into the practice of pedagogical work of educational institutions in the region and Russia.
The study of the backbone capabilities of a regional pedagogical higher educational institution in the formation of a regional scientific and educational complex of an open type and the role of a pedagogical university in modeling and structuring regional socio-pedagogical processes is carried out taking into account all stages of modern methodology for studying complex and, in particular, complex social phenomena. The model of the experiment is based on a systemic-synergetic approach based on the principles of universal evolutionism and program-targeted management.
The starting point of the entire study was a deep comprehensive analysis of the patterns of program-targeted management of educational systems, the construction of social and pedagogical systems, taking into account the principles of historicism (with elements of methods of historical reconstruction), multidimensionality and conceptuality. It is planned to widely use the methods of theoretical and experimental modeling, mathematical and statistical analyzes of intermediate and final results, and the entire course of the experiment will be subject to continuous and selective monitoring.
The social and pedagogical components of the experiment are studied using a variety of particular and general methods used in the social and pedagogical sciences.
The proposed methods and approaches for studying socio-pedagogical processes and the possibilities of managing and modeling them on the basis of a program-target approach do not contradict, and, at the same time, are not inferior to the world level, and in some aspects even outpace global trends. The very formulation of the fundamental problem in this perspective is already inherently new, since we are talking about studying the capabilities of the system itself (scientific and educational complex) to self-govern, self-adjust and self-realize.
As a manuscript
SHVETSOVA Galina Nikolaevna
Program-targeted management
regional educational system
13.00.01 Tsa general pedagogy, history of pedagogy and education
dissertations for a degree
Doctor of Pedagogical Sciences
Cheboksary - 2009
a The dissertation was completed at the Pedagogy Department of the State Educational Institution of Higher Professional Education, Chuvash State Pedagogical University named after I.I. AND I. Yakovlev. |
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Scientific consultant Official opponents: |
Grigoriev Georgy Nikolaevich doctor of pedagogical sciences, professor, |
Academician of the Russian Academy of Education Slastenin Vitaly Alexandrovich, doctor of pedagogical sciences, professor Glazunov Anatoly Tikhonovich |
|
doctor of pedagogical sciences, professor Kuznetsova Ludmila Vasilievna |
|
Lead organization |
GOU VPO Tatar State Humanitarian and Pedagogical University |
The defense will take place on June 17, 2009 at 11.00 am at a meeting of the dissertation council DM 212. 300.01 for the defense of dissertations for the degree of Doctor of Pedagogical Sciences at the Chuvash State Pedagogical University. AND I. Yakovlev at the address: 428000, and Cheboksary, st. K. Marx, 38.
The dissertation can be found in the library of the Chuvash State Pedagogical University. AND I. Yakovlev.
aa Academic Secretary
Dissertation Council Khrisanova E.G.
INTRODUCTION
The relevance of research. The processes of globalization, affecting all spheres of public life, necessitate the reform of Russian education in accordance with the new realities, certain agreements within the framework of the Bologna process. Under these conditions, it becomes an important task to develop strategic guidelines that ensure the unity of the global, pan-European and domestic educational space, which requires the creation of mechanisms for the sustainable development of education as an open state-public system.
In the Concept for the Modernization of Russian Education for the Period up to 2010, in the National Doctrine of Education in the Russian Federation until 2025, the development of a strategy for the development of the education system at the regional level serves as mechanisms for such development. The Russian education system is a multi-component structure that reflects federal (nationwide) and regional priorities, which are determined by socio-economic, historical, cultural and ethno-national characteristics that actualize the role of the constituent entities of the Russian Federation in the modernization of education. This involves scientific forecasting, development and implementation of long-term priorities of the regional educational policy, which are inseparably united and interconnected with national strategic priorities.
The implementation of targeted federal programs required the search for new approaches to the development of regional programs aimed at implementing the relationship and consistency between long-term development priorities and measures of medium-term and short-term educational policy based on the preservation of the basic values of education in the 21st century in the context of globalization. Planned and ongoing changes in education have increased the requirements for management efficiency, the validity of management decisions, understanding and forecasting the effects caused by their adoption, and preventing possible risks.
Directions and main activities within the framework of the priority national project Education, approved by the Presidium of the Council under the President of the Russian Federation for the implementation of priority national projects (minutes No. 2 of December 21, 2005), Decree of the Government of the Russian Federation of December 23, 2005 No. 803 On the Federal Target Education Development Program for 2006-2010 determines the need to develop effective mechanisms and rational tools to improve the efficiency of management of regional education systems. One of the effective means of achieving organizational goals based on the combination of scientific and administrative management, new technological tools and resource mechanisms is the implementation of a program-targeted approach to the management of social systems.
The program-target approach is understood as a general methodology that procedurally reflects the analytical, target, program, planning, organizational, controlling and regulating components of the educational system management. It provides for a clear definition of the goals of managing the system, the allocation of the necessary resources for the implementation of programs and the formation of bodies that manage their implementation. In this program-target management acts as an effective and efficient mechanism for influencing the managed system to achieve the goal for a certain period of time with limited resources.
The complex nature of the problem under study determines the use in the study of the scientific provisions of the theory of systems and the cyclicity of the development of social and economic processes (V. G. Afanasiev, Yu. A. Gromyko, F. F. Korolev, K. Marx), the theory of economic growth (R. Harrod, E. Domar, I. Schumpeter, G.A. Feldman), management theory at the federal, regional and local levels of government (3. A. Bagishaev, V. I. Bondar, O. E. Lebedev, A. M. Moiseev, T.V. Orlova and others).
The development of the problems of managing the educational systems of the territories using the program-target approach is a separate area in pedagogical science and integrates scientific achievements in the field of:
Philosophies of education (P.K. Anokhin, B.S. Gershunsky, Yu.V. Gromyko, A.S. Zapesotsky, V.V. Kraevsky, V.A. Kutirev, N.A. Rozov, etc.);
Pedagogical activities and training for the education system (Yu. K. Babansky, V. I. Baidenko and Jerry Van Zantworth, L. V. Vasilyeva, S. G. Vershlovskiy, V. I. Zagvyazinsky, T. A. Ilyina, V V. Kraevsky, A. V. Mudrik, L. I. Novikova, V. G. Onushkin, and Yu. N. Kulyutkin, V. P. Strezikozin, V. V. Serikov, O, M. Simonovskaya, V. A Slastenin, L. S. Podymova, A. P. Tryapitsyna, N. M. Chegodaev, A. I. Shcherbakov, T. Schultz, WF White, etc.);
Management of education (Yu. V. Vasiliev, G. G. Gabdullin, V. M. Gaskov, N. P. Kapustin, Yu. A. Konarzhevsky, V. S. Lazarev, A. M. Moiseev, A. A. Orlov , T. V. Orlova, Yu. N. Petrov, M. M. Potashnik, E. V. Tkachenko, P. I. Tretyakov, L. G. Rodionova, E. N. Khokhlachev, R. Kh. I. Shamova, E. A. Yamburg and others);
Designing educational systems (O. E. Lebedev, A. M. Moiseev, L. I. Novikova, A. I. Prigozhin, V. E. Radionov, V. V. Serikov, V. I. Slobodchikov, M. A. Ushakov, K. M. Ushakov, L. I. Fishman and others);
Studies of territorial problems of education (M. V. Artyukhov, V. V. Bagin, A. A. Gorchakov, S. A. Gilmanov, N. A. Kosolapov, V. B. Kulikov, M. I. Makhmutov, G. V. Mukhametzyanova, E. G. Osovsky, E. M. Nikitin, N. N. Petrov, V. A. Prudnikova, I. I. Prodanov, Ya. I. Khanbikov, etc.);
Socio-psychological, psychological and pedagogical studies of educational systems (B.G. Ananiev, K.A. Abulkhanova-Slavskaya, A.A. Bodalev, V.P. Zinchenko, G.A. Kovalev, E.I. Smolenskaya, N V. Kuzmina, V. F. Lomov, A. V. Petrovsky, V. V. Ushakov, I. D. Chechel, T. G. Novikova, V. A. Yakunin, J. Neave, etc.).
In the dissertations of V.N. Averkin, I.I. Kalina, M.R. Pashchenko, S.A. Repin, I.K. Shalaeva, T.D. Shebeko and others highlight the issues of regional and municipal program-target management of education. In studies, the program-target approach is considered as a system of principles that determine the overall management strategy, in particular planning as a type of management activity. The main idea is the provision that the management of the education system in the context of decentralization should be program-targeted, which allows linking together goals with resources, approaching long-term planning as the development of an integrated system of actions for all management structures and the local community.
Program-target management involves the implementation of a technological scheme, including interrelated stages of analyzing the external and internal situation, setting goals, developing a program to achieve them, indicators and assessing the success of their implementation; actualization of goal-setting in the management process; the multilevel nature of the goal, the need for its decomposition into subgoals and tasks, the disclosure of their logical and volumetric relationships.
The study of research in the field of management and the existing practice of the development of education indicates that the program-targeted management is one of the most important methods of management and requires the identification of the scientific foundations for its construction in modern conditions. To single out scientific grounds means to reveal the phenomenon of program-targeted management in the regional education system in the aggregate of concepts that reflect its essential and procedural characteristics. The following basic concepts are used in the dissertation: program, program-target approach, program-target management, program-target methods.
Program- a document that defines the content of program-targeted management and clearly establishes the links between conceptually defined goals and mechanisms for their achievement, with the obligatory presence of a description of the planned actions (activities), the timing of their implementation, responsible executors and the necessary resources.
Program-targeted approach- this is a methodological approach, consisting in a clear definition of management objectives, the allocation of the necessary resources for the implementation of programs and the formation of governing bodies. The program-target approach as a methodology, in contrast to more particular methods and techniques, sets a general orientation in practical management activities.
Program-targeted management- understanding of management as the organization of effective impact on the managed object to achieve the goal for a certain period of time with limited resources.
Program-target methods- ways and means of influencing the control subject on the control object to achieve the goal, characterizing the completed act of influencing the control object.
The analysis of the studies showed that the scientific study of the problems of program-target management of education as a holistic phenomenon is far from being completed. The historical and cultural aspects of managing educational systems have been poorly studied, a complete picture of the interaction between the central and peripheral vectors of management has not been recreated, and a design and forecast mechanism for development has not been built. It should be noted that while there is no common understanding of the technology of program-target management, the issues of organizing horizontal communications, coordination activities, and management features of programs of various types remain little studied.
As a result of the analysis of territorial programs for the development of education, a number of management problems have been identified, including the delimitation of the jurisdiction, powers and functions of the branches and levels of government as a tool for implementing regional programs. The study of the experience of programming the development of education in the constituent entities of the Russian Federation gives reason to conclude that in the current economic and sociocultural situation, new programming approaches are required that take into account the preservation of the unity of the educational space as much as possible, which corresponds to the nature of a dynamically developing society, vital areas of development of the region.
The successful application of program-targeted management also requires an understanding of its ideology and technology by administrators of various levels of education; development of targeted programs; development of methodological tools for analysis and programming; the presence of motivation of managers, specialists and their equipment with methodological means of analyzing the situation, methods of problem-oriented analysis, goal-setting, development and implementation of strategic and tactical plans, etc.).
The study of research in the field of management and the existing practice of the development of education indicates that program-targeted management needs scientific foundations for its construction: disclosure of the content of program-targeted management in the regional education system, determining the principles and patterns of its construction, implementation technologies, the absence of which is not allows you to fully ensure the effectiveness of targeted programs.
Thus, the analysis of scientific literature, educational practice indicates the presence of the following contradictions:
- at the public level: between the need to ensure a new quality of Russian education as the basis for the innovative development of the state, its entry into the common European space and the insufficient readiness of regional education systems to achieve this quality; between new requirements for the management of education in a market economy and the predominance of traditional approaches to management; between the emerging diversity of social and individual educational needs and the inability of state federal and regional authorities to provide conditions for obtaining an education level that meets these needs, world standards and Russian traditions;
- at the scientific and theoretical level: between the approaches to the functioning of educational systems available in management theory and the lack of development of mechanisms for implementing the program-target approach, which reflect the analytical, target, program, planning, organizational, controlling and regulatory components of the management of the regional educational system;
- at the scientific and methodological level: between the need for organizational and pedagogical support (content, technologies, resources) of program-targeted management of the regional educational system and insufficient scientific and methodological development of a set of conditions, factors, criteria and indicators, mechanisms for the effectiveness of its implementation; between the priorities of federal programs for the development of education in the Russian Federation and the current regional targeted programs for the development of education; between the priority of the implementation of managerial and educational technologies and the lack of managerial and teaching staff of the appropriate skill level.
The need to resolve the identified contradictions determined the research problem: what are the methodological, theoretical and technological foundations of the program-targeted management of the regional educational system?
The purpose of the study is to develop and substantiate the methodological, theoretical and technological foundations of the program-targeted management of the regional educational system.
The object of the study is the regional educational system of the Republic of Mari El.
The subject of the study is the methodological, theoretical and technological foundations of the program-targeted management of the regional educational system.
Research hypothesis. The effectiveness of program-targeted management of the regional educational system can be achieved if:
As a methodological basis for management, systemic, synergistic, cultural, situational, informational approaches, justified in the study, will be used, the implementation of which will ensure stable relationships between the internal and external environment of the regional educational space and will allow its modeling according to parameters and factors that are justified from the point of view of the development of social processes, affecting the development of education;
The concept of program-target management was developed and implemented, including scientifically based goals and objectives for the development of the education system; principles, conditions and directions for the implementation of program-targeted management; its regulatory and legal support; predicted results; structure; content and organizational mechanisms of management; assessment of the effectiveness of the implementation of targeted programs (a system of target indicators and indicators); resources; networking technology; monitoring the activities of management structures for the implementation of programs;
The development of the regional education system is ensured by the conformity of the nature of innovative processes in education with the peculiarities of the social environment, social order in the educational space of the region. At the same time, development programs, productive technologies, new (not known in other regions) products of the educational market become the tools for transformation;
Regional targeted programs have been developed and implemented, provided with resources based on identifying the problem field and points of growth in the educational space of the region;
The main procedures of program-targeted management, and its regulatory and legal framework, mechanisms for creating an effective structure for managing the development of regional education are substantiated;
Aa developed a system for monitoring the development of the regional educational system, including a list of indicators and criteria for its effectiveness based on modern information technologies;
The factors of reducing social risks and problems in the management of the regional education system on the basis of a program-targeted approach are identified, and their minimization is ensured by the example of the implementation of the priority national project Education.
To achieve the goal and the main provisions of the hypothesis, it was necessary to solve the following tasks:
1. To give the essential and content characteristics of the program-targeted management of the regional educational system as a socio-pedagogical phenomenon.
2. Determine the methodological foundations of the program-targeted management of the regional educational system.
3. Develop the concept of program-targeted management of the regional education system.
4. Develop a system for monitoring the development of the regional educational system, including a list of indicators and indicators of its effectiveness.
5. To experimentally substantiate the effectiveness of the Concept of program-targeted management of the regional education system.
6. To identify factors for reducing social risks and problems of program-targeted management of the development of the regional education system on the example of the implementation of the priority national project Education.
7. To develop a system of measures to form the readiness of teaching staff for program-targeted management in the education system.
The methodological basis of the study was:
Dialectical theory of knowledge about the universal connection, interdependence and integrity of phenomena; general dialectical principles of the relationship between subject and object, process and result, individual, particular and general; unity of continuity and progress (traditions and innovations);
Information approach as a modern paradigm for the analysis of ongoing social processes;
System approach as a general methodological principle of the analysis of social systems, links between the system and the external environment, the components of the system itself;
The phenomenological approach as a general methodological basis for the analysis of various social processes, the identification of the parameters of a social phenomenon, the functions of a particular social action;
Synergetic approach as an interdisciplinary direction of scientific research, the task of which is to study natural phenomena and processes based on the principles of self-organization of systems;
Methodology of socio-pedagogical design as a basis for constructing a special kind of practice-oriented research in education management that allows solving real problems of education development using program-targeted management.
The theoretical basis of the study was:
Social-psychological and psychological-pedagogical studies of educational systems (B.G. Ananiev, K.A. Abulkhanova-Slavskaya, A.A. Bodalev, V.P. Zinchenko, G.A. Kovalev, E.I. Smolenskaya, N V. Kuzmina, V. V. Lazarev, B. F. Lomov, A. P. Petrovsky, V. V. Ushakov, I. D. Chechel, T. G. Novikova, V. A. Yakunin, J. Neave, etc.);
Scientific works in the field of management of educational systems (J. Van Geek, P.F. Drucker, A.A. Gorchakov, G.N. Grigoriev, G.A. Kovalev, E.I. Smolenskaya, Yu.A. Konarzhevsky, N .A. Kosolapov, D. Campbell, O.E. Lebedev, A.P. Markov, A.I. Prigozhy), education management and its information support (Yu.N. Afanasiev, A.T. Glazunov, A.N. Dakhin, YA Konarzhevsky, MI Kondakov, VY Krichevsky, AN Leibovich, VS Lazarev, OE Lebedev, AM Moiseev, MM Potashnik, AM Novikov, P. I. Tretyakov, K. M. Ushakov, L. I. Fishman, T. P. Shamova);
Research in the field of socio-pedagogical design and innovation in education (V.I. Zagvyazinsky, E.S. Zair-Bek, M.V. Klarin, V.F. Krivosheev, L.V. Kuznetsova, L.S. Podymova, V. M. Polonsky, V. E. Rodionov, V. V. Serikov, A. P. Tryapitsyna, O. G. Khomeriki and others), program-target management in education (V. N. Averkin, I. I. Kalina, D. Cleland, V. King, Cleland David I., King William R., VS Lazarev, M. M. Potashnik, B. Z. Milner, AM Moiseeva, T. V. Orlova, S. A. Repin , T.D. Shebeko).
The empirical basis of the study was:
The researcher's own experience as the head of the regional education system and the developer of targeted programs at various levels, an expert on municipal programs and programs for the development of an educational institution;
Materials of UNESCO, monitoring of the International Bank for Reconstruction and Development, Council of Europe, International Association for the Assessment of Educational Achievement, Organization for Economic Co-operation and Development (OECD) for the Assessment of Student Educational Achievements (PISA), materials of monitoring the activities of the regional educational system for the period from 2000 to 2007 , analytical reports on the results of the Unified State Examination from 2001 to 2007, reports on the implementation of targeted programs in the field of education for the period from 1999 to 2008;
A set of empirical research methods: monitoring, evaluation of the results of educational activities, correlation analysis of the relationship of indicators, the volume and structure of regional budget financing;
Pilot-experimental implementation of the developed models of program-targeted management in the practice of managing regional and municipal education systems.
The experimental base of the study was: the regional educational system, services of scientific, methodological and psychological and pedagogical support (State Institution of the Republic of Mari El Republican State Center for Certification and Quality Control of Education, State Educational Institution of Additional Professional Education (Advanced Training) of Specialists Mari Institute of Education, Republican Expert Council, etc.), Ministry of Education of the Republic of Mari El.
The work is the result of scientific and pedagogical research conducted by the author in the period from 1998 to 2008. The study was carried out in several stages:
Stage I - preparatory a (1998-1999) - included an analysis of the theoretical basis of the study, the search for and justification of the methodological foundations for building program-targeted management in education, the choice of research methods, the development of a research program and tools.
Stage II - staging (2000-2001) - consisted in identifying the main directions for the development of the education system, studying the features of management in various regions of Russia and abroad; creation of the Concept of program-targeted management of the regional educational system, development of targeted development programs in the educational space of the region.
Stage III - transformative (2002-2006) - is devoted to the experimental approbation of the author's Concept of program-targeted management on the basis of the educational system of the Republic of Mari El, monitoring the effectiveness of the functioning of the education system of the region.
Stage IV - analytical (2007-2008) - consisted in the analysis and generalization of the results of the implementation of the Concept of program-targeted management of the regional educational system; formulating conclusions; determination of promising directions for the study of the problem.
The scientific novelty of the research is as follows:
1. The concept of program-target management of the regional education system has been created, including the goal, objectives, principles, resources (educational, personnel, information, economic), indicators and indicators for evaluating the effectiveness of the system development. The main idea of the Concept is the need to implement in management a subsystem of goals, and a subsystem of programs, and a subsystem for the implementation of program-targeted management, and a subsystem for monitoring the development of a regional educational system. It is based on the leading role of goal setting in the management of regional education, the multi-level development goals.
2. On the basis of a systematic analysis of the sociological, economic and pedagogical aspects, objects and management models, substantive components, criteria apparatus, organizational and pedagogical conditions and resources that ensure the effectiveness of program-targeted education management are substantiated.
3. A monitoring system for the development of the regional education system has been developed, including providing services, information databases interaction protocols
The indicators and indicators for evaluating the effectiveness of the management of the regional education system are determined, reflecting the ratio of the general, special and individual in the educational sphere as an object of program-targeted management of education.
4. Priority directions for optimizing the organizational structure and content of the activities of the subjects of the state-public system of education management in the region and ways to increase its effectiveness based on the implementation of the program-targeted approach have been identified.
5. Based on the analysis of the types of organizational decisions in the implementation of nationwide, complex, complex-related and departmental targeted programs, the organizational mechanism of program-targeted management is substantiated, which takes into account the preservation of the unity of the educational space as much as possible.
6. A typology of financial, managerial and resource risks in a regional entity is presented, which allows designing a system of measures to identify and overcome them (identifying and assessing risks; determining a problem-targeted or program management strategy; providing reliable feedback; scientific, methodological and informational support for the project , staff training, pilot testing of projects, advisory support).a
7. An algorithm has been developed to form the readiness of educational structures for innovative activities to determine approaches and priorities in the development and implementation of targeted programs.
The theoretical significance of the study lies in the fact that it makes a significant contribution to the theory of management of educational systems and pedagogical management. It reveals the essence and content of the program-targeted management of the regional educational system. In the study, the theoretical foundations of program-targeted management of education (PCEM) were developed in the interrelation of four subsystems:
- goal subsystems
- program subsystems
-
- according to its target, content, technological and performance components in accordance with performance indicators and indicators.
The relationship between the phenomena of an open regional educational system and the synergistic interaction of resources is revealed. It is proved that the synergistic interaction of resources (educational, personnel, informational, economic) under the conditions of program-targeted management and their use contributes to obtaining a high total educational and socio-economic effect. It is substantiated that three main characteristics of modern education are subject to synergistic interaction simultaneously, but in different volumes: quality, accessibility, efficiency.
Theoretically, the social openness of the regional education system is substantiated as a necessary factor in its development and self-development, as a prerequisite for the effectiveness of its functioning. The main sign of the openness of the education system is the state-public nature of education management, ensured by the stable interaction of management structures at the regional level, at the municipality level, at the level of an educational institution.
The practical significance of the study is as follows. but
The implementation of the author's concept of program-targeted management of the regional education system makes it possible to ensure its effective functioning in the conditions of the innovative development of Russian education based on the use of indicators and indicators of the effectiveness of the implementation of targeted programs, the information support system, expanding the publicity and transparency of the financial activities of government bodies, and the transition from financing the costs of the industry to funding tasks,
A monitoring system has been developed that includes ten modules (the results of the final assessment of students; indicators of student activity in extracurricular activities, the effectiveness of educational work and its program support, the coverage of students with additional education, school media, the diagnosis of student offenses, the development of human resources, material and technical, educational material, medical and social conditions, the effectiveness of management activities, competitive activities of an educational institution with absolute and relative indicators) and the information support system makes it possible to objectively assess the quality of education at the regional level, which is the leading factor in the distribution of resources in the OCUO.
A proven system of measures to minimize social risks makes it possible to optimize the implementation of the priority national project Education.
The developed model of multi-level training of managerial personnel, educational and program materials and teaching aids, as well as a model for the formation of ethno-cultural competence of teachers working in educational institutions with a multinational composition of students, provide the region's needs for teachers and education managers of a new formation who can adapt to the conditions of innovative development of education .
The universality of the obtained results of the study, performed on the material of the education system of the Republic of Mari El, allows them to be used in other regions of Russia in the implementation of program-targeted management in the field of education.
The reliability and validity of the research results are ensured by:
Research methodology based on the achievements of philosophical, sociological and psychological-pedagogical sciences in the field of theory and practice of managing social and educational systems;
A comprehensive methodology for studying the problem, adequate to the goal, objectives, object and subject of research;
Empirical verification of the identified theoretical foundations for the formation of the concept of program-targeted management of regional education;
Comparison of the results of theoretical and experimental research with data from other pedagogical and sociological studies, as well as with the practical activities of educational authorities (education management departments of the administrations of municipal districts and urban districts of the Republic of Mari El, Departments of Education of the Pskov and Yaroslavl regions);
The applicability of ideas, conceptual provisions and management mechanisms in the organization of the educational process in various territories of the Russian Federation.
Provisions for defense:
1. Program-targeted management of the regional educational system is a purposeful process designed to ensure optimal functioning and achievement of the goal of its development for a certain period of time with limited resources by way of a clear definition of management goals, and the development of mechanisms for their implementation, the timing and status of intermediate values of the process, linking the planned goals with resources. Program-targeted management fully reflects the essential aspects of innovative administrative management and corresponds to its anticipatory nature, is superimposed on the existing structure and is aimed at optimizing managerial relationships, primarily at the middle management level.
2. The methodological basis of the program-targeted management of the regional education system is a set of systemic, synergistic, cultural, situational, informational approaches, the implementation of which ensures stable relationships between the internal and external environment of the regional educational space and allows its modeling according to parameters that are justified from the point of view of the development of social processes and factors influencing the development of education. This implies: a systematic analysis of contemporary problems in the development of Russian and European education, the activities of the subjects of educational policy, strategic reserves for improving regional education; ensuring an integrative result of the interaction of a set of civilizational, sociocultural, national-regional processes; advanced design of the development of the regional education system and a particular educational institution in the conditions of innovative development of society and the state.
- goal subsystems, which unites and determines the remaining components of the OCUO and gives integrity to the individual parts, in which new properties appear in the system that are absent both in the individual constituent parts of the system and in their totality;
- program subsystems, which includes as components traditional, as well as project and matrix management structures with the participation of public and state governing bodies as a whole, the destruction of which in the form of the absence of one or another link leads to a significant decrease in the effectiveness of its individual links;
- subsystems for the implementation of program-targeted management, including principles, methods, means that allow to take into account the objective interests of the society in the management of the educational process, the student-oriented goals of the student, the subjective experience of the teaching staff, as well as the possibilities of the educational space;
- subsystems for monitoring the development of the regional educational system according to its target, content, technological and performance components in accordance with performance indicators and indicators.
Implementation of the Concept provides:
The completeness and quality of educational services provided by the regional educational network with the efficient use of resources;
And the formation of a managerial vertical in the education system;
Formation of mechanisms that allow the region to ensure the efficiency of the use of resources provided by the state and the economic feasibility of the activities of educational authorities.
4. The key indicators of the effectiveness of the regional education system are: the quality of education, the effectiveness of educational work, the resource support of the educational process, the effectiveness of management activities, and the innovative activities of participants in the educational process.
5. Monitoring under the conditions of program-targeted management of regional education consists in identifying the state and trends in the development of the education system and their correlation with targets. monitoring the effectiveness of targeted programs.
providing services, information databases in the main areas of activity, complex of automated data collection and processing systems(a program for monitoring educational institutions, a program for collecting data from the RCP Development of Education in the Republic of Mari El for 2008-2010), interaction protocols(introduction of administrative regulations for licensing and accreditation of educational institutions and certification of teaching staff).
6. The system of information support for regional education as a mandatory resource of a modern self-developing model of program-targeted management of regional education contains three main components: activity(formation of a data bank in a single information center through the organization of monitoring); infrastructure(equipment, communication channels, specialists, electronic resources); interaction mechanisms(definition of the category of users, differentiation of access, automation of workflow, presentation of the results of information processing).
7. Program-targeted management of the regional educational system allows minimizing social risks and problems arising during the implementation of the priority national project Education. A set of measures to reduce social risks, covering the financial, economic, legal, organizational and resource-technological areas of management, includes the development and publication of relevant methodological literature in the areas of project implementation, the organization of the site for public participation in the formation of educational policy.
Approbation and implementation of research results into practice.
The course and results of the research at its various stages were reported and received a positive assessment at international conferences at Sofia University in 2001-2008, at meetings of the Academic Council of the Federal Institute for the Development of Education, seminars with heads of educational institutions, advanced training faculties of GOU DPO PC (C) Mari Institute of Education, Mari Regional Center for Advanced Studies, Mari State University. The main provisions and conclusions of the dissertation work were reported at the Russian-American scientific-practical conference Actual problems of science and education (1997), the International conference Quality of education and management by results (Yoshkar-Ola, April 2001), the All-Russian meeting of heads of municipal bodies executive authorities in charge of education (Moscow, December 2007), the All-Russian Conference Innovative Technologies in the System of Russian Education (Moscow, April 2008), the All-Russian Scientific and Practical Conference Development of the Innovative Potential of Rural Schools: Opportunities and Prospects. Integrated rural general education systems as promising models for the revival and development of rural society in Russia (Izborsk, Pskov region, June 2008), annual republican scientific and practical conferences of educators of the Republic of Mari El: a Modernization of the education system of the Republic of Mari El: experience , problems, prospects (2004), The use of information and communication technologies in education (2004, 2005), Implementation of the priority national project Education in the Republic of Mari El: results and prospects (2006), Priority national project Education in the Republic , Mari El: results and development prospects (2007).
The activity of the dissertator was aimed at approbation and implementation of the results of the research during the organization of field seminars (2006 - 2008) for the heads of 17 municipal education authorities, methodological services and educational institutions, the All-Russian scientific and methodological seminar Aestheticization of gender development of children of preschool and primary school age (Kirov, November 2007).
The materials of the study were used in the development of the republican target program for the development of education in the Republic of Mari El for 2008-2010, a comprehensive project for the modernization of education in the Republic of Mari El for 2006-2007, the introduction of a new system of remuneration for educators, and a model of per capita financing.
The results of the dissertation research were accepted for use in the Ministry of Education of the Republic of Mari El, implemented in the management activities of the municipal institution. El Orsha Pedagogical College named after I.K. Glushkov. The main theoretical provisions and conclusions have found application in teaching the courses Management in Education, Management of Educational Systems of the Republic of Mari El. The main conclusions were used by the author in the process of teaching the course Management in Education at the State Educational Institution DPO (PC) Mari Institute of Education, Yoshkar-Ola.
The results of the study were published in six monographs, a methodological manual, as well as in 55 printed works, including 7 in scientific publications recommended by the Higher Attestation Commission for the publication of basic scientific results, and 5 in foreign publications. The use of research results in practice is documented.
Dissertation structure. The content of the dissertation is set out on 544 pages, consists of an introduction, four chapters, a conclusion, contains 37 figures, 97 tables, 16 appendices, a bibliographic list of 430 sources, including 19 foreign ones.
The introduction substantiates the relevance of the problem, presents the data of the analysis of the scientific and methodological prerequisites for the study, formulates the goal, object, subject, hypothesis and objectives of the study, the provisions submitted for defense; the scientific novelty, theoretical and practical significance of the work are determined, the forms of approbation and ways of implementing the results are disclosed.
In the first chapter, Methodological foundations of educational systems management, the education system of Russia in the 21st century is analyzed, the essence of program-targeted management in education is revealed, and the methodology for studying the problem of improving the management of educational systems is substantiated.
The modern system of education in Russia is characterized by the following features: a change in the orientation of the educational system; increasing inter-regional differentiation of accessibility and quality of education; insufficient level of schoolchildren's competence in solving problems (a quarter (23%) of Russian students do not reach the established lower limit, in the leading countries of such students 5-10%); different levels of involvement in preschool education by region (differs by 4 times); an increasing proportion of children not involved in education at its compulsory level. The definition of strategic vectors of development, the organization and management of education at all levels remain a weak link due to the dominant non-systemic vision of education, not as a self-organizing object of reality, but as a crisis sphere of contradictions, inconsistencies, conflicts that cannot be regulated and purposefully managed. There is a lack of unified approaches to improving the organizational and managerial foundations for the functioning of the education system.
The study shows that the efficiency of the system is ensured by the implementation of a program-target approach to management, which includes a set of approaches that determine its overall strategy. The program-target approach as a methodology, in contrast to more particular methods and techniques, sets a general orientation in practical management activities. The main provisions of the program-target approach are: the leading role of goal-setting in the management process; the multilevel nature of the goal, the need for its decomposition into subgoals and tasks, the disclosure of their logical and volumetric relationships; implementation of a technological scheme, including interrelated stages of analysis of the external and internal situation, the formation of goals, the development of a program to achieve them, and an assessment of the success of its implementation.
Program-targeted management of the education system is considered as a purposeful process designed to ensure optimal functioning and achievement of the goal of its development for a certain period of time with limited resources by clearly defininga management goals, and developing mechanisms for their implementation, timing and status of intermediate values of the process, linking planned goals with resources.
Program-targeted management is the best option for managing the development of both federal and regional education systems, allowing you to build prospects for the development of a single Russian educational space based on setting goals, developing technological schemes for achieving them (programs), allocating resources and forming a criteria-based assessment system (indicators) .
A systematic approach to education management involves its model-structural representation, reflecting the internal relationships of functional characteristics and components and their relationship with the external environment. From the standpoint of this approach, the management of the education system involves: organizing management activities based on knowledge of various sciences; ensuring the consistency of two interrelated processes - functioning and development; establishing the relationship between the goals of management and the direction of their implementation, the actions of all subjects of management; diversity and continuity of goals, as well as ways to achieve them; taking into account the influence of external and internal factors that determine the regional education system.
The synergetic approach actualizes the mechanisms of self-preservation, self-organization and self-development of structures that take place in open systems. This approach creates the necessary methodological basis for studying the processes of forecasting, developing and implementing strategically important guidelines for education. In accordance with the synergetic approach, the management of the development of the education system requires taking into account the traditions that have developed in it, which determine its relatively stable state, possible fluctuations, non-linear development and non-equilibrium of its components. In the implementation of the synergistic approach, the role of external control actions is important in the form of development, justification and adoption of reliable, time-tested predictive, diagnostic and technological directions for the development of educational systems, expressed in the form of strategies, concepts implemented through program-targeted management.
The culturological approach determines the integrity of the educational system, the condition for the effectiveness of which is the constant reliance on the cultural, educational and educational traditions of the region, ethnopedagogy with a focus on the prospects for the development of education.
The situational approach indicates the need to apply the theory and practice of education management, depending on the circumstances, specific situations that develop in the educational system and affect its functioning in a certain period of time. It allows predicting the probable consequences of the impact of various factors and making timely reasonable and adequate decisions to the requirements of the situation. The ideas of this approach have the greatest influence on the methods of building organizational structures of education management.
The information approach to management involves a set of interacting information flows, among which are: initial information (necessary for the development and adoption of management decisions); decisions or management teams (predetermine the organization of management and managed systems); regulatory information (represented by various kinds of parameters, regulations, laws, instructions, technological maps, etc.); operational information (comes in during the operation of the system and characterizes its state); external information (comes from other systems that are communicatively connected with this system); control and accounting information (characterizes the course and results of the system).
The use of program-target management leads to an increase in the responsibility of managers at any level for the results of their work. This approach involves a transition from a narrowly professional assessment of the education system to the development of target education priorities - a concentrated expression of the social order, taking into account the specifics of the republic.
In the second chapter "Theoretical foundations of the management of the regional educational system" the features of the educational environment of the Republic of Mari El, the essence, principles, factors influencing the development of multi-ethnic education are considered. The basis of multicultural education is disclosed, which includes: integration of various doctrines of national education, recognition of the equal importance of educational ideals and values with the obligatory preservation of the priorities of integrating educational systems, the development of a wide variability of multiethnic education (in the basic curriculum of the Republic of Mari El, the ethnocultural component occupies at least 10% study time and is represented by subjects: native (Mari, Udmurt, Tatar) language, Mari (state) language, history and culture of the peoples of Mari El). Options for combining these subjects at the level of secondary (complete) general educationa allow the introduction of other subjects in this component that correspond to the profile of education. 21% of preschool children are brought up in the Mari (native) language, while 42% study the Mari language as the state language. In the system of general education, there is a natural decrease in the proportion of students studying the Mari (native) and Mari (state) languages during the transition from the level of basic general education (23% and 39%, respectively) to the level of secondary (complete) general education (20% and 23% ). Such a scheme for the implementation of the ethno-cultural component requires a certain socio-cultural competence of teachers working in educational institutions with a multinational composition of students and pupils.
Analysis of the results of the study made it possible to develop the author's concept of program-targeted management of the regional educational system, based on the idea of the need to implement in management a subsystem of goals, and a subsystem of programs, and a subsystem for the implementation of program-targeted management, and a subsystem for monitoring the development of a regional educational system according to its target, content , technological and performance components in accordance with indicators and performance indicators.
a The concept includes science-based goals and objectives for the development of the education system; principles, conditions and directions for the implementation of program-targeted management; its regulatory and legal support; predicted results; structure; content and organizational mechanisms of management; assessment of the effectiveness of the implementation of targeted programs (a system of target indicators and indicators); resources; networking technology; monitoring the activities of management structures for the implementation of programs. The management cycle presented in the Concept includes organizational preparation, predictive analysis, setting goals, setting goals, developing program actions, resource provision, designing and approving the program, monitoring its implementation, summarizing performance (evaluation of results), a new management cycle.
Based on the Concept, the Republican Target Program for the Development of Education in the Republic of Mari El for 2008-2010, the draft Concept for the Development of Education in the Republic of Mari El for the period up to 2020, aimed at improving the management of the regional education system, were created.
The study developed a system for evaluating the effectiveness of the functioning of the regional education system, including a set of indicators and indicators for adequate measurement of the degree of achievement of the goals set. Approbated schemes for applying the methods of separate assessment of the progress and results of changes occurring in educational practice.
The analysis of the indicators for vocational education and training developed by the European Training Foundation (ETF) and the indicators proposed by the group of M.L. Agranovich, a list of indicators for evaluating the effectiveness of the regional educational system using indicators for monitoring the state of educational institutions and the quality of school education is presented. Based on the characteristics of the stages of indicator development, an additive and multiplicative model for the formation of the final indicator is presented, and principles for determining the effectiveness of regional educational systems are formulated.
The third chapter, Program-target management of resources, reveals the features of the formation of mechanisms for program-target management of the regional educational system, substantiates the need to change the management structure during the transition to program-target resource management at the regional level, defines special links or additional structures for planning and management based on redistribution appropriate powers in the existing management system.
The development and implementation of the management mechanism for the implementation of targeted programs into the educational system of the Republic of Mari El has shown the effectiveness of the interaction of management structures at the regional and municipal levels (Fig. 1).
Control and reporting under such management are implemented through feedback: responsible executor - chief coordinator - subdivisions of municipal departments of education - departments of the Ministry of Education of the Republic of Mari El. If it is necessary to resolve complex issues that require careful coordination in the execution process, it is permissible to form permanent interdepartmental meetings (committees) with the main coordinators of subprograms.
Rice. 1. Management of the target program at the regional and municipal levels
The study shows that the proposed organizational structure for program management provides effective overall management and its integration into a single set of interrelated activities. The development of a mechanism for the interaction of performers both at the planning stage and during the implementation of program activities required changes in the organization of work with personnel, informatization of the general education system, data collection and processing technologies, and interaction protocols.
A model of multi-level training of personnel has been developed and tested in the education system of the republic, including changes in volume course training for management and teaching staff (from 72 hours to 144 hours), acquisition methods groups (from arbitrary acquisition to differentiated through mandatory input diagnostics of the level of professional competence, needs and interests), regularity of passing course preparation (from 1 time in 5 years to a modular-accumulative system), and in forms of advanced training(from uniformity to variability), learning technologies (from lecture-seminar to activity system, distance learning, use of DER), development of professional development programs(from holistic to modular principle based on request), funding mechanisms(from the state (budgetary) to the formation of a market for paid educational services).
The study of the features of the educational environment of the Republic of Mari El in the context of program-targeted management indicated the need to form the multicultural competence of teachers and develop a model that includes training in the system of higher and additional professional education, advanced training courses, competitions of pedagogical skills, defense of projects within the framework of the Rainbow Bridge festival , experimental activities of the republican experimental platform To live in peace with yourself and others on the basis of Gymnasium No. 1 in Kozmodemyansk.
In the course of evaluationa of the economic efficiency of the regional education systema and correlation-regression analysis, the results presented in Figure 2.a were obtained. The graph shows the ratioa of the actual and model wage levels and confirms the direct proportional relationship between the growth of teachers' salaries and inefficient spending.
The analysis shows that municipal districts that have an actual level of average wages higher than the modeled one, or better manage the factors for reducing inefficient expenditures (city district Yoshkar-Ola City, Morkinsky municipal district), thereby receiving internal additional financial resources, or due to the influence of factors , and not taken into account in the model (constants), are obviously in unequal conditions (they receive adaptation allowances on the principle of money follows the student (small schools - Volzhsky municipal district).
Y = 6179,4 - 866,36 X1 + 58,68 X2a where:
Y- the estimated level of salary with accruals based on the results of the work of all districts for 12 months. 2007
X1 - indicator valuethe ratio of the regular number of other personnel and the rates for the corresponding district
X2 - indicator valueaverage occupancy in the respective area
6179.4 - a constant that sets the prevailing average wage level in the industry
industry averagea level of salary with accruals, determined by the influence of all other factors
Rice. 2. Results of economic and mathematical modeling
The absence of a single mechanism of financial and material support in the education system, coordinated throughout the vertical of power, has led to the need for a general and retrospective meaningful analysis of the federal legislation and the main republican laws in the field of education. Since the system of program-targeted management in regional education is only being created, the legal framework for its implementation and regulatory and methodological guidelines for the implementation of the mechanism of interaction between the structures of program-targeted regional management have been developed, regulating the relations that arise between economic bodies when creating systems of program-targeted management, streamlining organizational and methodological aspects of the management mechanism. but
In accordance with the objectives of the study, a model of information support for the development of the education system at the regional level was developed and implemented, including data collection and processing technologies, the structure of responsible services and interaction protocols. This made it possible to form and maintain up to date a single integrated information resource of the regional educational system.
The fourth chapter, Experience in the implementation of program-target management in the regional educational system, discusses the mechanisms for implementing the priority national project Education in the Republic of Mari El, identifies social risks and negative factors affecting the implementation of the project, presents a system for assessing the quality of general education results, including regional monitoring of educational achievements of students .
It is shown that the priority national project "Education" as an element of program-targeted management has become a part of socio-cultural educational practice, a mechanism for managing and developing regional education. Along with the procedures proposed by the federal center, network planning, ensuring the necessary level of transparency and openness, monitoring and reporting are being developed in the region, and additional human and financial resources are being sought.
The risks are characterized in the main areas of the priority national project Education, grouped by areas of impact: legal, financial, economic, organizational and managerial, socio-psychological, resource and technological. Risk analysis made it possible to build an algorithm for their overcoming: use of a problem-target or program management strategy, organization of feedback (monitoring of projects), the presence of a system of preventive measures that affect the human factor (staff training, scientific, methodological and informational support for the project, pilot testing of projects, advisory support). From the considered algorithm, the types of activities to reduce the risks of the priority national project Education on various aspects of the impact follow (Table 1).
Table 1
Measures to reduce the risks of the priority national
Project Education
Financial and economic aspect |
|
Risk Mitigation Measures |
|
Decreased economic efficiency due to with the operation or conservation of vacated buildings |
Assessment of the technical condition of buildings: under good enough conditions - transmission for rent, in emergency condition - sale or withdrawal from the operational management of the education system |
Risks of additional costs to save property |
Preliminary work on implementation or redistribution of released property |
Insufficient financing of the restructuring process and activities in new conditions |
Development and implementation of targeted restructuring financing programs |
The absence at the moment of regulatory legal acts corresponding to the projected models of schools (for example, an elementary school with two grades of secondary education, a specialized school for students in grades 7-11) |
Development of the necessary regulatory framework at the federal and regional levels and mechanisms for financing educational institutions |
Regulatory aspect |
|
Lack of a regulatory framework that allows for the training of teaching staff in two or three subjects |
Approval at the legislative level of the possibility of training teachers with a wide range of specializations |
Lack of legislation in terms of the division of general education into stages |
ia transition from one stage to another |
Lack of student certification based on the results of mastering educational programs in institutions of additional education |
Development and approval of documents necessary for the regulation of interdepartmental relations |
Lack of legal documents regulating the process of restructuring and the activities of the network of educational institutions during the transition to intermunicipal management |
Development and approval of legal documentation at the intermunicipal level, regulating the activities of educational institutions and networks |
The task of the experimental part of the study was the development and implementation of a system for assessing the quality of general education in the region, which included:
Monitoring the quality of education on the basis of the state (final) certification of graduates of the 9th grade;
Monitoring the quality of education based on the state (final) certification of 11th grade graduates (including the USE);
Monitoring the quality of education based on the results of state accreditation of educational institutions.
The experiment showed that program-target management contributes to improving the quality of education: in 2000-2007, the share of students with good and excellent results increased from 42 to 44.7 percent. This indicator is comparable to the decrease in losses in the education system. The share of students left for re-education at various levels of education decreased by almost 2 times, from 0.56% in 2000 to 0.28%. The increase in the quality of education is also evidenced by the increase in the proportion of 11th grade graduates who received gold and silver medals at the end of their education for special achievements in learning. If in 2000 the share of such graduates from the total number of 11th graders was 4.3%, then in 2007 it was 7.5%.
The creation of an objective and independent system for assessing the educational achievements of graduates had a positive effect on the share of graduates of grade 11 studying in institutions of higher professional education, which increased from 36.3% in 2000 to 62.1% in 2007, with 20.9% of graduates 2007 are studying in institutions of higher and secondary vocational education outside the republic. The orientation of the motives of educational activity has changed (there was a desire to ensure career success - 32% of students, the number of graduates studying at prestigious universities of the country increased by 3%), which reflects the coincidence of the educational goals of students with the main goal of the education system.
In the course of the experiment, a model was tested for the formation of five elements of the composition of the multicultural component (ethnocultural, value-oriented, sociocultural, intercultural, worldview) of professional and pedagogical training of students of the Orsha Pedagogical College of the Republic of Mari El. The results of the formation of the multicultural competence of students - future teachers - are presented in the petal diagram (Fig. 3). In assessing the level of competence, a 9-point scale was used. 1 - 3 points correspond to a low level of formation of multicultural competence, 4 - 6 points - to an average level, 7 - 9 points to a high level of formation of students' polycultural competence.
Rice. 3. Diagram of assessment of the level of formation of the multicultural competence of students of the Pedagogical College
The level of managerial activity was assessed according to motivational-value, acognitive and technological criteria. With the help of the criteria put forward, the levels of managerial activity and the corresponding groups of managers were determined:
I group - with (23.4% of the total number of those surveyed);
II group - with developed managerial activity (33,19 %);
III group - with indifferent attitude to management activities, which can go both positive and negative (28.5%);
IV group - with underdeveloped managerial activity (11,9 %);
Group V - from undeveloped managerial activity(3.01% of managers).
The allocation of managers to the appropriate groups showed that more than half (56.6%) of managers have sufficient activity to implement managerial functions that provide for program-targeted management and the choice of alternative methods for their implementation, the selection of rational methods for the implementation of a specific target program. Thus, the target group of experimental work was 40.4% of managers assigned to groups III and IV of levels of managerial activity.
aa A questionnaire survey conducted for the purpose of self-assessment by managers of competencies (Table 2) in the use of program-targeted management based on a 4-point scale (very high - (4), and high - (3), medium - (2), and low - (1) made it possible to build a relationship between the levels of managerial activity and self-assessment of the formation of the necessary competencies for the implementation of program-targeted management.
table 2
Relationship between self-assessment of competencies and levels of managerial activity for the implementation of program-targeted management
Name of competence |
Level of managerial activity |
||||
Ability to research and analyze and predict |
|||||
Ability to model the use of available resources |
|||||
Ability to form criteria and performance evaluation standards |
|||||
Ability to create a coherent program of activities |
|||||
Ability to fix problems in activity |
|||||
Ability to implement existing management decisions |
|||||
Ability to create a set of variable management decisions |
|||||
Ability to choose alternative management decisions |
|||||
Shown in fig. 4, the results of the study show that a significant variation in the parameters of professionally important qualities of a manager was revealed in the first group (with highly developed managerial activity).
Rice. 3. Dependence of managerial activity on the professional and personal qualities of the leader
It is noteworthy that the general business and psychological qualities of a manager are more stable (for example, efficiency, competence, stress resistance), other qualitiesa change more pronouncedly and unevenly in the course of advanced training (business responsibility, readiness for risks, the ability to determine the beginning of critical and transitional phases in life organizations, the ability to act in conjunction with other people in a situation of change). The results of the work on the formation of the components of the professional readiness of managers and teachers for program and project activities are presented in Table 3.
Table 3
Dynamics of changes in the structure of professional activity of the participants in the experiment
Experiment period |
Motivational-value component |
cognitive component |
Technology Component |
|||
Supervisors |
teachers |
Supervisors |
teachers |
Supervisors |
teachers |
|
Within the framework of the transformative stage of the experiment (2003 - 2005), the regional educational system implemented the basic principles of program-targeted management through the implementation of 8 targeted programs (Table 4).
Table 4
List of targeted programs being implemented
Name of the target program |
Implemented Functions |
|||
Disabled children |
Republican Targeta |
Social care, social and cultural change |
||
Comprehensive measures drug abuse control and their illicit trafficking |
Republican Target |
Preservation and strengthening the health of children, protecting the life |
||
Development of education in the education system of the Republic of Mari El for 2004 - 2007 |
Broadcast and dissemination of culture in society |
|||
gifted children |
Departmental target |
Social and cultural change of personality, formation of an integral system for identifying, training, educating and development of talented children |
||
The system of early comprehensive care for children with developmental disabilities |
Analytical departmental target |
Social guardianship Formation of key competencies |
||
Introduction of specialized education at the senior level of secondary (complete) general education of the Republic for 2004 - 2006 |
Analytical departmental target |
social selection |
||
Pedagogical personnel for 2005 - 2010 |
Analytical departmental target |
Social and cultural identity change |
The conducted experimental work revealed an increase in activity in the implementation of managerial functions in all groups. Quantitative changes in the composition of the group are presented in Table. five.
Table 5
Dynamics of changes in managerial activity of managers in the course of experimental work
Levels of managerial activity |
Share of managers (in %) |
||
Beginning of the experiment |
End of experiment |
Dynamics |
|
These figures indicate that the proportion of managers with developed management activity, and increased by 9.56%, and the share of managers with highly developed management activity from 23.4 to 26.3 percent. The decrease in the share of heads of groups IV and V is largely due to the renewal of this category of managers. implementation of targeted programs at the municipal level (Table 6).
Table 6
The dynamics of the participation of municipalities of the republic in the formation
and implementation of targeted programs
Name of municipal programs |
||||||||
Programs for the development of municipal education systems |
||||||||
Housing for a young family |
||||||||
Comprehensive measures to combat drug abuse and illicit trafficking |
||||||||
gifted children |
||||||||
Patriotic education of citizens |
||||||||
school meals |
||||||||
Prevention of neglect and delinquency among minors |
||||||||
Development of preschool education |
||||||||
Healthy lifestyle |
||||||||
Strengthening the fight against crime |
||||||||
Educational security |
||||||||
Equipping OS with computer equipment |
||||||||
The results of the experimental work showed that by 2006 the practice of program-targeted management had developed in the regional educational system: out of 17 municipalities, 15 implement programs for the development of education, 13 - programs aimed at improving school meals, 9 - at the development of preschool education, 7 - programs for the prevention of neglect and delinquency among minors and patriotic education. Most municipalities single out a set of measures to support gifted children in separate areas of development programs, and providing educational institutions with computer equipment and promoting a healthy lifestyle, only a few formalize these areas into independent programs. A comparative analysis of programs implemented in the education system indicates an increase in the number of republican targeted programs financed from the republican budget.
In the conclusion of the dissertation, in accordance with the objectives of the study, general results are summed up and the main conclusions are formulated.
The dominant trends in improving the efficiency of the management of the regional education system include: the formation and approval of market mechanisms in education; formation and development of new educational products and services; innovative activity; development of human resources; creating an adequatea regulatory framework; accounting for changes in the socio-economic characteristics of the environment.
The program-target approach substantiates the general orientation in practical management activities in the education system. The main provisions of the program-target approach are: the leading role of goal-setting in the management process; the multilevel nature of the goal, the need for its decomposition into subgoals and tasks, the disclosure of their logical and volumetric relationships; implementation of a technological scheme, including interrelated stages of analysis of the external and internal situation, the formation of goals, the development of a program to achieve them, and an assessment of the success of its implementation.
Program-targeted management of the education system is considered as a purposeful process designed to ensure optimal functioning and achievement of the goal of its development for a certain period of time with limited resources by clearly defininga management goals, and developing mechanisms for their implementation, assessing the state of intermediate process values, linking planned goals with resources . Such management allows building prospects for the development of the regional education system in a single Russian educational space.
The methodological basis of the program-targeted management of the regional education system is a set of systemic, synergistic, cultural, situational, and informational approaches, the implementation of which ensures stable relationships between the internal and external environment of the regional educational space and allows its modeling according to parameters that are justified from the point of view of the development of social processes and factors influencing the development of education.
The created and implemented Concept of program-targeted management of the regional educational system, which reflects the main strategic priorities of education through software, determines the mechanisms for the implementation of targeted programs in the regional educational system and municipalities and the technology of interaction between subjects at all levels of management to achieve the goals set in conditions of limited resources. The implementation of the Concept contributes to increasing the efficiency of the development of the regional educational system.
Monitoring under the conditions of program-targeted management of regional education consists in identifying the state and trends in the development of the education system and their correlation with targets. target programs.
The regional monitoring system includes providing services, information databases in the main areas of activity, complex of automated data collection and processing systems(a program for monitoring educational institutions, a program for collecting data from the RCP Development of Education in the Republic of Mari El for 2008-2010), interaction protocols(introduction of administrative regulations for licensing and accreditation of educational institutions and certification of teaching staff).
Key indicators of the effectiveness of the regional education system are formed in five areas of performance assessment: the quality of education, the effectiveness of educational work, the resource support of the educational process, the effectiveness of management activities, the competitive activity of participants in the educational process. Monitoring data allows making management corrective decisions in case of deviation from target indicators.
The experimental work made it possible to work out the mechanism of program-target management of the regional education system through the implementation of 15 targeted programs; and to determine the optimal schemes for the development of education for the ratio of state support at the federal, regional and municipal levels of management, taking into account the characteristics of urban and rural educational institutions; create a system of public and state co-management; test a system of measures to disseminate the experience of the best educational institutions; develop an effective monitoring of the results of the implementation of the national project Education; to introduce a system of information support for the development of education at the regional level; to test the model of multi-level training of pedagogical staff. but
The implementation of program-targeted management on the example of the priority national project Education made it possible to identify social risks (a difficult demographic situation, the transfer of educational institutions to per capita financing, the absence of a manager’s position in the school’s staffing table, irrational investment of funds from the priority national project Education, poor road condition), problems of project implementation (inefficient use of funds received by the institution in case of failures in terms of financing and the need to spend in the current financial year, etc.) and propose measures to minimize them.
The risk management algorithm includes: SWOT analysis, quantitative risk assessment, measures to reduce the negative impact of risks, the use of a problem-targeted or program management strategy, feedback organization (project monitoring), the implementation of a system of preventive measures that affect the human factor (staff training, scientific - methodological and information support of the project, pilot testing of projects, advisory support), correction of long-term plans.
The developed system of measures to form the readiness of teaching staff for program-targeted management (organization of a school of managerial personnel for heads of municipal educational authorities, creation of a department for managing the development of education, development and implementation of the curriculum of additional professional education Management in education for heads of educational institutions, etc.) ensures the effective functioning of the regional education system in an innovative mode.
The results of the study and the experimental work carried out in the general education system of the Republic of Mari El give reason to believe that the hypothesis put forward has been proven, the goal has been achieved, and the tasks have been solved.
Along with the topic, the work done does not exhaust all aspects of the program-targeted management of educational systems, therefore, research in this area should be continued and deepened by developing methods for compiling scenarios for achieving goals in education and determining indicators for target programs.
The appendices to the dissertation contain schemes and tables, practical recommendations substantiating the theoretical conclusions and results presented in the study.
The main provisions of the dissertation are reflected in 61 publications of the author with a total volume of 81.03 pp.
Monographs, methodological developments
- Shvetsova, G. N. Actual problems of education: monograph / G. N. Shvetsova. - M.; Yoshkar-Ola:, 2000. - 317 p. - 11 p.l.
- Shvetsova, G. N. Actual problems of education. 2nd. ed.a monograph / G. N. Shvetsova - M.; Yoshkar-Ola: MF MOSU, 2002. - 304 p. - 19 p.l.
- Shvetsova, G. N. Theoretical foundations of the management of the regional educational system: monograph / G. N. Shvetsova. - Yoshkar-Ola: Mari branch of the non-state autonomous non-profit educational organization Moscow Open Social University (Institute), 2007. - Part 1. - 200 s. - 2.5 p.l.
- Shvetsova, G. N. Study of problems of management of the regional educational system: monograph / G. N. Shvetsova. - Yoshkar-Ola: Mari branch of the non-state autonomous non-profit educational organization Moscow Open Social University (Institute), 2007. - Part 2. - 155 p. Tsa 9.7 p.l.
- Shvetsova, G. N. Educational policy in the conditions of modernization of the regional educational system: monograph / G. N. Shvetsova. - Yoshkar-Ola: GOU DPO (PC) From the Mari Institute of Education, 2008. - 172 p. - 10.8 p.l.
- Shvetsova, G. N. Rural school: regional aspect: monograph. - Yoshkar-Ola - Moscow: Research Center for Quality Problems in Training Specialists, 2008. - 67 p. Tsa 3.8 p.l.
- Shvetsova, a G. N. Research work in improving the educational process: methodological development / G. N. Shvetsova, N. M. Shvetsov - M; Yoshkar-Ola, 1999. - 24 p. - 1.4 p.l. / 1.0 p.l.
- Shvetsova, G.N. Historical and pedagogical aspects of the development of ethno-regional general education in the Republic of Mari El / G.N. Shvetsov. -
Publications in publications included in the VAK register
- Shvetsova, G. N. Close contacts with municipal authorities enrich the August Pedagogical Council / G. N. Shvetsova // Public Education. - 2004. Tsa No. 4. - S. 54 - 57. - 0.25 p.l.
- Shvetsova, G. N. Priority national project Education: results and problems of development: a view from the region / G. N. Shvetsova // The world of education is education in the world. Tsa 2007. - No. 2. - S. 95Ts108. - 0.87 p.l.
- Shvetsova, G. N. Priority national project Education / G. N. Shvetsova // Public education. - 2007. Tsa No. 2. - S. 24C27. - 0.25 p.l.
- Shvetsova, G.N. The problem of improving the regulatory framework for the development of regional education / G.N. Shvetsova, N.M. Shvetsov // Siberian Pedagogical Journal. - 2008. Tsa No. 5. - S. 333Ts345. - 0.75 p.l. / 0.7 p.l.
- Shvetsova, G. N. Regional education and socio-economic environment / G. N. Shvetsova // Siberian Pedagogical Journal. - 2008. - No. 5. Tsa S. 327Ts333.a - 0.38 p.l.
- Shvetsova, a G. N. Formation of a regional system for assessing the quality of education / G. N. Shvetsova // The world of education is education in the world. - 2008. Tsa No. 3. Tsa S. 42Ts56. Tsa 0.94 p.l.
- Shvetsova, a G. N. Prospects for the development of the national school / G. N. Shvetsova // Siberian Pedagogical Journal. - 2008. - No. 13. Tsa S. 404 - 413.a - 0.8 p.l.
Publications in international publications
- Shvetsova, G. N., Prevention in the regional educational policy / G. N. Shvetsova, N. M. Shvetsov // Sb. Preventive Pedagogy - Theory and Practice: Ed. EKS-PRES, a 2005. - S. 28Ts32 (Bulgaria). - 0.3 p.l. / 0.2a p.l.
- Shvetsova, a G. N. Problems of project culture in education / G. N. Shvetsova, N. M. Shvetsov, M. N. Shvetsov // Humanization and democratization of the pedagogical process in the context of university education SU St. Kliment Ohridski. - PRES, 2006. - S. 109C112 (Bulgaria). - 0.25 p.l. / 0.15 p.l.
- Shvetsova, G. N. Implementation of the national project Education as a system / G. N. Shvetsova, N. M. Shvetsov // Humanization and democratization of the pedagogical process in conditions of university education. SU St. Kliment Ohridski. - PRES, 2006. - S. 21C25. (Bulgaria). - 0.3 p.l. / 0.2 p.l.
- Shvetsova, a G. N. National project Education as a means of democratization of education in Mari El / G. N. Shvetsova // Humanization and democratization of university education. SU St. Kliment Ohridski. - PRES, 2007. Tsa S. 374Ts381.a (Bulgaria). - 0.5 p.l.
- Shvetsova, a G. N. Regionalization of education as a factor of humanization / G. N. Shvetsova // Humanization and democratization of university education. SU St. Kliment Ohridski, Faculty of Pedagogy. - EKS-PRESS, 2008. - S. 321Ts327.a (Bulgaria). - 0.44 p.l.
Other scientific publications
- Shvetsova, G. N. The possibility of using educational cinema in a special seminar on school studies and the basics of the work of a class teacher / G. N. Shvetsova // Technical means and programmed learning in the educational process: materials of the IV interuniversity scientific and practical conference. Tsa Yoshkar-Ola, 1978. - S. 32Ts33. - 0.2 p.l.
- Shvetsova, G. N. The use of TSO in the process of pedagogical practice / G. N. Shvetsova // Technical means and programmed learning in the educational process: materials of the V interuniversity conference. Tsa Yoshkar-Ola:, 1980. - S. 36Ts37. - 0.2 p.l.
- Shvetsova, and G.N. Adaptation of students to the work of the class teacher / G.L. Gavrilova,a G. N. Shvetsova // Optimal forms and methods of organizing the educational process at the university, contributing to the professional self-determination of future young professionals: a collection of materials of a scientific and methodological seminar on the problem of students' adaptation to the university. - aYoshkar-Ola:, 1981. - S. 41Ts42. Tsa 0.4 p.l. / 0.2 p.l.
- Shvetsova,a G. N. The role of public assignment in the formation of an active life position of students / G. N. Shvetsova // Optimal forms and methods of organizing the educational process in the university, contributing to the professional self-determination of future young professionals: a collection of materials of a scientific and methodological seminar on the problem of adaptation of students to the university. - Yoshkar-Ola: MarGTU, and 1981. - S. 33Ts35. - 0.2 p.l.
- Shvetsova, GN Dynamics of professional and pedagogical activity of university students in the process of pedagogical practice / GN Shvetsova // Psychological and pedagogical support of the educational process: a scientific report to the interuniversity conference. - M.; Leningrad, 1987. Tsa S. 211Ts216. Tsa 0.3 p.l.
- Shvetsova,a G. N. Continuous pedagogical practice at the university as a model of pedagogical activity / G. N. Shvetsova // Psychological and pedagogical foundations for the intensification of the educational process in various pedagogical systems. Tsa Izhevsk: UdmGU, 1987. - S. 3C20. - 0.1 p.l.
- Shvetsova, a G. N. On the problem of the formation of the creative personality of the teacher / G. N. Shvetsova // Abstracts of the scientific and methodological conference Development of the creative personality in conditions of continuous education. - Kazan: Heuristics, 1990. - Part II - S. 147Ts148. - 0.13 p.l.
- Shvetsova, and G. N. Questions of formation of the teacher's readiness to interact with children / G. N. Shvetsova // Materials of the international scientific-practical conference Pedagogical education for the XXI century Tsa Moscow:, 1994. - Issue. II. - S. 143. - 0.06 p.l.
- Shvetsova, G. N. Axiological approaches to the problem of professional and personal qualities of a teacher in domestic pedagogy and psychology of the Soviet period / G. N. Shvetsova // Value orientations in the field of pedagogical education: history and modernity: abstracts of reports and speeches at the XVI session of the Scientific Council on problems of the history of education and pedagogical science. May 17-18, 1995 - M.:, 1995. - Vol. 1, parts 1 and 2. - S. 35-40. Tsa 0.25 p.l.
- Shvetsova, a G. N. The core of the humanistic concept of rural school education / G. N. Shvetsova // New technologies for training, education, diagnostics and creative self-development of the individual: materials of the Third All-Russian Scientific and Practical Conference. - Yoshkar-Ola:, 1995. - Part 1. - S. 121 - 122. - 0.13 p.l.
- Shvetsova, G. N. Socio-pedagogical problems of regional educational policy / G. N. Shvetsova. N.M. Shvetsov // Dialogue of sciences at the turn of the XX-XXI centuries and global problems of our time: Vavilov readings: materials of a permanent interdisciplinary scientific conference. - Yoshkar-Ola:, 1996. - S. 217Ts218. - 0.1 p.l. / 0.06 p.l.
- Shvetsova, a G. N. Some aspects of the monitoring assessment of the effectiveness of educational institutions / G. N. Shvetsova, O.P. Skrebkova // Actual problems of science and education. - M.:, 1997. TsCh.1. - S. 60C62. Tsa 0.3 p.l. / 0.2 p.l.
- Shvetsova, a G. N. Some aspects of pedagogical monitoring / G. N. Shvetsova, O. P. Skrebkova // Subject of the Federation at the turn of the century. Tsa M.: , 1998. - Part 2. - S. 98Ts102. Tsa 0.3 p.l. / 0.2 p.l.
- Shvetsova, G.N. Socio-pedagogical problems of regional educational policy / G.N. Shvetsova, N.M. Shvetsov // Improving the teaching of general economic and humanitarian disciplines in the universities of UMO: abstracts of reports and speeches at the International Scientific and Methodological Conference. - M.:, 1998. - Part 2. - S. 85 - 100.a Tsa 0.2 p.l. / 0.1 p.l.
- Shvetsova, G. N. The right to education and its implementation at the turn of the century in the Republic of Mari El / G. N. Shvetsova, N. M. Shvetsov // The quality of education and management by results: a collection of scientific papers. Tsa M.; Yoshkar-Ola: MF MOSU, 2001. Tsa S. 122 Tsa 148. - 1.6 p.l. / 1.2 p.l.
- Shvetsova, G. N. Legal and organizational and pedagogical foundations for the modernization of education (on the example of the Unified State Examination) // Quality of education and management based on results: Collection of scientific papers. - M.; Yoshkar-Ola: MF MOSU, 2001. - S. 194 - 203. - 0.6 pp.
- Shvetsova, G. N. Status and main trends in updating the content of preschool education in the Republic / G. N. Shvetsova // Status and main trends in updating the content of preschool education in the Republic of Mari El: materials of the interdepartmental scientific and practical conference. - Yoshkar-Ola: Mari Institute of Education, 2002. - S. 3Ts12. - 0.8 p.l.
- Shvetsova, a G. N. Development of the national education system in the Republic of Mari El / G. N. Shvetsova // Bulletin of Mari El: Information and analytical collection. - Yoshkar-Ola:, and 2002. - No. 3. - S. 110 - 114. Tsa 0.1 p.l.
- Shvetsova, G. N. A wealthy state will not spare money for teachers / G. N. Shvetsova // Russia: local authorities. - 2002. - No. 10. - S. 17Ts20.a - 0.25 p.l.
- Shvetsova, G. N. Place and role of local history in the education system of the Republic of Mari El / G. N. Shvetsova // Mari local history: experience and prospects for its use in the education system of the Republic of Mari El: materials of the IX scientific and practical conference. - Yoshkar-Ola: GOU DPO (PC) C Mari Institute of Education, 2003.a - S. 50Ts54.Tsa 0.1 p.l.
- Shvetsova, G. N. The role of spiritual and moral education in the educational process at the present stage / G. N. Shvetsova // Spirituality and morality in the modern educational process: materials of the republican scientific and practical conference. March 25, 2003 - Yoshkar-Ola: GOU DPO (PC) C Mari Institute of Education, 2004. - S. 3Ts10. - 0.5 p.l.
- Shvetsova,a G.N. Management of innovative processes in the education system of the Republic of Mari El // Innovative approaches to managing the quality of education: Materials of the II republican meeting of innovative institutions and creatively working teachers of the Republic of Mari El. - Yoshkar-Ola: a GOU DPO (PC) C Mari Institute of Education, 2004. - S. 3Ts10. Tsa 0.06 p.l.
- Shvetsova, G. N. Modernization of the education system of the Republic of Mari El: experience, problems, prospects: materials of the republican scientific and practical conference of educators / G. N. Shvetsova Tsa Yoshkar-Ola: GOU DPO (PC) C Mari Institute of Education, 2004. - S. 3C12. - 0.6 p.l.
- Shvetsova, G. N. et al. Conceptual foundations of management psychology // VIII Vavilov Readings / G. N. Shvetsova. - M.; Yoshkar-Ola, 2004. - S. 348Ts349. - 0.13 p.l.
- Shvetsova, G. N. Improving the project culture of the teacher as one of the conditions for the modernization of education / G. N. Shvetsova // Bulletin of Mari El. 2005. - No. 3Ts4.a - S. 108Ts111. - 0.25 p.l.
- Shvetsova, G. N. Problems of interaction: teacher - student // Security of man, society, nature in the context of globalization as a phenomenon of science and practice / G. N. Shvetsovaa // Ninth Vavilov Readings. - M.; Yoshkar-Ola:, 2005. - S. 273 - 276. - 0.25 p.l.
- Shvetsova, G. N. National project as a system // Implementation of the priority national project Education in the Republic of Mari El: a collection of scientific and methodological materials / G. N. Shvetsova - Yoshkar-Ola: GOU DPO (PC) C Mari Institute of Education, 2006. - S. 4Ts15. - 0.75 p.l.
- Shvetsova, G. N. National project Education as a system // Collection of scientific and methodological materials Implementation of the priority national project Education in the Republic of Mari El / G. N. Shvetsovaa - Yoshkar-Ola: GOU DPO (PC) C Mari Institute of Education, 2006 - S. 1Ts15. Tsa 0.94 p.l.
- Shvetsova, G. N. Program-targeted development of regional education in the Republic of Mari El / G. N. Shvetsova // Educational policy. - 2006. - No. 12. - P. 18 - 23. - 0.4 p.l.
- Shvetsova, a G. N. Influence of the priority national project Education on the process of modernization of regional and municipal educational systems / G. N. Shvetsova // Bulletin of Mari El. - 2006. Tsa No. 3. - S. 28 Ts38. - 0.7 p.l.
- Shvetsova, G. N. On the provision of legislation in the field of education in the system of the Ministry of Education of the Republic of Mari El // Compliance with the legislation of the Russian Federation in the field of education: state, problems, trends: From the experience of the educational authorities, educational institutions of the constituent entities of the Russian Federation (based on the results conducted inspections and interregional meetings in 2004 - 2006) / G. N. Shvetsova. - Yoshkar-Ola: GOU DPO (PC) From the Mari Institute of Education. 2006. - Issue 1. - P. 100 - 105. - 0.4 pp.
- Shvetsova, a G. N. About approaches to the implementation of the priority national project Education at the municipal level / G. N. Shvetsova // National projects. - 2007. Tsa No. 6. - S. 66 - 68. - 0.19 p.l.
- Shvetsova, G. N. An experience worthy of dissemination / G. N. Shvetsova // Education Administrator. - 2007. Tsa No. 14. - S. 4 - 7. - 0.25 p.l.
- Shvetsova, G. N. The education system in the socio-economic development of the region / G. N. Shvetsova // Collection of articles School in the conditions of modernization of education: from idea to result. - Yoshkar-Ola: Mari State University, 2007. - S. 5Ts12. - 0.5 p.l.
- Shvetsova, a G. N. Priority national project Education in the Republic of Mari El: results and prospects for implementation // The impact of the priority national project Education on the development of the teacher's personality / G. N. Shvetsova - Yoshkar-Ola: GOU DPO (PC) C Mari Institute Education, 2007. - S.3Ts12. - 0.9 p.l.
- Shvetsova, G. N. Regional history as a factor in the humanization of multicultural education in the Republic of Mari El // Educational potential of national culture: Proceedings of the IV All-Russian scientific and practical conference Educational potential of national culture in a multicultural educational space. - October 24 - 25, 2007: In 2 hours / G. N. Shvetsova - Kazan: Publishing house of TSGPU, 2007. - Part 1. - S. 82Ts89. - 0.5 p.l.
- Shvetsova, G. N. Peculiarities of management of the education system in the Republic of Mari El / S. A. Domracheva, G. N. Shvetsova // Handbook of the head of an educational institution. Tsa 2007. - No. 12. - S. 10C15. - 0.38 p.l. / 0.3 p.l.
- Shvetsova, G. N. Research Methodology of Program-Targeted Management of the Regional Educational System / G. N. Shvetsova /Materials of the III International Scientific and Practical Conference Primary School: Problems and Prospects. Tsa Yoshkar-Ola: Mari State Pedagogical Institute. N.K. Krupskaya, 2007. - S. 3Ts28. Tsa 1.7 p.l.
- Shvetsova, G. N. Management strategy for continuing education of teachers // Proceedings of the XIV scientific and practical conference Psychological and pedagogical problems of advanced training in 2 hours / G. N. Shvetsova. - Yoshkar-Ola: GOU DPO (PC) C Mari Institute of Education, 2008. Part 2. - S. 3C9. - 0.44 p.l.
- Shvetsova, a G. N. Modern aspects of regional educational policy / G. N. Shvetsova // Eleventh Vavilov readings National projects of Russia as a factor of security and sustainable development in the global world: materials of the permanent All-Russian interdisciplinary scientific conference with international participation. Tsa Yoshkar-Ola: Mari State Technical University, 2008. - Part 1. - S. 195 - 198. - 0.19 p.l. (co-authored).
- Shvetsova, G. N. National projects of Russia as a factor of its security and sustainable development in the global world. Social synergetics and actual science: national projects of Russia as a factor of its security and sustainable development in the global world: a collection of scientific papers / G. N. Shvetsova. - Yoshkar-Ola: Mari State Technical University, 2008. - P.274-281. - 0.44 p.l.
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1The article discusses the essence of the educational environment of the university, its connection with the social situation of development and its importance in managing the professional development of students. The concept of the educational environment in the concept of project-target management of the professional development of students is revealed in the process of substantiating three models of the organization of the educational environment of the university: monopolar, binary and project. The essential features of each model of the educational environment of the university are identified: for the monopolar model, such features are a fairly rigid relationship between the goal and the result, achieved with the help of technologies aimed at the assimilation of the content of education by students, controlled by educational standards, the regulation of the content and the process of interaction; for the binary model - the development of independence and subjectivity of the student; for the project model - harmonization of the goals of interaction, the central idea of which is the correlation of the values of the profession with the values of the individual, revealing the value aspect of the content of the educational project. Monopolar and binary educational environments have the same target - improving the quality of students' professional training as the quality of mastering the educational (subject) content of education, but differ in the means of achieving it. The target reference point of the project educational environment is the individuality and the process of individual professional development of the student, achieved in the process of assimilation by him of the value ("non-subject") content of the profession and higher education.
professional personal development
educational project
project-target management of personality development
university educational environment
"non-subject" content of the profession and higher education
1. Mitina L.M. Psychology of personal and professional development of subjects of education. - M., St. Petersburg: Nestor-Istoriya, 2014. - 376 p.
2. Zeer E.F. Psychology of professional development. – M.: Academy, 2009. – 239 p.
3. Isaeva N.I. Psychological criteria for assessing the educational environment of the university // Modern problems of science and education. - 2014. - No. 6; URL: https://www.?id=16751 (date of access: 01.10.2017).
4. Isaeva N.I. Theoretical foundations of modeling project-target management of the development of students' professional competence / N.I. Isaeva, S.I. Mamatova // Society: sociology, psychology, pedagogy. - 2016. - No. 11. - S. 79-82.
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The problem of managing the professional development of a personality is one of the leading problems of pedagogy, developmental psychology and acmeology. Within the framework of this article, the works of foreign (A. Roe; D. Super) and domestic researchers (Mitina L.M., Zeer E.F.) in the field of professional development, self-determination and labor psychology are of interest for theoretical analysis of the problem. In particular, the definition of professional maturity introduced by D. Super regarding a person whose behavior corresponds to the tasks of professional development characteristic of a given age served as one of the theoretical provisions of the developed concept of project-target management of professional development of a person. Compliance of the professional development of the student's personality with the level that is achievable at this age at the stage of mastering the profession is considered as a criterion of professional maturity, and its establishment - as one of the principles of project development management.
Creating conditions for the development of professional maturity, the basic components of which, following many researchers, we consider autonomy, the ability to correlate professional information with one’s characteristics and capabilities, the ability to predict and plan one’s own activities, make decisions, emotionally getting involved in appropriate situations, and be responsible for the result , with the need to turn to the study of the educational environment in the context of the implementation of the project-targeted approach to the professional development of students. The condition for achieving professional maturity, on the one hand, and the mechanism for implementing project management of professional development, on the other, is the need for self-development, the desire for self-improvement and self-actualization. Thus, a student's achievement of professional maturity is possible only in the conditions of a certain way organized educational environment.
The primary tasks, the solution of which determines the readiness of students to solve new life tasks in the future, are the tasks of mastering the basic values of the profession and its operational characteristics.
Mastering the values and operational characteristics of the chosen profession, in fact, is the task of the process of developing the student's personality as a subject of professional development. In the psychological literature, the issues of professional development of the personality based on the subject-activity approach, the fundamental provisions of which were laid down in the works of B.G. Ananyeva, L.S. Vygotsky, A.N. Leontiev, S.L. Rubinstein. Within the framework of the project approach, subjectness is considered as a function of the psyche, which provides not only adaptation, but also the transformation of the external, educational, and internal environment by students.
This provision determined the subject-activity approach as one of the basic approaches to the definition of the educational environment in the concept of project-target management of students' professional development. The implementation of project management of students' professional development involves the creation of such an educational environment that involves students in activities and objectively contains resources for the development and formation of the personal and professional experience of all participants in the educational process. At the same time, the quality of the educational environment of the university is created by the peculiarities of relations in the "student-teacher" system and is determined by the value-oriented unity in relations with oneself, others, activities and approaching harmony in the "I-I" and "I-Other" systems.
In the process of purposeful professional training in the system "I-I" ("to be - to become"), the student realizes the development of professionally oriented psychological structures of the personality. At the same time, the success of the process of professional development is mediated both by the individual characteristics of the student and by the characteristics of the social situation of development. Understanding the social situation of development as a relationship between the individual and the social environment, specific for each age (L.S. Vygotsky), allows us to consider interaction as the path of development that leads to the emergence of professionally oriented psychological structures of the individual.
An analysis of the primary tasks of professional development makes it possible to define the content of the student's interaction with the teacher as "non-subjective". The term "non-subject content" in the work refers to the content of the student's interaction with the teacher, related to the value issues of professional development and self-development. Within the framework of the project-targeted management of professional development, the interaction of a teacher and a student not only ensures coordination, regulation and consistency of actions, but also changes the structure and nature of the pedagogical activity of the teacher, the educational and professional activities of the student and their communication. In the process of interaction, there is a bilateral purposeful improvement and development, the successful movement of both students and teachers towards the set goals of professional development. The technology for creating a professionally stimulating interaction (the educational environment of a university) is a set of means and methods for the joint activities of teachers and students in designing, requiring their activity in development and self-development.
Understanding the essence of the educational environment in the context of the concept of project management of the professional development of students is associated with the selection of its models such as monopolar, binary and project model of interaction.
Objectively, relations in the "student-teacher" system are regulated by a set of certain rules that regulate the behavior of both students and teachers. One of the regulatory regulators is the Federal State Educational Standards, which presents competencies, the development of which is "forced" directed by the activities of both teachers and students. Competencies are a guideline for graduating departments in the development and implementation of the main educational program in a particular area of training or specialty, and for each teacher in the development and implementation of curricula. The purpose of the interaction of teachers with students is to give a certain direction in their professional development.
The results of the surveys of students and teachers regarding whether they know what competencies (abilities and readiness) are aimed at developing both the overall process of learning at the university and the teaching of individual academic disciplines. The majority of Belgorod university professors surveyed (more than 73%) found it difficult to name the competencies that they “should” develop in students in accordance with the Federal State Educational Standards, explaining this, as a rule, by “the number of disciplines taught” (more than 2) and “teaching the subject at different courses or directions of training. Despite this, they are confident in their competence in creating conditions for the professional development of students. Students, regardless of the course of study, to the question “What personal or professional characteristics is the learning process aimed at developing?” they named those abilities and skills that reflected their own ideas about the future profession and professional based on a subjective understanding of the essence of the chosen profession, and not on the basis of the requirements of the Federal State Educational Standard. A comparative analysis of the responses of teachers and students allows us to speak about a certain monopolar model of the educational environment of the university, in which the interaction between teachers and students is based on a fairly rigid hierarchy of roles, on the ordering of functions, on the regulation of the content and process of interaction.
In recent years, in connection with the reorientation of the educational paradigm from the principle of adaptability to the principle of competence in the didactics of higher education, psychological and pedagogical studies of the binary, or communicative, approach to learning, in which the emphasis is placed on the subjectivity of both students and teachers, have intensified. The binary model of interaction is considered as a special form of organizing the learning process (binary lecture, binary seminar, etc.) to solve various didactic purposes, including through the integration of theoretical and practical training. The binary model of the educational environment reflects the transition to the humanitarian paradigm, in which the goal of professional education in a university environment is the personal and professional achievements of students. If the monopolar model of the educational environment (interaction) assumes a fairly rigid relationship between the goal and the result, achieved with the help of technologies aimed at the assimilation of the content of education by students, controlled by educational standards, then the binary model assumes the development of independence and subjectivity of the student's personality.
When implementing the monopolar model, the main attention of teachers is focused on improving learning and managing the educational activities of students, while implementing the binary model, on joint activities aimed at revealing and developing the subjective potential of the student's personality. Thus, the binary model of the educational environment contains the personification of students' professional training, which significantly distinguishes it from the monopolar model. With a significant difference, these models are united by the desire of teachers to manage the educational process in order to improve the quality of assimilation by students, first of all, of the educational (subject) content of education.
The organization of the educational process in modern higher education, as well as the logic and technology of accreditation of universities, testifies to the existence of such a widespread illusion as: all the rules for organizing the educational process are the same for all students. This is manifested, on the one hand, in a rather rigid regulation of the life and activities of both students and teachers. On the other hand, in the belief that the correct organization of the relationship in the "teacher-student" system is a function of the teacher's pedagogical activity. It is objectively impossible to take into account the individual characteristics of students, the level and dynamics of the development of their abilities and readiness not only for mastering, but, most importantly, for the implementation of future professional activity and themselves as its subject, with such a model of the educational environment.
The idea of revealing and developing the personal potential of a student as a subject not so much of the qualitative development of the culture of the profession, but of self-development of professional competence, is embedded in the project model of the educational environment of the university. The design model of the organization of the educational environment has its own specific features. Within the framework of project management of professional development, the target guideline for the activities of teachers and students and their interaction is the individuality and the process of individual professional development of students. From the point of view of technology, the interaction between a teacher and a student is based on the principles of cooperation pedagogy and represents the integrity of such stages as self-diagnosis based on receiving "I-messages" - goal setting - design - correction. Such interaction presupposes the existence of an individual educational project, built on the basis of the graduate model developed by the department and aimed at internalizing the culture of the profession into an individual professional culture of the individual.
The content of the educational project is essentially a system of values of the profession and personal values of the student. M. Rokeach gave the classic definition of the concept of “value”, defining it as a person’s persistent belief that a certain way of behavior or a certain ultimate goal is preferable from a personal or social point of view than the opposite or reverse way of behavior or the ultimate goal of existence.
A change in the social situation of development when entering a university leads to a restructuring of students' personal values. The restructuring of the dominant values is associated with the formation of the value of higher education and the value of the profession, which begin to determine the nature of the perception and attitude of students to various aspects of studying at a university, to the profession being mastered and to themselves as a subject. In turn, internalized values are either confirmed in the process of learning and interaction between the student and teachers, or they are refuted, receiving their justification in situations of choice. The value prism through which the student perceives and evaluates everything that happens to him in the process of mastering the profession, reflects the internal preferences of what is significant and desirable for him. What is significant and desirable for a student in the process of studying at a university is exteriorized both at the verbal and at the behavioral level. According to the current professionally oriented value orientations of the student, one can also judge the dominance of pedagogical attitudes among teachers, that is, in practice, the influence of teachers on the student and the student on teachers. The successful personal and professional development of a student testifies to how much he not only accepted the values of higher education and future profession, but realigned his priorities in favor of professional and personal self-development.
The system of values of higher education and the profession is developed by the graduating department and is reflected in the model of the graduate. As for the value of higher education, the graduate model reflects, in fact, the beliefs of teachers that the value of higher education is at least in its focus on self-education and the development of systems thinking. Unfortunately, we have to state that the majority of university students want to get a higher education, but at the same time they do not make serious efforts for this, and the current state of higher education does not stimulate students to self-development. This is evidenced by at least two facts. Firstly, students often come up with a request for “educational services”, which is not associated either with the acquisition of professional knowledge and skills, or with their personal changes. Related to this are typical, essentially rhetorical questions, such as: why study for a master's degree, if after completing a bachelor's degree, you can work successfully? What does postgraduate study give as the 3rd level of higher education, if you can work as a university teacher even after a bachelor's degree (as evidenced by data from a number of universities)? Does the future profession require so many hours and time / years for training? Why study for 4-6 years if you can get a diploma by studying remotely for 1 or several months? Why master complex programs in full, if employment prospects are vague? Etc.
Secondly, students are not ready for personal and professional self-development and self-improvement, as evidenced by the results of the survey. To the question "Do you know what personal and professional qualities you need to improve or develop in the learning process?" the majority of students (58%) answered "I don't know" or "I find it difficult to answer", 27% - "I can almost imagine" and 15% - "I know". To the question “If you know, are you engaged in self-education, self-development?” the following results were obtained: 76% answered that they are not engaged, but are ready for such activities, 13% are not engaged in self-education and did not even think about it, and 11% indicated that they are trying to develop certain qualities in themselves, although the experience of working on they don't have themselves.
The results of the survey confirm the need to create a project-based educational environment at the university, which will help students to realize and understand not only the value of higher education and the chosen profession, but also the personal significance and usefulness of both of them for themselves.
The role of teachers in the context of managing the professional development of students is to create conditions for the realization of students' opportunities to accept the values of higher education and the profession, understand their priorities and how to change them in the learning process. All this, perhaps, in the context of the implementation of the project-target approach to managing the professional development of students, requires from teachers not only the ability to organize collective and individual work with students on the basis of an educational project represented by a system of unified values of the profession and individual personal and professional values of the student. Today, students have knowledge and skills to learn, as well as professional knowledge and skills formed in the learning process, are necessary, but not sufficient for personal and professional development. More important are attitudes and values that are compatible with the values and attitudes of higher education and the profession.
The effectiveness of project management of professional development is determined by the extent to which teachers and students are united in assessing the values of the profession being mastered, how effectively they use their own resources to achieve educational goals, and, in particular, how much students are motivated for self-realization and self-development, and teachers are able to create motivational-need situations. The essence of the project educational environment is reflected in the harmonization of the goals of teachers and students as interacting subjects. The goal of the student, as the goal of his life and self-development in the conditions of the project educational environment, is to effectively use his own resources to be himself, becoming a professional; the goal of the teacher, as a pedagogical goal, is to create facilitating conditions conducive to the manifestation of individuality, harmonization of personality, creative self-realization and professional growth.
The article was prepared with the support of the Russian Foundation for Basic Research (project 16-16-31009) and the government of the Belgorod region (agreement No. 9-gr dated July 3, 2017).
Bibliographic link
Isaeva N.I., Mamatova S.I. ON THE CONCEPT OF EDUCATIONAL ENVIRONMENT IN THE CONCEPT OF PROJECT AND OBJECTIVE MANAGEMENT OF PROFESSIONAL DEVELOPMENT OF STUDENTS // Modern Problems of Science and Education. - 2017. - No. 6.;URL: http://?id=27247 (date of access: 02/01/2020). We bring to your attention the journals published by the publishing house "Academy of Natural History"