State budgetary

professional educational institution

Voronezh region "RST"

Report

Subject:

« Educational monitoring - as a means

education quality management"

Math teacher

Shevtsova N.N.

G.Rossosh

2016-2017 academic year

Table of contents:

I.Introduction.

II.Main part

1. Relevance, practical value

2. Monitoring - a dynamic system for tracking performance and

predicting the activities of the student and teacher.

3. Individual educational cards

4 . P support of the educational process in

in general for the group.

5. Implementation mechanism.

III.Conclusion

I . Introduction.

1. Relevance. Monitoring is the most important verification of the effectiveness of the implemented content of education, the methods used, and serves as the basis for the timely elimination of shortcomings. educational process. Practical value - the accumulation in the monitoring mode of a set of indicators that are objective, understandable, transparent, quantifiable, presented in dynamics, allows not only to evaluate efficiency, but also make the right decisions to improve it.

In the 21st century, the central category of Russian educational policy is quality. The solution to this problem is impossible without effective management, which involves focusing attention and efforts on the main direction. All the experience and potential of science and education should be directed to solving the problem ─ improving the quality of education. In modern conditions, this is primarily necessary to improve quality management, which is inextricably linked, ultimately, with increasing the efficiency of the entire educational process.

An important role in the effectiveness of the management of the educational process is played by monitoring, which creates the necessary information support for the educational process. “Monitoring is the observation, assessment and forecast of the state of the environment in connection with human activities (Big encyclopedic Dictionary, p.831” The terms “pedagogical monitoring”, “quality monitoring” appeared in the field of education relatively recently. There are several definitions of the term "pedagogical monitoring" "Pedagogical monitoring" is a system for organizing the collection, storage, processing and dissemination of information about activities pedagogical system, providing continuous monitoring of its state and forecasting its development. "Pedagogical monitoring" is an organized targeted, systematic monitoring of the quality of education in the system of educational institutions, which allows you to track both the deviation from state educational standards and the level of satisfaction of the educational needs of the population. Each author defines pedagogical monitoring and implies a specific type of activity (managerial, pedagogical, methodical). The objects of pedagogical monitoring are all participants pedagogical process(teachers, students, class teachers and the pedagogical process itself).

Great importance is attached to the creation of an updated monitoring system, sinceas withouttracking the educational process it is difficult to imagine the results of the teacher's work, as well as the success of assimilation subjects students and mastering basic competencies.

2. Monitoring - a dynamic system for tracking the performance and predicting the activities of the student and teacher.

It is monitoring studies:

- help each participant in the educational process to comprehend their own activities;

- make it possible to determine howrational pedagogical and didactic means used in the process;

- make it possible to identify how adequate they are to the goals of the educational process and the age characteristics of students.

Obviously, in order to obtain the desired result, it is necessary to determine, monitor and control, first of all, the quality of the educational process, key competencies, the level of knowledge, skills and abilities acquired by students in each subject of the educational cycle. To do this, it is necessary to monitor the level of formation of mandatory learning outcomes in all subjects in the form of tests close to the USE: starting (input), intermediate (semi-annual), final (annual).

To prepare such monitoring, subject teachers need to: - compose or select test tasks or tasks in the form of a control work, which will reveal not only the degree, but also the level of assimilation of the material: reproductive (memorization and reproduction); reproductive-transformative (logical, inferential, conceptual thinking: transfer of learned samples to non-standard situations); research (productive) - problems, formulation, analysis of causes, hypothesis building, selection of adequate methodsproblem solution;

Prepare KIM close to the exam

Prepare specifications for assignments

Develop assessment criteria control works

Analyze and summarize the results

The need to use testing technology along with traditional forms and methods of control is beyond doubt. The modern system of education at school is switching to this type of control: both as part of the final attestation of students in the form of the Unified State Examination, and as part of the attestation of the school. The practice of teachers who have implemented monitoring technology indicates that tests are the most effective, economical and informative tool that allows you to simultaneously solve a number of tasks:

allows students to test their knowledge on a wide range of topics,

prepare students for the technology of mass centralized testing, the USE,

Provides equal conditions for everyone in the control of educational achievements,

eliminates subjectivity in the evaluation of results,

facilitates the work of the teacher,

givesindependent statistically and graphically designed information about the assimilation of educational material by trainees.

As a result of this work, a test bank is created for all subjects in the form, and everything must be carried out using a computer.

Statistical data processing givespossibility:

determine the relative place of the student in the class and parallels,

to carry out the ranking of students (classes) according to a given parameter,

identify groups of students with high and low performance,

Track the dynamics of changes in results from year to year,

compare groups (classes, parallels) according to given parameters,

Get a comparative assessment of the quality of teachers' work.

Methodological associations develop multi-level tests, instructions, criteria for assessing control work. The monitoring service prepares answer forms for the control work.

Test papers in all subjects are developed on the basis of specifications approved by the Ministry of Education of the Russian Federation, in the USE format. Execution results verification work are analyzed for individual tasks, work options and combined according to generalized indicators, on the basis of which one can judge the level of general education of students. Based on the results of testing, a record of completed tasks for each student is kept; a clear picture of academic achievement and gaps is created, both for individual students and for the class as a whole. The diagram of educational achievements based on monitoring data allows teachers to "see from the outside" the results of not only students, but also their own activities and plan areas for improving the educational process. When monitoring the effectiveness of tests, the work of "strong" students is monitored, which makes it possible to determine the level of assimilation of educational material, to record the dynamics of poor progress for timely decision making.

Teachers record mistakes individually for each student, mark poorly learned topics. They organize work to eliminate gaps in the knowledge of students, achieving complete assimilation of the material covered by each student. Individual work is carried out with the underachievers.

The main thing in the work is to compare the results obtained with the starting results.

Based on the conducted Monitoring of the quality of learning in subjects, individual educational trajectories are compiled that contribute to the elimination of gaps in knowledge and ensure progress and successful learning, awaken students.

An individual educational trajectory is a student's program of actions, built taking into account individual needs and opportunities and allowing to move in the direction that corresponds to his individual abilities.

In terms of pre-profile training and profile training, it is also planned to next year use individual curricula that will allow to realize the various educational needs of students and their families in professional self-determination.

An individual curriculum is understood as a set of subjects (courses) selected for mastering by students from the curriculum of a general educational institution compiled on the basis of the Federal Basic Curriculum. The student will be given the right to independently form an individual curriculum, determine the timing and methods of its development, undergo intermediate and final certification procedures that correspond to the characteristics of the individual curriculum.

The main form of work on individual plans and educational trajectories is independent activity, accompanied by individual consultations, conversations with the teacher. The methodology of classes in individual training provides for the following forms of work: dialogue, workshop, independent work, testing, control sections.

3. Individual educational cards

When using these forms of individualization, individual educational cards are compiled, which indicate topics, goals, tasks. Students should be able to follow and respond to questions asked. The application to this map is to monitor the quality of a student's learning on a given topic or course with the conclusions and recommendations of the teacher.

The goals of compiling an individual educational map:

Increasing interest in the subject, developing creative abilities, self-realization and self-development of the student. Organization of work in the zone of proximal development.

In addition, quality monitoring includes:

monitoring the results of students' participation in the school intellectual marathon;

monitoring of the final attestation of graduates, including the Unified State Examination;

monitoring of results control students and graduates.

monitoring the results of students' participation in city, republican and regional rounds of subject Olympiads and conferences;

monitoring of student learning at the end of the six months and school year.

Also, introducing a new educational monitoring project, we made adjustments to the package of documents for class teachers.

4. escort the development of the educational process.

This activity involves the organization of joint work of a psychologist and class teacher aimed at diagnosing the personal qualities of schoolchildren. These are inclinations, abilities of students, peculiarities of perception of educational material, motivation, etc. As well as identifying the reasons that impede teaching and communication, and then - solving the identified problems. In addition, attention can also be paid, depending on age, to accompanying professional self-determination, socialization, adaptation of the child, maintaining and strengthening the health of schoolchildren, and diagnosing students' educational achievements.

Studies have shown that the success of learning significantly depends on the characteristics of the student's motivation, general attitude. Learning outcomes are also influenced by socio-psychological factors such as interactions with peers, parents and teachers. Violations in any of these areas negatively affect the child's academic performance, despite the possible presence of good intellectual potential.

As a result of parallel use diagnostics and pedagogical monitoring, we obtain two series of data reflecting the same phenomena. This significantly expands the possibilities for interpreting the results. So, if according to the teacher is not successful enough in learning, but at the same time copes well with the tasks of intellectual tests, this indicates that the child's potential is not fully used. Diagnostics of the personal sphere allows us to clarify the causes of the situation and correctly determine the direction of correction.

Based on the results of pedagogical and psychological monitoring, we obtain data characterizing the student. It is here that the advantages of the computer version are most fully realized. Using the capabilities of computer technology allows you to quickly and with a high degree of reliability to process large amounts of data, present them in a user-friendly form.

Every quarter, analyzing the data on the teaching of a particular subject, diagrams and graphs are drawn up to judge the effectiveness of the work done.

To obtain information about the monitoring carried out at the school, forms of reporting and analytical materials are provided that allow you to track the dynamics of results, cumulative data on the educational achievements of students and professional achievements of teachers.

Such reporting forms of an educational institution allow obtaining, in addition to the results of the level of education and the quality of education in general, data:

About the movement of students, skipping lessons without good reason and for good reasons;

On the number of students (in % terms) who completed the year with "4" and "5";

About the number of students with one two, three, four, in subjects;

- the number of students who improved and lowered their academic performance;

Accounting for students who have lowered and increased their performance makes it possible to assess the progress of students relative to themselves, relative to their previous successes and failures. Encourage students to make efforts, motivate them to achieve success. Recorded achievements and failures should guide students on how to avoid and improve them.

About subjects in which students have unsatisfactory marks;

This approach to quality monitoring will allow:

promptly correct the activities of participants in the educational process.

determine the level of students' learning in subjects;

identify and evaluate positive and negative trends affecting the quality of education;

When conducting an analysis, a combination of analytical information, diagrams, graphs is possible, diagrams. The diagram of educational achievements based on monitoring data allows teachers to "see from the outside" the results of not only students, but also their own activities and plan areas for improving the educational process. Monitoring involves the widespread use of modern at all stages. Processing and accumulation of data can be carried out in the form of tables, diagrams, various measuring scales, in text form.

The accumulation of pedagogical and administrative recommendations ensures the self-development of the system, transferring the work to a qualitatively new level. Over time, descriptions of typical problems and ways to solve them are accumulated and systematized, the most effective pedagogical methods are singled out, and it becomes possible to predict the direction of development of the educational system.

Thus, fundamentally new tasks have been set for the school today, and broad creative opportunities have opened up. Diverse experiments are being widely disseminated, new models of curricula and programs are being used, and the content and technology of a holistic pedagogical process are being rebuilt in the spirit of democratization and the priority of universal values. One of the steps in this direction is the use in school practice of a system for monitoring and managing the quality of education of students. With its introduction, it becomes possible to objectively evaluate the results of student activities, conduct timely analysis and adjustment of the educational process.

5. Implementation mechanism.

Monitoring studies can be carried out in three stages:Istage. Preparatory1. Goal setting.

2. Definition of the object.

3. Setting the timing.

4. Study of relevant literature.

5. Development of tools for pedagogical monitoring.

IIstage. PracticalCollection of information:-observation-interview-testing- questioning-Exit to the lessons-examinations

IIIstage. Analytical1. Systematization of the received information.

2. Analysis of the received data.

When conducting an analysis, a combination of textual analytical reference, diagrams, graphs, tables, diagrams, etc. is possible. At the final analytical stage, it is necessary to draw a conclusion and develop recommendations. Pedagogical monitoring provides teachers and administration with high-quality and timely information necessary for making managerial decisions. How rational are the pedagogical means implemented in the educational process, how didactic means (forms, teaching methods, mode of study, etc.) are adequate to the stated goals and age characteristics schoolchildren, the specifics of their living environment. That is, a clear organization of work based on consistent actions in monitoring contributes to the achievement of its effectiveness. Management is effective if it relies not only on information at a fixed level of the quality of education of students on this moment time, but also involves an analysis of the reasons for its non-compliance with certain standards and the search for reserves to increase the effectiveness of the educational process. Such an analysis requires consideration of the following monitoring components in unity: “conditions”, “process”, “result”.

Requirements for the organization and conduct of pedagogical monitoring

1. Existence of a monitoring research program2. The set and form of monitoring indicators should be limited and constant over a specified period of time.3. Indicators should be evaluative in nature of education quality management.4. The results of pedagogical monitoring are drawn up in the form of diagrams, diagrams, graphs, written analysis with recommendations

5. When conducting pedagogical monitoring, the following conditions must be observed:

Consistency- duration in time

Comparability-objectivity-comfort

1. It is necessary to determine the areas of activity for organizing and conducting monitoring:

In accordance with functional responsibilities

In accordance with the innovative, experimental activities of this educational institution

In accordance with the goals and objectives of this educational institution

2. When organizing and conducting monitoring, it must be taken into account that the main goal is to continuously monitor the results of the quality of knowledge and the results of the impact of the educational process on the personality of the student

3. At the beginning of the academic year, it is necessary to conduct introductory (zero) sections to determine the quality of students' knowledge in subjects and other areas.

4. The purpose of the cut can be considered to determine the level of quality of knowledge of students at the beginning of the learning cycle

5. A cutoff schedule is drawn up, which is approved by the director of the educational institution

6. The section is carried out and checked by an assistant, the results are analyzed, conclusions and suggestions are discussed with teachers and students

7. Analysis of the results of slices must be used when choosing an adequate teaching methodology, forming the motivation of students, correcting the educational process

8. In the plans for intra-school control, it is necessary to plan the time for conducting intermediate and final cuts.

Conducting an intermediate cut is necessary to assess the success of students' advancement in the subject area, based on these cuts, the teacher evaluates the success of choosing his teaching methodology, adjusts the educational process, the selected approaches and teaching methods. The final cut is carried out according to the results of training two weeks before the end of the academic year. The results of the final slice are analyzed according to the results of the current slices.

9. To successfully track the level of learning, the quality of the formation of general educational skills, general educational thinking skills, it is necessary to form the content of education in such a way that at each stage of training, general educational, special skills and abilities of students are highlighted

10. Monitoring the level of learning to plan for the key points of the educational material at each stage of training, which provide a fairly successful assimilation of the material and, as a result, advancement in the practice of its application

11. To obtain objective results of the level of learning, monitor three indicators: the implementation of the standard (percentage of progress), the quality of knowledge (percentage of the quality of knowledge), the degree of class learning

12. Analysis of the level of training should be carried out taking into account all levels

An essential feature of monitoring is the determination of the general level of education of schoolchildren.

According to A.K. Markova, learning is those characteristics mental development, which have developed as a result of the previous year of study, i.е. stock of knowledge today.

L.N. Zasorina believes that learning is a deep characteristic of the student's personality and at the same time an indicator of the success of learning ZUN, readiness to continue education.

V.N. Maksimova argues that learning is the student's possession of a system of knowledge and skills for a certain period of study. All functions and steps of the monitoring process, i.e. all its elements are structurally and functionally interconnected and represent a single cycle of pedagogical monitoring. The loss of any of these components from the system of actions of teachers either makes pedagogical monitoring of little value and low quality, or destroys the entire system. Of course, this cycle is filled in every specific case different content. The implementation of a full cycle of pedagogical monitoring helps to increase the efficiency of the pedagogical process in the "teacher-student" system.

Efficiency.

This approach to quality monitoring will allow us to:

get enough full information about the results learning activities students, taking into account indicators of dynamics;

get an objective picture of the gaps in the knowledge and skills of students on the tested educational elements;

promptly adjust the activities of participants in the educational process

and individual approach to students with different levels of learning and learning in the classroom. Work with potential high achieversand good students during the quarter

Evaluate the progress of students in relation to themselves, in relation to their previous successes and failures.

Track the individual development of students, develop individual trajectories.

III .Conclusion . Monitoring helps, through analysis, to bring all the information into one whole, generalize it and get a general picture of the development of the educational process. Without information about the progress and intermediate results, without constant feedback, the management process is impossible. Lack of necessary information paralyzes the management process. However, an excess of information about small minor details also does not contribute to the acceptance right decisions. The dynamics of learning outcomes is positive. The dynamics of the effectiveness of training at "4" and "5" is quite stable.

List of used literature

1. Matros D. Sh., Polev D. M., Melnikova N. N. Education quality management based on new information technologies and educational monitoring. Moscow: Pedagogical Society of Russia, 199p.

2. Potashnik M. M. Quality of education // Quality of education in modern school (collection of articles edited by A. P. Tryapitsina). St. Peierburg.2000.

3. Shishov S. E., Kalney V. A. Monitoring the quality of education at school. - M .: Pedagogical Society of Russia, 2000.- P.10.

4. School monitoring system as a factor influencing its effectiveness, pp.57-74 Scientific and practical journal. "Head teacher management of a modern school", No. 7 2007

5. Konasova N. Yu. New forms of evaluation of educational results of students. St. Petersburg, 2006.

6. Konarzhevsky Yu. A. Management and intra-school management. Moscow. Center "Pedagogical Search", 2000.

7. Shamova T. I., Tretyakov P. I., Kapustin N. P. Management of educational systems. M, "Vlados" 2001

8. Tebekina A. I., Klemeshova I. V. Intra-school control from "A" to "Z" M., "Arkti" 2007

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about undergraduate practice

in the Livensky branch of the Federal State Educational Institution of Higher Professional Education "State University - UNPK"

• INTRODUCTION
• 1 THEORETICAL ASPECTS OF FORMING THE SYSTEM OF EDUCATION QUALITY MANAGEMENT
• 2 COMPREHENSIVE ANALYSIS AND ASSESSMENT OF THE STATE OF THE MUNICIPAL EDUCATION SYSTEM
• 2.2 Problems and prospects for the development of the municipal education system
• 2.3 Analysis of the educational activities of the Livny branch of the Federal State Educational Institution of Higher Professional Education "State University - UNPK"
• 2.4 Analysis of Russian and foreign methods for assessing the quality of education
• CONCLUSION
• LIST OF USED SOURCES
• Applications

INTRODUCTION

The special role of education in society is confirmed by the evolution of the entire human civilization. Human capital is the most important factor of social production and an element of national wealth, investments in which give a very high return.

At the present stage of development of the world economy, in the context of its innovative orientation and the expansion of globalization processes, when developed countries are already competing not in the sphere of production, but in the field of the economy of knowledge and technological ideas, the education sector is generally recognized as an industry that provides conditions for a sustainable social and economic development. economic development the state, and the intellectual capital it creates as a strategic factor that determines the prospects for its development and competitiveness. In this regard, the task that our state faces - to enter the top 50 countries in terms of competitiveness, imposes qualitatively new requirements on the system of education and science, translating the problems of knowledge quality into the plane of their "capitalization".

At the same time, it is the sphere of education, responding to the problems of society and civilization, that is able and obliged to have a significant impact on the development of positive trends in society, to support them, to find specific opportunities for resolving emerging social contradictions.

Trends in the development of education, due to the processes of globalization, require the formation of adequate systems for providing quality educational services and competitive knowledge. New requirements for the quality, content of education and the mechanisms for its control and evaluation are also imposed today by the country's economy, which is focused on knowledge and the effectiveness of their capitalization.

The importance of the role of education in the development of human society, the problems of its quality, as well as the solution of these problems require a deep analysis of the state and mechanisms for regulating education and are the relevance of this topic.

The purpose of the practice is to study the theoretical and methodological foundations of organizing an education quality assurance system focused on adapting to market requirements and developing recommendations for improving the assessment and mechanism for managing the quality of education.

The objectives of the study are:

1 study of the theoretical aspects of the formation of an education quality management system;

2 to explore and generalize foreign experience in ensuring the quality of education and the possibility of its adaptation to the conditions of activity of domestic universities;

3 based on a comprehensive analysis of the state of the higher education system to identify trends in its development and regulation.

1. THEORETICAL ASPECTS OF FORMING THE SYSTEM OF EDUCATION QUALITY MANAGEMENT

1.1 The essence of the education quality management system

The issues of the quality of education at any level have always been and remain in the spotlight. scientific research and educational management practices.

Education as a system is a set educational institutions, differing in a variety of characteristics, primarily in terms of level and professional direction. But, this is not just a set of educational objects, components, phenomena, processes, but the relationship and interaction in which the education system acquires new qualities: flexibility, dynamism, variability, stability, predictability, continuity, democracy.

At present, the Russian education system is presented in the following form:

Preschool education;

Primary education (primary school);

Incomplete secondary education;

Complete secondary education or industrial and technical education;

Higher education.

Now in Russia there is a universal 11-year school education.

In recent years, the diversity of types and types of schools in basic level education has increased significantly. All schools are responsible for the development of basic programs, the certificate received by the graduate is recognized in all regions of Russia. Opportunities for early specialization are provided by gymnasiums and lyceums.

Among modern types educational institutions the most common in Russia are general education schools, lyceums and gymnasiums.

Having common features with gymnasiums, lyceums, however, fundamentally differ from them in that they interact with universities and by now have acquired signs of education aimed at individual development of the individual.

To implement the education quality management system in the municipality, several blocks of priorities have been identified, namely preschool and elementary education, ensuring the mandatory basic general education, ensuring the preservation of children's health, scientific and methodological support for assessing the quality of education, information and analytical activities, the availability of the necessary regulatory framework for the functioning of institutions.

Quality is determined by the action of many random, local and subjective factors. To prevent the influence of these factors on the level of quality, a quality management system is needed. This requires not separate isolated and episodic efforts, but a set of measures to constantly influence the process of creating a product in order to maintain an appropriate level of quality.

Quality management of specialist training is a complex process that includes the selection of quality indicators, content, forms, methods and means of training, organizational, technical and other aspects of management using international standards ISO 9000 series and methods of total quality management (TQM), which form the basis of models European and Russian quality awards.

It should be noted that the international standards of the ISO-9000 family describe the elements that a quality system should include, and not how they are implemented by a particular organization.

Effective management in every system starts with top-level competence. It is the top management that is obliged to proceed from the strategy that the university is capable of more than in the past. The organizational structure of the university may include special units responsible for coordinating quality management activities.

The education quality system at the university should ensure that the requirements for university graduates are met in accordance with state educational standards by creating necessary conditions. The quality assurance and management of student training should be structured in such a way that deviations from requirements are prevented in advance, and not corrected after they have been discovered. In the market of educational services, the reputation of the university as a reliable supplier of high-quality specialists with minimal risk for those enterprises that can be considered customers should be consolidated.

The goal of the university when creating a quality system in accordance with the requirements of international standards ISO 9000 series is to ensure the following aspects of quality:

Quality, due to the definition of demand for products;

Quality driven by product design;

Quality, due to the conformity of products to the project;

Quality driven by staffing;

Quality driven by logistics;

Quality driven by financial backing.

The key objectives of the university in the field of quality are the following:

Achieve, maintain and strive for continuous improvement of the quality of their work in all areas of activity in order to meet all established and expected requirements of consumers and other stakeholders;

Provide confidence to the administration and all staff that quality requirements are met and maintained and that quality is constantly improving;

Assure consumers and other interested parties that the quality requirements of all work are achieved or will be achieved in the products and services supplied.

Quality management is based on documentation that describes (documents) all processes (procedures), as well as the actions of process participants to achieve the required quality level.

According to the modern version of the ISO-9000 standard, the quality system is interpreted as a quality management system, which consists of three subsystems: a quality management system, a quality assurance system and a quality assurance system.

It is necessary to start with ensuring the quality of training of specialists. Documentation for quality assurance management is available in every university, as it is, first of all, technological documentation ( educational programs), which regulates the provisions on structural divisions and the provisions for the implementation of various functions, as well as quality plans and programs, internal audit plans, work plans, etc.

The documentation of the quality management system includes: management policy in the field of quality, quality manuals for areas of activity, university standards, methodological instructions for areas of activity, and a number of others.

The quality assurance system should include: regular self-assessments according to certain criteria; surveys of employees, students, graduates, consumers; determination of the level of mastering academic disciplines by students; state certification of graduates.

And of course, the quality management system will be effective if all participants in the educational process are united by a single goal to achieve a high level of specialist training.

When developing a quality system, it is necessary to create methods for accurately determining the requirements for the performance of work in the following areas of the university: educational; scientific; informational; administrative and economic; social; financial.

In September 2003 At the Berlin Conference, the Russian Federation joined the Bologna Process, pledging by 2010 to put into practice the basic principles of the Bologna Process.

The main goal of the Bologna process is to create a unified pan-European education system that meets the requirements of ensuring the economic potential of a united Europe. The main features of a single educational space:

The quality of higher education, including the quality of content, fundamentality, universalization and conditions for the implementation of educational programs, as well as the level of professional preparedness of graduates;

Mobility of students, teachers, researchers in a single educational space and free movement with the employment of graduates in the labor market;

The diversity and flexibility of the content and technologies for the implementation of educational programs, taking into account the traditions, autonomy and academic freedoms of European universities;

Openness and accessibility of education provided by mobility, mutual opening of branches of universities in different countries and the introduction of technologies and organizational structures of distance learning.

The proposals considered under the Bologna Process are as follows:

Introduction of two-level training;

Introduction of a credit system;

Education quality control;

Expansion of mobility;

Ensuring the employment of graduates;

Ensuring the attractiveness of the European education system.

However, the activities associated with the implementation of these proposals cause conflicting assessments. It is necessary to analyze the ways and means of optimal integration of Russian higher education into the European educational space.

Among the tasks of the Bologna process, the main one for Russia is the transition to a two-tier system. The introduction of a two-level system provides for the first stage - a bachelor's degree, the second stage - a master's degree, but in Russia the introduction of a two-level system has faced serious problems.

The transition to a two-stage system of higher vocational education requires the re-licensing of all higher educational institutions, the development of new criteria for the implementation of bachelor's and master's programs, the calculation of the specific cost of training bachelors and masters in various areas of training, the organization of a real competitive selection for master's training with the provision of equal rights to graduates of other universities, the determination of the required volume of master's training.

Russia needs transformation, but due to internal causes concentration of funds for this is extremely difficult. Inclusion in the Bologna process helped to focus attention on the problems of strengthening the position of the Russian education system in the world. The creation of an educational structure compatible with the educational structures of European countries makes it possible to build an education system in Russia that is more understandable for foreign citizens.

At the same time, the goals of the Bologna process do not fully correspond to global trends, so all reforms cannot be reduced to it. Russia should have its own national educational policy and, in parallel with participation in the Bologna process, form its own specific system of education, based on domestic needs and focusing on world trends.

The Bologna process is a good companion, providing a solution to the tactical tasks facing the Russian education.

New approaches and methods of a single pan-European educational space are based on the formation common understanding the content of qualifications and degree structures of graduates - specialists and include the following priority areas of work of higher educational institutions:

Determination of general and special competencies of graduates of the first and second cycles of study (bachelor, master);

Harmonization of curricula in terms of program structure and teaching methods;

Definition of special competencies of graduates;

Development of a methodology for the analysis of common elements and special areas of training.

The participation of our country in the Bologna process gave students recognition of diplomas received abroad, on the territory of the states that signed the Bologna Declaration. It follows from this that graduates of Russian universities have real chances to find a job abroad in their specialty. It also helped to simplify the trips of Russian students to study in Europe. There was an opportunity to study remotely in foreign universities.

The development of the Bologna process is a tool for harmonizing the higher education systems of the participating countries and a mutually beneficial way to form a single European market for highly qualified labor and higher education. The inclusion of Russian education in the pan-European Bologna process has made it possible to achieve a competitive position for our universities and specialists not only in the European, but also in the world community, to solve the problem of recognition of Russian diplomas and to strengthen our position in the global market of educational services.

The main goal of building a quality system at a university is to ensure the competitiveness of the university in the market of educational services, access to international markets for educational services due to the high quality of the educational process, the quality of training. This is also necessary from the point of view of harmonizing education within the framework of the Bologna process, where one of the key points is the introduction of unified quality assurance mechanisms.

Mechanisms and ways to improve quality is a problem mostly within the university, therefore, further work in this direction is left to the university.

Education quality management is the entire system of university management through the prism of establishing a new quality of the system, process, result of education, aimed at meeting the needs of consumers, the achievements of science, and at forming the ability to meet new challenges. Education quality management implies such an approach in the management of the university, when the quality indicators of all aspects of the activity of the educational institution are put at the forefront, innovative and motivational management methods are used.

Quality management of education at a university is the effective management of an educational organization based on scientific achievements, market mechanisms, enthusiasm and Creative skills of all subjects of education, their cooperation and partnership, new information technologies aimed at providing the conditions, process, results of such training, education and development of students, which will form in them the properties that allow them to work successfully in material and spiritual production, live in a dynamically changing world , actively and creatively express themselves in the development of new knowledge and skills, meet the requirements and challenges of the future social time in which today's students have to live.

Effective management is based on the existing system of controls. Education quality management is a special management, organized and aimed at achieving certain, predicted results of education, and the goals (results) must be predicted in the area of ​​potential development of a student (graduate) of the university.

The main tool for assessing graduates at present is their diploma grades. However, a clear interaction with consumers is necessary, which should evaluate graduates. Not all consumers want a university graduate to be able to think creatively, decide non-standard tasks, had computer training, knew how to communicate, had a certain cultural level, knew foreign languages. For some, traditional knowledge and current skills are sufficient.

Thus, the negative aspects in the system of assessing the quality of education are currently the following:

There is no clear terminology, that is, an unambiguous definition of "quality of education";

Accordingly, there are no goals and objectives for assessing the quality of education;

Indicators that assess the quality of education are non-systemic, scattered (depending on the developer), there is no quantitative assessment;

The indicators in the considered methods do not take into account one of the most important factors - the complex requirements of employers and the need for knowledge and skills for the future society, not only for today and the coming years;

The ability of students to work independently (making decisions, innovative approaches, processing the necessary literature and choosing the optimal solution) is not taken into account;

In the considered methods, if any specific indicator is calculated, then separately, that is, there is no comprehensive assessment of specialists.

At the present stage of modernization of Russian education, the priority areas of the state education policy are:

Formation of a modern system of continuous professional education;

Improving the quality of vocational education;

Ensuring the availability of quality general education;

Increasing the investment attractiveness of the education sector.

This will ensure the further implementation of the tasks in the modernization of Russian education, the solution of the problems facing the education system.

The development of the system of continuous education will create conditions for the formation of flexible educational trajectories, ensure the response of the education system to the dynamically changing needs of the individual, society, and the economy. At the same time, there will be opportunities to equalize access to quality education at all levels of the educational system.

Improving the quality of vocational education in modern conditions is possible only on the basis of the activation of innovative processes in this area, ensuring the integration of educational, scientific and practical activities. This will remove the problem of the isolation of the education system, open it to external influences, and lead to a constant renewal of the content of education and learning technologies.

Ensuring the availability of high-quality general education should first of all be aimed at equalizing the starting opportunities for obtaining general education. This will reduce social differentiation, lay the necessary foundation for improving the quality of education, social, territorial and educational mobility of children and youth.

Increasing the investment attractiveness of the education system will solve the problem of a shortage of qualified personnel in the education system, increase its managerial potential, ensure the development of the resource base, as well as the introduction of new technologies in the educational process.

To ensure quality at all levels of education, it is necessary to create an adequate legislative, organizational, methodological and material base.

Understanding university activities and the above problems from the standpoint of the criteria of International Standards allows:

Develop up-to-date regulatory and working documentation for all areas of activity;

Eliminate duplication of procedures;

Create a control system based on quality plans;

Increase the efficiency of the organizational structure;

Clearly distribute the powers and responsibilities of all levels of management;

Clearly formulate goals and highlight key processes;

Manage resources more efficiently.

And most importantly, the introduction of a quality-based management system at a university allows you to involve the entire team, including students, in ensuring high results in the educational and scientific activity.

Thus, education quality management is an active way of influencing the quality of education in general, as well as of an educational institution.

1.2 Legal regulation of relations in the field of education

The current system of sources of law that regulates relations in the field of education includes two levels of normative and legal regulation: "internal", Russian regulatory legal acts, and "external", international legal acts.

In turn, the system of “internal” Russian acts is represented by regulatory legal acts adopted at the federal level and including federal laws and by-laws.

The legislative basis for the legal regulation of relations in the field of education is represented by:

the Constitution of the Russian Federation;

Federal Law No. 125-FZ of April 24, 2008 “On Higher and Postgraduate Professional Education”;

Other "profile" federal laws, i.e. laws adopted to regulate relations developing exclusively in the field of education;

- "non-core" laws containing separate norms regulating relations in the field of education.

The Constitution of the Russian Federation.

Article 43 of the Constitution of the Russian Federation is entirely devoted to education. It establishes the right of everyone to education. With regard to higher education, this norm is specified as follows: "Everyone has the right to receive higher education free of charge on a competitive basis in a state or municipal educational institution and at an enterprise." At the same time, the Russian Federation “establishes federal state educational standards, supports various forms of education and self-education”.

Along with Art. 43 of the Constitution of the Russian Federation, separate provisions regulating relations in the field of education are contained in other articles of the Constitution Russian Federation: so, in Art. 72 (p. 1) general issues of education are assigned to the joint jurisdiction of the Russian Federation and the constituent entities of the Russian Federation; in Art. 114 establishes that the Government of the Russian Federation ensures the implementation of a unified state policy in the field of education in the Russian Federation.

The federal law "On Higher and Postgraduate Professional Education" regulates various types of public relations related to obtaining higher professional education, postgraduate and doctoral studies, conferring academic titles and awarding degrees etc. It contains legal norms regulating the following main areas in the field of higher and postgraduate education:

The system of higher and postgraduate education and the management of this system;

The status of subjects of educational and scientific activity in the system of higher and postgraduate education;

Economics of the system of higher and postgraduate education;

International and foreign economic activity of higher educational institutions.

The Law of the Russian Federation “On Education” in the new version is called the Law of the Russian Federation of February 2, 2011 No. 2 “On Amending the Law of the Russian Federation “On Education” and Articles 11 and 24 of the Federal Law “On Higher and Postgraduate Professional Education” in part Improvement of the Unified State Examination regulates the system of social relations that take shape in education, by which the legislator understands “a purposeful process of educating and educating a person, society, state, accompanied by a statement of the achievement by a citizen (student) of educational levels (educational qualifications) established by the state”.

The Law of the Russian Federation “On Education” regulates issues common to all elements and levels of the education system in the Russian Federation, and also contains norms that directly relate to higher and postgraduate education (for example, articles 24, 25).

Other "profile" federal laws.

In the system of acts Russian legislation regulating relations in the field of higher and postgraduate education, along with the Law on Higher Education and the Law of the Russian Federation “On Education”, there are other legislative acts adopted to regulate relations that develop exclusively in the field of education. For example, Federal Law of April 10, 2000 No. 51-FZ “On Approval of the Federal Program for the Development of Education”, dated July 12, 1995

"Non-core" laws containing legal norms that regulate relations in the field of higher and postgraduate education.

These laws occupy a special place in the mechanism of legal regulation of relations in the field of higher and postgraduate education. A large number of such laws, their “diversity” (some laws contain one or two articles on educational issues, others contain entire chapters), frequent collisions of the norms of such laws with the norms contained in the “profile” laws on education - these and a number of other reasons make the task of systematizing legislation in the field of education very relevant.

Numerous "non-core" laws can be tried to be combined, with a certain degree of conventionality, into the following groups:

a) federal laws that regulate general issues of organizing higher and postgraduate education in the Russian Federation;

b) federal laws, which contain norms on special types (directions) of education;

c) federal laws that establish various benefits for participants in educational relations;

d) federal laws regulating labor relations and determining the procedure for social security of subjects of educational relations;

e) federal laws governing relations in the field of economics and finance of higher and postgraduate education.

By-laws.

Sub-legislative normative legal acts regulating relations in the field of higher and postgraduate professional education can be combined according to the principle of decreasing legal force into the following groups.

1. Decrees of the President of the Russian Federation, among which are:

a) decrees adopted solely to regulate relations in the field of higher and postgraduate professional education;

2. Decrees of the Government of the Russian Federation, which may also be devoted entirely to the regulation of higher and postgraduate professional education, or may contain separate provisions regulating certain relations in the field of higher and postgraduate professional education.

3. Normative legal acts of federal executive bodies adopted on issues of higher and postgraduate professional education.

This numerous and diverse array of normative legal acts, in turn, can be conditionally combined into the following groups:

1) regulatory legal acts of the Ministry of Education and Science of the Russian Federation;

2) normative legal acts of other federal executive bodies, including:

a) "profile", that is, adopted to regulate relations that develop exclusively in the field of higher and postgraduate professional education;

b) “non-core”, which contain only certain provisions directly or indirectly related to the issues of higher and postgraduate professional education.

International legal acts in the field of education.

The development of scientific and cultural exchanges, academic mobility and the intensification of student exchanges, as well as other reasons that contribute to the expansion of international cooperation in the field of education, determine the inevitability of international legal regulation of educational relations.

To date, a significant block of international legal acts in the field of education has already been formed.

The norms governing educational relations can be contained both in international treaties and agreements regulating exclusively educational relations, and in various treaties and agreements in which education issues are directly or indirectly addressed, along with other issues.

An example of the latter is the International Covenant on Economic, Social and Cultural Rights. Another example is the Convention on the Rights of the Child. A number of articles of this Convention also affect the field of education.

Separate norms can be contained not only in bilateral treaties, but also in multilateral conventions (treaties, agreements). Among the latter are:

International legal acts of a universal nature, many of which have been adopted under the auspices of the UN, the United Nations Educational, Scientific and Cultural Organization (UNESCO), the International Labor Organization (ILO), etc.;

The so-called regional international legal acts adopted within the framework of the Council of Europe, CIS, regional conventions of UNESCO.

The norms governing educational relations may be contained in international legal acts, the main content of which is not directly related to the field of education: for example, the Framework Convention for the Protection of National Minorities. Various agreements on cooperation in the field of education are concluded at the bilateral level: for example, the Agreement between the Government of the Russian Federation and the Government of the Italian Republic on cooperation in the field of culture and education; Agreement between the Government of the Russian Federation and the Government of the United Kingdom of Great Britain and Northern Ireland on cooperation in the field of education, science and culture; Agreement between the Government of the Russian Federation and the Government of the Republic of Uzbekistan on cooperation in the field of higher education, etc.

At the bilateral level, issues of cooperation in the field of education may be addressed, in addition to intergovernmental agreements, in other legal and diplomatic acts, such as memorandums, protocols, etc.

In the development of bilateral agreements, the contracting parties may adopt programs of cooperation in the field of education (for example, the Program of cooperation in the field of culture, education and science between the Government of the Russian Federation and the Government of the Republic of Macedonia).

Agreements on the development of cooperation can be reached not only at the intergovernmental, but also at the interdepartmental (ministerial) level: Protocol between the Ministry of Education of the Russian Federation and the Ministry of Education and Research of Romania on cooperation and exchanges in the field of education, Agreement between the Ministry of General and Vocational Education of the Russian Federation and Ministry of Education of the Republic of Moldova on cooperation in the field of preschool, general, primary vocational and pedagogical education, etc.

Local regulations containing norms governing educational relations.

1. Organizations carrying out educational activities adopt local regulations containing the rules governing educational relations (hereinafter referred to as local regulations), within their competence in accordance with the legislation on education. In the cases provided for by this Federal Law, other federal laws and other regulatory legal acts of the Russian Federation, when adopting local regulations, the opinion of the self-governing body of the educational organization and (or) the representative body of employees studying (if such bodies exist) is taken into account.

2. The norms of local regulations that worsen the situation of students or employees in comparison with the established legislation on education, or adopted in violation of the established procedure, are not subject to application. In such cases, the provisions of the legislation on education shall apply.

3. Local regulations of an organization carrying out educational activities cannot contradict its charter.

After analyzing the system of regulatory legal acts in the field of education regulation, we can conclude that today an extensive legal framework has been formed in this area. However, many issues remain unresolved, in particular, one of the most urgent tasks for improving the legal framework of education is the need to bring the domestic legislation of the Russian Federation into line with the norms of international treaties of the Russian Federation as soon as possible.

1.3 Foreign experience in the formation of effective education management systems (on the example of Germany, France, Great Britain, Denmark)

The German model of vocational education is a dual system. It is based on a firm link between the vocational training system and the enterprise. The system is regulated within the framework of corporate norms. The list of educational programs implemented within the framework of the dual system is determined based on the needs of the economy and in close cooperation between the federation, the states and social partners.

According to official data, the trajectory and content of the educational program are guided by the requirements subsequently imposed on a potential employee at the workplace. Dual education in Germany is, in fact, state program, has budget financing, but on an equal footing with enterprises. The training of specialists in the dual education system is implemented through parallel training at the enterprise and in a vocational school. Vocational training at the enterprise is controlled and regulated by the federal authorities, and training in vocational schools is the responsibility of individual territories (lands). They are regional educational institutions of the system of general and vocational education. The main goal of training in a vocational school is to supplement training directly at the enterprise with special theoretical knowledge (two thirds of the time) and to increase the general educational level of the trainee (one third of the time). When receiving vocational education, attendance at such a vocational school is mandatory; this is enshrined in the relevant territorial laws. The acquisition of practical skills directly at the enterprise is carried out either in training workshops and at the workplace in large enterprises, or only at the workplace in small enterprises.

Another participant in the system are the so-called inter-industrial training centers. Their function is the same as that of enterprises, training in practical skills. Most often, such centers are accepted for training if the enterprise has a very narrow specialization and cannot provide the student with an appropriate job. In addition, individual stages of training can take place at other enterprises of the land.

In the federal states of Baden-Württemberg, Berlin, Thuringia and Saxony, for young people with completed secondary education, there is an additional dual training path - vocational academies. They enter into an agreement with the enterprise and enter the professional Academy, jointly funded by the state and a private enterprise. The Academy is responsible for the theoretical, and the enterprise for the practical training of the student. The professional Academy teaches mainly technical disciplines, economic subjects, as well as social courses. Students receive a regular vocational qualification after 2 years, and an additional diploma from a vocational academy after 3 years of study. In practice, engineers with higher education often work at the middle management level under the supervision of graduates of such academies. Such professionals move quickly in their careers.

In general, graduates professional academies are a reserve of managerial personnel in Germany. Such a system of vocational education in Germany, which has developed over many decades, successfully provides the training of highly qualified specialists both for the needs of their own and European enterprises. Joint activities of government structures, Federal Institute professional education, land institutes in charge of pedagogy and education, various public organizations, made it possible to develop criteria for the quality of training specialists in many professions and develop a system of vocational education, supplementing it with a new element - lifelong learning.

An example of a highly regulated, institution-based vocational training system is the French vocational training system. In France, as well as in Russia, there is still a fairly rigid centralized system for managing education in general and vocational education in particular, which determines the priority interest in France for studying the problems of organizing and managing vocational education. Over the past two centuries, according to experts, France has developed one of the most advanced educational systems, in which professional education and training are traditionally considered a means of social advancement of citizens and therefore are considered as an important factor in personal development.

Currently, in France, vocational training is one of the factors of productivity growth and economic development. In this regard, investments in this area are of a priority nature and are supported by the state.

Among the main directions of development of the French vocational training system, the following are defined:

Expansion of access to professional lyceums;

Access to a bachelor's degree, higher education;

Simultaneous preservation of a wide range of disciplines studied and the completeness of their content;

Further expansion of the autonomy of vocational education institutions.

The main trend in the development of education in general, including vocational education in France, can be considered the decentralization of management of educational institutions. Its result was a significant limitation of the functions of the center, as well as a clear definition of the basic goals of general and vocational education and directions for its development. In addition, by reducing the functions of central governments, the powers of the territories have expanded. The administrations of regions and municipalities were given the right to operate in the field of organizing various types of training, organizing and conducting certification teaching staff and others. Also, the training of youth and training for obtaining qualifications were assigned to the powers of the regions, i.e. vocational training.

The result of this was the implementation of active programs; employment and vocational training. These programs specifically target young people who have completed school without qualifications, as well as those who experience difficulties in integrating into the world of work, and provide opportunities for choosing individual learning paths. Such opportunities are created through the so-called initial assessment of candidates, after which individual training programs are developed for them, which are implemented under the supervision of a group of educators. At the end of the training, the acquired qualifications are accredited.

The processes of decentralization of management in the educational system of France are taking place in parallel with the expansion of the field of independent decision-making for public educational institutions of vocational education. Thus, the Board of Trustees of an educational institution may legitimately limit the powers of the director of an educational institution appointed by the state. Also, educational institutions got the opportunity to more freely dispose of the funds received, while having the opportunity to earn them additionally and spend them at their discretion.

At the same time, the transfer of powers to the territories and the expansion of the independence of educational institutions does not mean at all that the state completely relieves itself of responsibility for the state of education. In the system of public administration of vocational education in France, the priorities are still:

Support and stimulation (including legislative) to improve the quality of vocational education and expand the introduction of educational innovations in accordance with their degree of importance for increasing the competitiveness of the economy as a whole and optimizing the funds invested in education,

Active market adjustment through the purchase of educational courses.

An example of a largely market-driven vocational training system is the British National Vocational Qualifications System.

This system distinguishes five levels of vocational education. Graduates of the first stage receive vocational education at school, in extracurricular educational institutions or at an enterprise. Theoretical knowledge and professional skills are communicated to a limited extent, so a graduate can only implement the most simple views labor activity, i.e. controlled mastering of the simplest work operations. The second level of education includes general education school and vocational training, when a graduate receives a specific specialty. The third stage consists of school preparation, vocational training and additional professional development. Here the level of general theoretical training is higher, the graduate also acquires the skills of a manager. A graduate of the fourth stage receives the entire complex of the previous level of training and a separate complex of the direction of training, related to the level of higher education (but does not master scientific foundations professions). At its core, he is a middle management manager. A graduate of the fifth stage completes a general or vocational education high school and receives a higher education in absentia, mastering the scientific foundations of the profession, the skills of a manager, leader, bears personal responsibility for the results of work, i.e. receives the right to occupy positions that imply the most complex managerial functions. The National Certificate of Vocational Qualification, according to levels of education, also has five levels.

Therefore, professional qualifications developed from the first level to graduates training centers, schools, colleges further education up to the fifth - for graduates of universities and some colleges of the further education system, enable the holder of the certificate to find a job and build a further career.

At the heart of the National Qualifications is the concept of professional competence, the ability to meet standard work requirements and adapt to ongoing changes.

In France, all questions of educational policy, with the exception of the assessment of the quality of education, are the responsibility of the Ministry public education, research and technology. A positive moment in the system of state control over the quality of education in France is the wide publicity of the results of testing and evaluating the activities of universities, which makes it possible not only for the state, but also for society to judge the academic level of higher educational institutions.

In the UK, full-scale modular courses have been introduced for obtaining certificates of vocational education.

In the UK, along with state certification of vocational education, there is also a private system. Certificates issued by private educational institutions, regardless of their authority, are of little value to the public sector due to the lack of state control methods, etc. are rarely directly related to employment in the public sector. According to such a system, as a rule, personnel are trained for a particular enterprise or individual sectors of the economy.

Most of the secondary and higher educational institutions are state-owned. They are subordinated to the Ministry of Education or the Ministry of Culture. There are three types of post-secondary education in Denmark:

Higher (academic and non-academic);

continued;

open.

Higher academic education is represented by universities. Higher non-academic education is provided by the so-called higher institutions that implement university-level educational programs in the field of architecture, music, economics, engineering, etc., as well as non-academic higher educational institutions that provide training in specialties that are not classified as academic - journalism, pedagogy, sociology.

You can get continued education in Denmark at university centers that offer one- and two-year courses of basic training and pre-university orientation (similar to Russian preparatory courses and preparatory departments).

Open education is education for adults, working people who need a change or advanced training. Open education is only paid. It consists in the study of individual specialized disciplines. Results of intermediate, final and qualification tests (exams) in the sector open education are equated to examination results for graduation programs of universities.

The analysis of higher education quality control systems existing abroad shows that, despite the diversity and specificity of the powers of organizations involved in its provision, the set of goals and objectives they implement traditionally includes: ensuring and / or improving the quality of educational activities in the economic, social and cultural context of their countries; providing support to higher education institutions to improve the quality of teaching and learning; dissemination of existing experience and exchange of information on quality issues, which are also their main functions.

Thus, a comparative review of higher education evaluation systems abroad shows that there are different approaches to how and on what grounds to evaluate the activities of higher education institutions. World experience shows that university assessment can be carried out for different purposes, but in any case, it must have a clear academic focus in order to be aimed at improving the quality of education.

municipality

2. COMPREHENSIVE ANALYSIS AND ASSESSMENT OF THE STATE OF THE MUNICIPAL EDUCATION SYSTEM

2.1 General characteristics of the educational services market

At present, such a commodity as education is becoming an element of market relations. It acts as a seller of educational services, and as a public institution for the formation of the market consciousness of society.

The market of educational services was formed in our country relatively recently, in the course of instilling the principles of a market economy into the system of socio-economic relations and in the process of reforming the education system, the market of educational services itself is being formed. Educational institutions of various forms of ownership, various types have appeared on the educational services market, providing a wide range of educational services, which creates huge competition between them.

The definition of the educational services market is ambiguous and has different approaches.

The first approach, the educational services market, is a market in which the demand for educational services from the main economic entities (individuals, enterprises and organizations, the state) and their supply by various educational institutions interact.

The second approach is the market of educational services - a system of economic relations regarding the sale and purchase of educational services that are directly in demand by both collective and individual consumers.

The third approach, the market of educational services, is the material interactions of participants in the educational process: students, organizations providing educational services, persons and organizations paying for these services.

Based on the above concepts, we can formulate the following definition of the educational services market. The market of educational services is the material relationship between the participants in the educational process: students, organizations providing educational services, persons and organizations paying for these services.

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Quality management of an educational institution is considered as the main condition for its competitiveness. Today we can talk about the existence of two complementary approaches to the quality of education: a practical one, which consists in defining quality as the degree of compliance with goals (different consumer goals - different quality, which dictates the need for quality management), and the second approach, which organically continues the first and concerns internal processes. occurring within the framework of the educational process.

In the theory and practice of education quality management, there are also several main approaches:

• - scientific approach consists in the development of concepts, scientifically based criteria and methodological recommendations for absolutely all positions that exist in an educational organization. At the same time, different management systems (hierarchical or democratic) have their own approach;
• - process, according to which quality management is considered as a process, a series of continuous interrelated actions (management functions), each of which is also a process. These functions include planning, organizing, directing, coordinating, and controlling. The process approach is conceptualized in the ISO 9000-1994 standard and has been put into practice with the introduction of the ISO 9000 version 2000 standards. The basis of the quality management system of an educational organization, in accordance with the requirements of ISO 9001:2000, is:
  • 1) consumer orientation;
  • 2) the leading role of management in setting goals and achieving them;
  • 3) the involvement of all employees in solving the problems of the university;
  • 4) process approach to the organization of all types of activities;
  • 5) a systematic approach to management;
  • 6) continuous improvement of product quality;
• - systemic, allowing to consider an educational organization as a system. The use of a systematic approach in relation to education quality management is based on the presentation of quality management as a system, and involves the application of the following principles:
  • 1) structure;
  • 2) implementation of an integral set of management functions;
  • 3) hierarchical organization of quality management;
  • 4) the relationship of external and internal factors at various stages of the functioning of the succession system;
• - situational, implying various control options, depending on specific situations and conditions;
• - the program-target approach is one of the main methodological approaches in modern management, which involves a clear definition of goals, the formation and implementation of an action program aimed at achieving these goals. Studying different approaches to education quality management pays attention to a number of researchers, namely E.M. Korotkov, M.M. Potashnik, P.I. Tretyakov, I.K. Shalaev, T.I. Shamova, and many others.

To date, standardization and certification of the quality system are necessary. This is the recognition of the success of a particular production, a necessary step towards recognizing the success of the entire company and the introduction of the most modern quality management models, which have received the generalized name of “total quality management methods” - TQM.

Thus, the development of education quality management at the present stage is associated with the formation of various approaches to solving quality problems. Management of the quality of education, which arose in response to the objective need of mankind in obtaining a high-quality education, is now oriented towards a sufficient quality of life. Management, quality assurance and improvement, considered as a strategy for the development of productive forces and industrial relations, focused not only on survival, but also on the prosperity of society, enterprise and each person, are inseparable from common system management. In this regard, the approach that considers the development of general quality management in education, in conjunction with the development of general management, in the opinion of the author, is the most successful.

Many researchers believe that introducing TQM into the educational environment presents certain difficulties. There are active theoretical discussions on the fundamental possibility and expediency of transferring business management methods to education. This plan discusses the common and distinctive features of business and education: their goals, methods, means, concepts of quality, means of measuring quality, etc. It is argued that the philosophy of quality is not a template that can be transferred from one system to another. However, the philosophy can be universal, but the system of decisions to achieve quality can differ significantly.

The survival of an educational organization in a market economy depends, first of all, on whether it has its own strategy, as well as on the possibility and ability of this organization to consistently implement this strategy in practice through specific activities. Instability and instability in the market of educational services, as well as the increasing complexity of management in market conditions, actualize for educational organizations the task of studying and implementing a quality management system.

Bagautdinova N.G. emphasizes that " incontemporary conditions, educational organizations operate in an environment of increased competition, and those who use the principles of TQM will receive a significant advantage over competitors, since the entire system will be focused directly on consumers of services and those main factors that they evaluate:

• 1) understanding the needs of society and its requirements; 2) reliability;
• 3) susceptibility; 4) competitiveness; 5) availability; 6) politeness; 7) communication (communication); 8) authority; 9) security» .

AT contemporary Quality is a fundamental field of knowledge subject to general study, which goes far beyond the simple information contained in legal and regulatory documents, as well as in various kinds of guidelines. Quality is a sphere of scientific organization of the socio-economic activity of society, a complex area of ​​research for a wide range of specialists.

A number of countries have already realized this and have begun to deal with quality problems in practice, focusing on Special attention training employees for the effective and efficient use of relevant modern approaches, methods and means. The system of total quality management (TQM) has gained a strong position in many successful enterprises, significantly changing the views in the education system. TQM involves the development and implementation of a long-term strategy for the economic development of an enterprise (organization), involving all its employees in creative activities that can and should ensure the satisfaction of the interests of both the educational organization itself and the consumers of its services and society as a whole.

The key problems of adapting the TQM methodology in the field of education are the issues of choosing the content and sequence of actions that can guarantee the quality of the provision of services by an educational organization, as well as the question of choosing ways to carry out such activities.

Modern approaches to education in their totality form the basis for the formation of modern educational values.

Each of the approaches involves different models of schools.

Within each approach, there can be a large number of real incarnations of organizational forms..

Rice. one.

The components of educational activity, which must be implemented in any approach and in any education system, must meet the following requirements:

• 1. Have an educational foundation on which students build their own knowledge and skills, competencies are formed, internal and external guidelines for mastering the world around are recognized and systematized.
• 2. Bring knowledge and skills to practical application.
• 3. Help students identify knowledge, skills and competencies that are meaningful to them and that will enable them to develop themselves as much as possible.
• 4. To form critical skills and key competencies for life in a global world without discrimination.

Let's look at some features education quality management.

1. In the management of the quality of education, it is impossible to separate the functioning and development. The activity and practical manifestation of the quality of education requires the construction of educational work in such a way as to ensure active participation

students in organizing and receiving their education.

• 2. Development of the ability for self-education. The formation of skills and competencies that help self-organization and self-education, the acquisition of socially and personally significant knowledge, for the development of values, norms of behavior, the formation of relationships.
• 3. Highly organized thinking, ability to act in non-standard situations. Development of the ability of an analytical-critical attitude to the surrounding reality. Knowledge, skills, competencies are needed to receive and process information, to assess existing and received knowledge, skills and formation core competencies on mastering self-educational methods (techniques).
• 4. Subject orientation is not the goal of learning, but a means of mastering the methodology of education. The predetermined goals of education are included in a variety of educational environment, which gives more possibilities students to form internal motivation that ensures the integrity of perception by expanding associative links. The role of "situational pedagogy", the method of projects, case - technology, self-educational activities, etc. is increasing.
• 5. The dependence of the quality of education on pedagogical activity teachers, methods and technologies for organizing the educational process.

Rice. 2. Quality management system model

The creation of an education quality management system requires a consistent solution of the following tasks:

• - definition and conceptualization of goals in the field of education quality;
• - identification of labor market requirements and potential employers;
• - establishment of a basic set of processes as an open model;
• - development and adaptation of process management methods that provide

functioning and development of an educational institution;

• - implementation of documentary registration of the quality management system;
• - implementation of process control through internal audit.

The introduction of a quality system in an educational organization consists in its transition or the transition of its individual units to work in accordance with the prepared, approved and put into effect documents of the quality system. At the workplace, it is necessary to determine the duties, powers and responsibilities of each employee within the framework of the quality system, develop and put into effect job and work instructions, and check the implementation of documented procedures by the staff.

When creating a quality management system in an educational organization, it is necessary, first of all, to determine the final product that it produces. Some educational organizations take the training of a graduate as the basis of their activities, others - the provision of educational services. The consumer of the final product of the university is not so much the student himself, but the state and society in the form of an organization that attracts a graduate to work.

Thus, the quality products of an educational organization are not an educational service, but a graduate. The starting point for the formation of a quality management system should be the construction of a “model” of a graduate of an educational institution as a set of certain of his personal professional qualities, the development of which should be directed by the educational process: its content, teaching methods, forms of organization, methods of monitoring and evaluating the knowledge of schoolchildren. Meanwhile, it should be noted that the basis of the activity of an educational organization is the educational process. At the same time, it cannot be considered in isolation from other types of activity: scientific, educational and methodological, administrative and economic, etc. .

In the context problems of education quality development a person is considered today as a subject of the labor market and labor relations, a citizen, a subject of family relations, a bearer and keeper of national culture, a keeper of habitat (ecosphere), a subject of his own development.

Fig.3.

This is the most important thing in a person's life, and the formation of such a person should be embedded in the content of education.

Necessary help students:

• * develop their spiritual, intellectual and physical inclinations;
• * realize interests and inclinations;
• * develop personal moral convictions, tolerance for other nationalities, religions, lifestyles;
• * internalize your future adult role.

Should teach students:

* understanding of knowledge and methods of activity in adult life, in conditions

market relations and a rapidly changing world;

• * chat on foreign languages;
• * self-educational activities;
• * careful and caring attitude to the environment.

Determinants of education quality

1. Initial (personal) characteristics: inclinations and abilities;

basic knowledge (available); psychological stability; internal obstacles (barriers) to learning.

• 2. Educational conditions:
  • * educational and methodical and visual materials for teaching - teaching - self-education;
  • * material and technical equipment, information technology support of education;
  • * views and approaches to education of teachers, students, parents;
  • * teaching staff, ensuring the functioning of the educational institution;
  • * the influence of territorial authorities on the management of educational institutions;
  • * the degree of participation of public councils and organizations in the support of education;
  • * parental support (help) to students.
• 3. The state general context for the functioning of the educational system:
  • * state policy in the field of education;
  • * strategic priority goals and objectives in education;
  • * management structure in the system of general education;
  • * educational resources and their availability;
  • * the position of the teacher in society;
  • * development and accessibility of the market of educational services and educational literature.
• 4. State standard, public expectations, market requirements, inclusion of education in the international community.
• 5. economic conditions; socio-cultural conditions; national and regional factors; systems and structures of pedagogical activity; strategy of assistance and support for teaching staff, children and parents.

Summarizing the above, we note that the development of a scientific base, theoretical and methodological justification of approaches to education quality management, the construction of a quality management system for training specialists in educational organizations will ensure the quality of education and the quality of education. The current socio-economic situation and the development of market relations that prevail in all spheres of human life actualize the issue of the need for transformations in management activities at the level of the educational organizations themselves, which are part of the integral system of educational institutions in our country.

Features of the control process: Management is a purposeful process that is carried out continuously in time and space, requiring in-depth analysis, development and setting of specific goals. The more accurately the result corresponds to the set goal, the higher the quality of management.

Quality management - methods and activities of a strategic and operational nature used to fulfill quality requirements.

- this is the activity of recording, processing and transmitting information on the formation of various conditions of the educational process necessary to solve the problems of students (pupils) in the process of consuming educational services and products.

Quality as an object of management is characterized by all the components of the management cycle: goal setting, planning, analysis, implementation, control.

Education quality management- this is a purposeful, resource-provided process of interaction between the managing and managed subsystems to achieve the planned (standards) goals and expected needs of the individual, community, state.

The problem of assessing the quality of education is today one of the most relevant for the entire educational system of the Russian Federation. A common feature of systemic changes in education both at the federal, republican and municipal levels is the focus on ensuring the quality of education, improving the system of its assessment, and bringing it into line with the requirements of society.

The main document on the basis of which the entire system of work in our educational institution is built is the School Development Program, which clearly defines the strategy and tactics for the development of the educational institution. At the same time, the development strategy of the school corresponds to the ideas of the priority areas of the national project "Education", and the tactics are expressed in the development program. The development program is the blueprint for the future. The main task of the program is to transfer the school from the mode of functioning to the mode of development. Development of the development program and its implementation is the main management document. And if this is not the case, then there is no management.

Our school has long established a model for managing the quality of education. This is a serious pedagogical analysis of the entire educational educational work(annual, quarterly, monthly, weekly) - planning - control - management.

The main responsibility in ensuring and developing the quality of education lies with the school administration, which must create all the necessary conditions for the implementation of the intended goals, by taking correct and competent management steps for this:

• involvement of all members of the teaching staff in the implementation of the development program;
• promotion pedagogical excellence teachers;
• analysis of the initial state of the school.

To be able to analyze, plan, control and make, based on this, the right decision means to carry out the scientific organization of the work of the teaching staff, which requires accurate calculation, a detailed work plan, scientifically proven methods, exact calendar dates. And yet, every leader should remember and know that 96% of all problems in any organization are due to the wrong management system and only 4% are the mistakes of the performers. These data are scientifically confirmed.

The quality of education depends on the resource availability of the educational institution. This is, first of all, the correct personnel policy, the activities of the teaching staff to preserve and maintain the health of children, the creation of the material and technical base of the school.

In modern conditions, the staffing of the school is in the first place in terms of importance for the leader. The quality of education is impossible without quality teaching and upbringing. Today our teaching staff consists of 58 teachers. Of these, 14 teachers have the highest qualification category, 28 - the first, 11 - the second. 3 teachers were awarded the prize of the President of the Russian Federation "The Best Teachers of Russia".

Improving the quality of pedagogical skills is carried out through methodological work, which is headed by the methodological council. The school has 9 subject methodical associations and a methodical association of class teachers, through the work of which the methodical theme of the school is realized. Each association has its own documents, a theme consonant with the theme of the school, realizing the goals and objectives of the school. Methodological associations discuss issues such as:

• new teaching methods;
• informatization of the educational process;
• studying the pedagogical experience of fellow innovators;
• work with gifted children;
• preparation for the exam;
• health-saving aspects of the lesson, etc.

The work of each teacher to achieve the basic level of knowledge of students, the results of the final certification, the participation of schoolchildren in olympiads and various competitions, the self-education of the teacher and his success, participation in various creative groups are subjected to a thorough analysis. From the number of creatively working teachers, creative and experimental groups are formed to develop and implement new methods of working with schoolchildren. School methodological associations have done a lot of work to disseminate pedagogical experience not only through publications in the media, at municipal seminars, but also in advanced training courses and through participation in conferences and Internet teachers' councils held by the Ministry of Science and Technology.

Every teacher in our school today has a solid "tool" - this is his creative laboratory, which works for the student and for his result. And it all started 14 years ago. Then we realized that without our own methodological piggy bank it is impossible to give a quality education and upbringing to a student. It was hard work, somewhere and under duress. They tracked what the teacher had worked out for a quarter, for a year for a lesson, extracurricular work on the subject and for the implementation of educational work. But the process has begun. Today, the teacher's creative laboratory: this is his personal portfolio, additional and in-depth material on the subject for each lesson, rich material for the educational process, as well as diagnostics of his work. So, for example, in each subject, starting from the 2nd grade, we teach students how to solve test buildings. And this is work for the future - to prepare for the exam.

The quality of the creative laboratory of teachers and the content methodical office schools (our office took 1st place in the district) were surprised by the experts of the Ministry of Education and Science of the Russian Federation on the implementation of the national project "Education", who visited the school in June 2008. We constantly share the experience of our methodical work: in April 2009. we met the Kukmor delegation of teachers, representatives of the Ministry of Defense and N of the Republic of Tatarstan came to us, as well as with our colleagues in the city at various fairs of pedagogical ideas, festivals of methodological findings, conferences and other events.

A good help in achieving the quality of education is material base schools. Today it is: 2 computer rooms, 2 interactive whiteboards, 4 projectors, digital laboratory "Archimedes" in chemistry and physics, computer training programs in all subjects, a single local area network of the school's computer park, Internet access, starting from the director's office, head teachers, classrooms informatics to a methodical office and library.

For effective management, making informed decisions on managing the quality of education at the school level, it is necessary to have reliable and reliable information about the progress of the educational process. Obtaining such information, in our opinion, is possible when monitoring the entire educational process. Monitoring is a tool for analysis, a stopover to determine where to go next. A distinctive feature of monitoring is information about the compliance of the actual result with its expectations, forecasting, as well as the assessment of this compliance. Feedback is another necessary element of monitoring and, consequently, school management; on its basis, the attitude to the result changes and the ways to achieve current, intermediate and final goals are reviewed.

Pedagogical monitoring carried out at our school is based on the following principles: openness and accessibility of information about the state and quality of education, a broad discussion of the content, procedure, means of monitoring surveys, and the adoption and implementation of management decisions based on results. We monitor the level of learning and the quality of knowledge in all subjects, the level of education of students by quarters and years, the success of a teacher in a particular class is determined, a reserve of quality is revealed, i.e. the success of students with 1-2 triples, etc. is monitored. Analysis data is reflected in text analytical references, diagrams, graphs, chart tables. Thus, the practice of monitoring allows us to consider all phenomena school life through the prism of pedagogical analysis, through a constant process of correlating results with the tasks set, adjusting all types of managerial activities and, most importantly, identifying ways and conditions for improving the efficiency and quality of education.

Without a well-thought-out monitoring system in general, pedagogical monitoring in particular, it is impossible to make the educational process effective. This is our firm conviction.

The teacher analyzes the quality of education of primary school students by tracking the learning outcomes of each student in all subjects and for the entire period of education at the primary level. (Picture 1)

The monitoring results of each class are analyzed and entered into a summary table for the school. (Picture 2)

The next stage of monitoring is tracking the dynamics of the development of students studying according to the traditional educational program and according to the system of L.V. Zankov. An analysis of the results of the quality of knowledge in subjects in classes taught under the Zankov program showed that students have a stable motivation for learning. The quality of knowledge has been maintained for a number of years in all subjects above 60%. (Figure 3)

For a number of years, the subject of our attention has been the problem of continuity that arises when students move from elementary school to the second level of education. Pedagogical monitoring, carried out at the beginning of the school year in grade 5, contributes to the solution of emerging issues. The level of adaptation of children during the transition to the second stage is studied, an exchange of work experience is carried out, together with teachers primary school program requirements are discussed in order to bridge the gap between the first and second stages and the development unified requirements to students. A comparative analysis of the achievements of the educational activities of students in grades 4 and 5 shows that students in grade 5 confirm their results. (Figure 4)

The educational process in elementary school is built according to the traditional federal program and the developmental system of L.V. Zankov. Introduced from 2nd grade English language, and from the 3rd grade informatics as an educational module within the framework of the subject "Technology". In their work, primary school teachers use health-saving, information and communication technologies, and are engaged in project activities.

When evaluating the performance of a subject teacher in the second and third levels of education, the quality of knowledge and progress is monitored annually and every quarter, as shown in the table. Thus, those changes that have occurred during the year, as well as over several years, are analyzed. (Figure 5)

One of the most important indicators of the effectiveness of the work of the school is the participation of its students in subject Olympiads. (Figure 6, 7.8)

The Unified State Examination is an important aspect of quality education and provides an objective assessment of students' knowledge.

Of course, the school conducts targeted training of graduates. Trial exams are held throughout the year. The results are analyzed and conclusions are drawn. (Figure 9,10,11)

During the period of preparation for state accreditation, for external examination, the educational institution carried out monitoring in various areas of activity. In the process of self-analysis, a lot of work is done to analyze the quality of education. Self-analysis of the activities of the school is a collegial identification of problems, determination of ways to solve them in the following main areas:

• management activities;
• assessment of the educational and material base;
• personnel assessment; (Qualification characteristics of the team- comparative analysis for 3 years)
• methodical work;
• analysis of the educational process, its content; (comparison of average indicators of the quality of education in all subjects - diagram)
• performance (participation of teachers and students in various competitions and conferences for three years)

The main diagnostic of the development of moral, cognitive, communicative, aesthetic and physical qualities of a personality is the determination of the level of upbringing of students.

Each class teacher monitors the level of upbringing twice - at the beginning of the school year and at the end of it through questioning the students themselves, their parents, and own assessment(according to a five-point system) of each of the significant personality traits: duty and responsibility, thrift, discipline, responsible attitude to learning, work, collectivism and camaraderie, kindness and responsiveness, honesty and truthfulness, simplicity and modesty, cultural level. A summary table is filled in with indicators of the level of upbringing of each student and the entire class, which shows in which direction educational work needs to be adjusted. Then the results are summed up by parallels, by links, throughout the school for the year. Thus, the dynamics of the level of upbringing over the years is monitored.

We also analyze such quantitative indicators as the number of students participating in the work of school self-government, labor and social actions, collective creative activities and school traditional holidays, participation in the activities of urban society, indicators of the "Class of the Year" competition, and the level of leisure activities of students.

Such work for the school staff is difficult, but useful and very necessary: ​​it helps to realize both the strengths and weaknesses of the work, to see the future, to outline ways for further improvement, to determine priorities for development.

Thus, the quality of education is a comprehensive system in which all components are interconnected and complement each other. To be successful, this system must be managed comprehensively. For the school administration, the management of the quality of education in the context of modernization and improvement of the quality of education becomes a priority in the work. The leader needs the ability to quickly adapt to the changing socio-economic and cultural conditions of education, the ability to master the updated content and learning technologies.

What is the difference between an administrator and a manager? AdministratorManager Controls the performance of their duties by employees Controls the compliance of actions existing norm Manages people and supports the existing functioning Complies with the established financing scheme Creates a vision for the future product, result Defines the purpose, goals and objectives of the organization Creates an organizational structure to achieve the goals of the organization Motivates staff, etc. Defines strategy, manages processes and their changes Allocates resources to maintain efficient operation Maintains the required workflow

Management is: Management is a kind of professional activity. Management is a kind of professional activity. The purpose of this activity is to organize, transform and coordinate the activities of specialists in order to achieve the goals of the organization The purpose of this activity is to organize, transform and coordinate the activities of specialists in order to achieve the goals of the organization Objects of management - processes - activities. Control objects - processes - activities.

Management (continued): Management objectives (mission, strategy) are formulated senior management managers who, with their help, set their vision of the purpose of the organization, the content of its activities, including future results. Goals of management (mission, strategy) are formulated by the top managers, who, with their help, set their vision of the purpose of the organization, the content of its activities, including future results. The main functions of management: planning (development of an organization development program), organization (development of an organizational structure), personnel motivation and control. There are also additional functions: leadership (manage processes, manage people), decision-making and organization of communication (information exchange). The main functions of management: planning (development of an organization development program), organization (development of an organizational structure), personnel motivation and control. There are also additional functions: leadership (manage processes, manage people), decision-making and organization of communication (information exchange). Today, this understanding of management activities has become the most widespread in the world.

Evolution of the concept of quality in economics Compliance of the result with the standard developed by the manufacturer External control (inspection) of the parameters of the result Disadvantages of the model: 1. Inspection is the enemy of the manufacturer 2. Does the standard (product) satisfy the consumer's expectations?? Model 1 Compliance with the application (expectations, customer needs) Continuous improvement and self-control of each process Feedback from the customer Model 2 Compliance with latent needs - meeting the needs of the customer before he realizes these needs Model 3

Quality is: Orientation to the consumer (products, services, results) Orientation to the consumer (products, services, results) Fairness - equality in access to education Fairness - equality in access to education Leading role of management (quality development strategy) Leading role of management (strategy quality development) Continuous improvement of products, services, results necessary for the consumer Continuous improvement of products, services, results necessary for the consumer Involvement of all employees in achieving goals in accordance with the development strategy Involving all employees in achieving goals in accordance with the development strategy Continuous improvement of employees' activities to achieve the goals of the organization Continuous improving the activities of employees to achieve the goals of the organization Process approach (definition of all processes necessary to achieve the goals of the organization, providing them with resources and creating conditions for their effectiveness effective functioning) Process approach (determining all the processes necessary to achieve the goals of the organization, providing them with resources and creating conditions for their effective functioning) Not external control, but internal examination of the organization's activities (self-examination) in order to identify problems and determine ways to solve them Not external control , and internal examination of the organization's activities (self-examination) in order to identify problems and determine ways to solve them

Quality-summary: Quality is not equal to the standard Quality is not equal to the standard Quality = self-improvement and creation of organizational conditions Quality = self-improvement and creation of organizational conditions Quality - the ability of an organization to achieve the result required by the consumer (society) Quality - the property of an organization to achieve the result required by the consumer (society) Quality - the ability of an organization to determine the development trend and respond to a customer demand that has not yet been formulated Quality is the ability of an organization to determine a development trend and respond to a customer demand that has not yet been formulated

What is the specificity of quality in education? Who and how determines the result? In what form should the result be formulated so that it can satisfy the consumer? Who are the consumers of the educational result? How to determine what consumers need? In what areas can the consumer use the result? Does it matter how you achieve results? In the presentation and application of the educational result (product)

The quality of education is: Social order: An agreement on the requirements for educational results (including the results of research) between: Government Society Employers Academic community of universities Student Parents Development program Transformation of these requirements into the mission, goals and objectives of an educational institution Organization conditions Creation of conditions and their improvement to achieve educational results determined in accordance with the social order - implementation of the Program Internal and external examination of the intra-school quality management system, educational conditions (satisfaction of parents, students and teachers) and educational results

Challenges to human education from modern society To be consistent with the dynamism (constant change) and diversity of life and activity in modern society Correspond to the dynamism (constant changes) and diversity of life and activity in modern society Focus on basic democratic values ​​Focus on basic democratic values ​​Independence in solving problems, initiative, responsibility for the result Independence in solving problems, initiative, responsibility for the result Tolerant behavior in a multicultural, pluralistic society Tolerant behavior in a multicultural, pluralistic society

Quality management in education - ensuring and developing quality (state level) At the level of state policy - determining the main priorities in achieving the required educational results At the level of state policy - determining the main priorities in achieving the required educational results Independence of schools (budget, changes in the content of education, use means of achieving it, public public administration, lack of state inspection) Autonomy of schools (budget, changes in the content of education, use of means to achieve it, public administration, lack of state inspection) Identification of key competencies required young man for his successful socialization in a given society (competence-based graduate model) Determination of the key competencies necessary for a young person for his successful socialization in a given society (competency-based graduate model) is determined by the result of negotiations of all interested parties regarding the requirements for educational results, which are reflected in the formulation of educational goals and objectives . is determined by the result of negotiations of all interested parties regarding the requirements for educational results, which are reflected in the formulation of educational goals and objectives.

US educational policy 1. Access to education for the majority of citizens, regardless of their social status belonging to a racial or ethnic group. 2. Education should contribute to the reform of society. 3. Education should contribute to the preparation of the political, academic and scientific elite. 4. Education should promote self-improvement and finding one's own life path. (Gunnar Mirdal Education. In the book: America: people and country. M., PPP (prose, poetry, journalism), 1993)

Development of the quality of education in educational institutions Quality of education in educational institutions Analysis of the initial state in the field of education quality. Decision on transformations Development of a philosophy, mission in accordance with the social order Coordination of educational goals and priorities (teachers, parents, students) Development of an implementation program and criteria for evaluating results Creating conditions for the implementation of the mission and goals (way of life, pedagogical technologies, organization of the educational etc.) Internal expertise of activities to develop the quality of education

Education quality system in educational institutions General strategy for the implementation of the social order Public and state administration Mission and goals (educational results) Pedagogical principles Pedagogical technologies Methods and procedures for evaluating results Approaches to teaching different categories of children School way (school and class - living space Perfection pedagogical competence Cooperation with parents Social partnership Internal and external expertise

What ensures the educational result of a student in the education quality management system? Mission, goals (student’s competence model) General pedagogical principles Educational outcome Teaching, teacher activity (methods) Organization of the educational process Evaluation of educational results Formation of social order Internal and external expertise Improving the competence of the teaching staff School, class as a living space Public administration ( independence, autonomy of schools) Cooperation with parents Involvement of all in the activities to achieve the goals Social partnership (relations with the external environment)

Public Administration School independent organization on the “educational services market” (excluded inspections) School independent organization on the “educational services market” (excluded inspections) Governing councils (administration, parents, representatives of municipalities, teachers, “people from the external environment”, high school students) Governing councils (administration , parents, representatives of municipalities, teachers, "people from the external environment", high school students) Participation in decision-making on key issues of organization of the educational process Participation in decision-making on key issues of organization of the educational process The idea of ​​an independent, responsible and active school (any organization of education) is the core and strategic direction of the development of education quality assurance systems in developed countries.

Civic School “Only a civic school, in which parents and teachers, on the basis of common fundamental beliefs, within the framework of goals binding on the whole society, form a specific pedagogical program, is able to meet the requirements of education focused on values ​​and learning achievements in a pluralistic society.” Frank Rüdiger Yach

Strategic Change Management Framework for Educational Quality Management Student Achievements What are we? What are we striving for? What else should we try to achieve? Are we starting to change? What are the results? What have we achieved? What are our new activities? What should we do for this? The main issues of internal examination (evaluation)

Concept - development strategy: Key idea (mission) - indicates the final result of educational activities and the conditions for its achievement (in a generalized form) Key idea (mission) - indicates the final result of educational activities and the conditions for its achievement (in a generalized form) Values ​​(pedagogical philosophy) - the basis for choosing a given final product Values ​​(pedagogical philosophy) - the basis for choosing a given final product Problem - reveals a social contradiction Problem - reveals a social contradiction Goals - specific new educational results of students Goals - specific new educational results of students Means - pedagogical methods, techniques, techniques, results assessment system, conditions necessary to achieve the required educational results Means - pedagogical methods, techniques, techniques, results assessment system, conditions necessary to achieve the required educational results

Implementation program Analysis of the initial state (strengths and weaknesses in the activities of the teaching staff in relation to the achievement of the stated goals) Analysis of the initial state (strengths and weaknesses in the activities of the teaching staff in relation to the achievement of the stated goals) Tasks - actions and intermediate results necessary for the effective achievement of the goals set: Tasks - actions and intermediate results necessary for the effective achievement of the goals set: change in pedagogical principles and technologies, forms of organization of the educational process, motivation system, competence of the teaching staff, school life change in pedagogical principles and technologies, forms of organization of the educational process, motivation system, competence of the teaching staff , the way of school life changes in the management system of the school (new management structure; new mechanisms and methods of management; new functionalities; new ways to information, etc.); changes in the management system of the school (new management structure; new mechanisms and methods of management; new functionalities; new ways of obtaining information, etc.); Performance assessment - expert assessments of students' activities according to specified criteria and PISA and USE test materials Performance assessment - expert assessments of students' activities according to specified criteria and PISA and USE test materials Stages of achieving goals with their results etc.) Risk assessment (personnel, economic, etc.) The first step in the implementation of the concept The first step in the implementation of the concept

Formation of the social order: Formation of the mechanism for determining the social order: Formation of the mechanism for determining the social order: Determination of development trends socio-economic systems Defining trends in the development of the socio-economic system Taking into account world trends in the development of education Taking into account world trends in the development of education Determining the needs of consumers in learning outcomes Determining the needs of consumers in learning outcomes Determining the qualities and skills (competencies) that ensure these needs - the results of national and international studies(PISA) Definition of qualities and skills (competencies) that meet these needs - the results of national and international studies (PISA) "Agreement" between all stakeholders regarding the requirements for educational outcomes: students and their parents, teachers, employers, the academic community, civil institutions “Agreement” between all stakeholders regarding the requirements for educational outcomes: students and their parents, teachers, employers, academia, civil institutions

Mission, key idea Examples - how not to formulate: Creative learning based on the methodology of system dynamics, as a new educational practice, ... Creative learning based on the methodology of system dynamics, as a new educational practice, ... How to formulate: How to formulate: Ensure that students receive high-quality linguistic education, by mastering communicative competence (working with information, participating in discussions, understanding the text, writing various texts) Ensure that students receive a high-quality linguistic education by mastering communicative competence (working with information, participating in discussions, understanding text, writing various texts) Ensure mastery of communicative, research, project competencies and the ability to solve problems necessary for the successful socialization of students in modern society Ensure mastery communicative, research, project competencies and the ability to solve problems necessary for the successful socialization of students in modern society Creation of an educational development environment that provides independent choice, search for information, problem solving, knowledge generation, responsibility for the result, setting personally significant goals independent choice, search for information, problem solving, generation of knowledge, responsibility for the result, setting personally significant goals scientific thinking as a methodology scientific explanation Formation of natural-scientific thinking as a methodology of scientific explanation

educational goals How to formulate goals correctly? Informatization of the educational environment Building a new model Building a new model of the educational environment of the educational environment Stimulate motivation Stimulate the motivation of students Frequently used verbs: develop, activate, prepare, provide, increase, continue, organize, improve, etc. The ability to highlight facts, assessments, interpretations in the text Explain the reasons physical phenomenon(describe, put forward hypotheses, use models, etc.) Analyze and summarize information Set goals and formulate tasks (correctly) Harmonious personality Developing personality type Teach physics Develop logic Independent intellectual As a means: Non-specific educational outcome: As a specific educational diagnosable outcome: (not correct)

Pedagogical principles and approaches to learning: Education for life (personal, professional, public) Education for life (personal, professional, public) Teaching based on one's own motivation and responsibility Teaching based on one's own motivation and responsibility based on their experience and meaningful action Not the transfer of knowledge, but its generation to students on the basis of their experience and meaningful action Creation of a developmental environment that encourages students to search, research, problem solving, communication and self-determination Creation of a developmental environment that encourages students to search, explore, solve problems, communication and self-determination Involvement in independent activities that meet the interests of students Inclusion in independent activities that satisfy the interests of students Taking into account the individual interests, abilities and characteristics of students Taking into account the individual interests, abilities and characteristics of the student xia Constant support for the weak and help them reach the highest possible level Constant support for the weak and help them reach the highest possible level

Positions of an adult in the educational process Teacher Teacher Curator (solution of social problems) Curator (solution of social problems) Tutor Tutor Psychologist Psychologist Special teacher (work with those who are lagging behind) Special teacher (work with those who are lagging behind) class together with the teacher) Master Master Nurse (health prevention) Nurse (health prevention)

Improving the competence of the teacher to achieve the stated educational results Organization of conditions for professional communication of teachers in the framework of methodological work in the educational institution: Organization of conditions for professional communication of teachers in the framework of methodological work in the educational institution: Collective and group forms: Scientific seminar, pedagogical council, expert council, public lesson, round table, creative groups, mutual attendance of lessons, subject and interdisciplinary seminars, methodological council, Scientific seminar, pedagogical council, expert council, open lesson, round table, creative groups, mutual attendance of lessons, subject and interdisciplinary seminars, methodological council, school of excellence, practical conference, methodical exhibition, methodical marathon, methodical association, panorama of pedagogical ideas, pedagogical fair, business game, skill competition, teacher conference, experimental groups, young master's school Individual forms: Interview, introspection, consultation, self-education, coursework, author's work, creative portrait, research, training, presentation of the author's pedagogical technology, author's school, mentorship, postgraduate study, internship

Key competencies Competent - having the ability to strength, power, skill, knowledge, etc. (to do what is required) Competent - sufficient, adequate (Oxford Dictionary) Competence - Ability Skill Knowledge Necessary to achieve the required result Key competencies - qualities, abilities, skills necessary for every person in his professional, personal and social life in modern society Key competencies are those skills that can be applied in situations that cannot be predicted in advance regarding future tasks and the knowledge and skills necessary to solve them.

Types of key competencies Communication (participation in a discussion, working with information, understanding texts, writing texts, speaking) Communication (participating in a discussion, working with information, understanding texts, writing texts, speaking) Operations with numbers (Regarding the interpretation of numerical information, performing calculations and presentation of conclusions and conclusions.These competencies are necessary when taking measurements, collecting information presented in the form of diagrams and graphs, when calculating volumes and sizes, when using tables to present the results of calculations). Operations with numbers (Regarding the interpretation of numerical information, making calculations and presenting conclusions and conclusions. These competencies are necessary when taking measurements, collecting information presented in the form of diagrams and graphs, when calculating volumes and sizes, when using tables to present the results of calculations). Information Technology (These competencies will be required when using a computer to find the information the client needs or to implement a project, develop methods for solving a problem, build tables and graphs, write letters or reports). Information Technology (These competencies will be required when using a computer to find the information the client needs or to implement a project, develop methods for solving a problem, build tables and graphs, write letters or reports). Working with people (Deals with how to work together with people in planning and implementing activities aimed at achieving common goals). Working with people (Deals with how to work together with people in planning and implementing activities aimed at achieving common goals). Improving Learning Ability and Performance (Related to Human Resources Management, Career Development and Learning Ability) Improving Learning Ability and Performance (Related to Human Resource Management, Career Development and Learning Ability) Problem Solving (These competencies are required in problems at work, in training or in private life when using various methods search for solutions and check the effectiveness of the application of these methods. (Cambridge and RSA Examinations 2000) Problem Solving (These competencies are needed in problem solving at work, in training or in personal life, when various methods of finding solutions are used and the effectiveness of these methods is checked. (Cambridge and RSA Examinations 2000) Oxford - Cambridge model core competencies (2000):

Types of key competencies (continued) Austrian model: Competences in specific areas of activity - language and communication, creativity and design, people and society, health and movement, nature and technology. Social competencies - the ability and willingness to take responsibility, the ability to communicate, the ability to work in a team, the ability to resolve conflicts, the ability to adapt, the ability to understand others, contact, etc. Personal competence - the development of one's own abilities, knowledge of one's strengths and weaknesses, as well as a willingness to learn and test oneself in new situations. German model: Subject competencies Competence of methods (ability to learn) Personal competencies Social competencies By type of activity: Scientific (research) Pedagogical Managerial Expert Engineering, etc.

New house exercises (orientation of innovative programs, innovative technologies on the development of competencies) Subject competence Competence of methods Social competence Personal competence Work and learning based on one's own motivation and responsibility Possible educational activities Organizational forms Work by eras (in the immersion system) Work in groups, stages Projects, educational research activities Work according to an individual curriculum Working according to the weekly plan Making educational products Reports / Communication Requesting and searching for information from different sources (learning and asking) Training of teaching methods Teamwork Communication training Key competencies

Modern pedagogical technologies Project method - purpose - to teach different types of competencies: Provide students with the opportunity to freely choose topics and tasks that suit their interests and inclinations Provide students with the opportunity to freely choose topics and tasks that suit their interests and inclinations with his age) Teach the student to plan and implement work (in accordance with his age) Teach the student to independently analyze the content in accordance with the tasks set Teach the student to independently analyze the content in accordance with the tasks set Teach the student to independently look for ways to achieve goals, implement them and transfer learn how to find ways to achieve goals on your own, implement them and transfer this experience to other situations Learn to develop and test your capabilities and understand their limits Learn to develop and test your capabilities and understand their limits Learn to identify existing tensions and conflicts and look for ways to solve them Learn to identify existing tensions and conflicts and look for ways to solve them Learn to collect the right information, systematize it, critically evaluate it and use it Learn to collect the right information , systematize it, critically evaluate it and use it Teach how to conduct a business discussion in order to be able to express and argue one’s point of view To teach purposefully, individually and in a group, to participate in events and influence them in a decisive way

Teacher Competence What should a teacher be able to do using the design method? 1. Be able to design (know the design methodology) 2. Be able to organize independent design activities of students 3. Be able to organize group work 4. Be able to teach different skills (communicative, research, reflective, etc.) 5. Be able to be a partner, consultant, organizer student activities 6. Be able to appreciate the contribution of each to the final product The teacher must be able to do everything that he teaches students

Competence of the teacher What should the teacher provide in the project form of organization of students' activities? Independent choice by students (topics, level of task complexity, forms and methods of work, etc.) Independent choice by students (topics, level of task complexity, forms and methods of work, etc.) academic work, planning their activities (independent implementation of various types of work, during which skills, concepts, ideas are formed); Independent educational work, planning one's own activities (independent implementation of various types of work, during which the formation of skills, concepts, ideas takes place); Awareness of the purpose of the work and responsibility for the result Awareness of the purpose of the work and responsibility for the result Realization of the individual interests of students Realization of the individual interests of students Group work (distribution of responsibilities, planning, discussion, evaluation and reflective discussion of the results) reflective discussion of the results) Formation of concepts and organization of one’s actions on their basis Formation of concepts and organization of one’s actions on their basis Use of an assessment system adequate to the required educational results (criteria assessment, portfolio, achievement diary, student’s success map, etc.) Use of an assessment system adequate to the required educational results (criteria-based assessment, portfolio, achievement diary, student success card, etc.) Demonstration of one’s competent behavior Demonstration of one’s competent behavior

Evaluation of educational results - competencies Essay (point score according to levels of achievement - A, B, C, D, E of the required indicators - reasoning, originality of the idea, logical coherence and validity, structuredness, use of sources, design, etc.) Essay (point assessment by levels of achievement - A, B, C, D, E of the required indicators - argumentation, originality of the idea, logical coherence and validity, structuredness, use of sources, design, etc.) Project protection - report - reflection of the results and work process Protection project - report - reflection of the results and process of work Portfolio (collection of student work - his achievements - evaluated in points) Portfolio (collection of student work - his achievements - evaluated in points) Expert assessments of specific activities and behavior according to known criteria through observation Expert assessments of specific activities and behavior according to known criteria by observation Test tasks, allowing you to fix the level of achievement of skill (competence) For example, PISA Test items that allow you to fix the level of achievement of skill (competence) For example, PISA Different types of exams Different types of exams

Expertise as: Expertise (French Expertise, from Latin Expertus - experienced) is a study by experts of any issues, the solution of which requires special knowledge in the field of science, technology, art, etc. (TSB, 1978, vol. 30, p. 9). “Evaluation is a comparison of the valued with the equivalent as a measure of the valued. The presence of an equivalent as a measure of what is being assessed is the most important factor that distinguishes the process of assessment from the process of cognition. (Gorbunova T.I. Expertise as an assessment human activity and its results.) Study Evaluation

Internal expertise Carried out by an expert group consisting of: teachers, parents, students, administration (on an elective basis) The following main areas of school life are analyzed: The following main areas of school life are analyzed: management - the presence of an idea and strategy, as well as the involvement in its implementation of the majority of members of the teaching staff Content of education - results - social order Content of education - results - social order Evaluation system - corresponds to the results Evaluation system - corresponds to the results Organization of the educational process Organization of the educational process Increasing competence teachers - mastering new methods, forms of professional communication Increasing the competence of teachers - mastering new methods, forms of professional communication Working with parents work with parents Way of life of the school Way of life of the school Social partnership (interaction with the external environment) Social partnership (interaction with the external environment)

Internal expertise (continued) The satisfaction of schoolchildren with their life at school is analyzed (organization of the educational process, educational results, relationships with teachers, availability of free time, etc.) The satisfaction of schoolchildren with their life at school is analyzed (organization of the educational process, educational results, relationships with teachers, availability of free time, etc.) The satisfaction of teachers with the organization of their professional activities and life at school is analyzed. The satisfaction of teachers with the organization of their professional activities and life at school is analyzed. The satisfaction of parents with what happens to their children at school is analyzed. what happens to their children at school Tools: specially designed questionnaires, interviews, observation