Program-targeted management of the regional educational system. Modern problems of science and education Integrative and value renewal of educational institutions
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Vasilyeva, Maria Samsonovna. Theory and practice of program-targeted management of the development of an educational institution: dissertation... Doctor of Pedagogical Sciences: 13.00.01 / Vasilyeva Maria Samsonovna; [Place of protection: Buryat. state University].- Ulan-Ude, 2007.- 369 p.: ill. RSL OD, 71 09-13/101
Introduction
CHAPTER I . Theoretical and methodological foundations of managing an educational institution 21
1.1. Modern educational institution as an object of management 21
1.2. A new paradigm for managing an educational institution 51
1.3. Systemic and program-targeted approaches to managing a modern educational institution 83
Conclusions on Chapter I 114
CHAPTER II . Theoretical foundations of program-targeted management of the development of an educational institution n6
2.1. History, essence, means of program-targeted management 116
2.2.Program-target organizational structure of management 146
2.3. Concept, model and organizational structure of program-targeted management of the development of an educational institution 165
Conclusions on Chapter II 193
CHAPTER III. Experimental study of the concept, model and organizational structure of program-targeted management of the development of an educational institution, 195
H.1. Integrative and value renewal of an educational institution 195
3.2.Structural and communication modification of an educational institution 235
3.3.Functional and technological development of an educational institution 276
Conclusions on Chapter III 314
Conclusion 317
Bibliography 32l
Applications 1-8 360
Introduction to the work
Relevance of the study A modern educational institution is an open state-public, socially oriented system and the main means of achieving the goals of teaching and educating students. An educational institution must be sensitive to changes, quickly and accurately respond to the conditions of existence. One of the main conditions for its successful vitalization of educational development is management - the constant search and use of the most effective methods and forms of influence on the components of an educational institution
Management of an educational institution as a mechanism for its constant renewal is one of the priority areas for the modernization of the Russian education system. A positive trend in this direction in recent years has been the formation of an optimal sectoral management model with a clear distribution and coordination of competencies and powers, functions and responsibilities of the constituent entities of the Russian Federation in the field of education policy The state and public components in the activities of management structures at different levels are identified and coordinated, their competencies are determined, transparency and openness are ensured in the discussion and adoption of management decisions. At different levels, a new system of management thinking and activity is being developed - a system of cooperation and coordination. The gradual transition from administrative levers to legal, regulatory, socio-psychological and economic methods while simultaneously strengthening the vertical component of management. By giving general educational institutions the status of state institutions with a corresponding redistribution of powers of regions and municipalities, a new management system is being developed at this level as well.
Since the 90s of the 20th century, the scientific development of the theoretical and applied aspects of the systemic and program-targeted approach to the management of an educational institution has progressed significantly (T M Davydenko, A E Kapto, V S Lazarev, A M Moiseev, M M Potashnik, P I Tretyakov, O G Khomeriki and others) At the turn of the 20th - 21st centuries, the peculiarities of managing educational institutions of various types and types are of great interest (N V Aikina, T A Artemenkova, T G Kalugina, M B Musakaev, etc.) Interest in strategic, synergistic , reflexive, multi-subjective, state-public, command-collegial management of an educational institution (V P Vasiliev, V I Kovalenko, M I Saygushev and others) The objects of the research are issues of managing the quality of student education, the educational system, scientific and experimental work, advanced training for managers and teachers, the structure and functions of intra-school management, etc. (A P Volchkova, V M Kondrashova, L G Piskun, D Ts Dugarova etc.) Despite ongoing research, effective models are still poorly used in the management of educational institutions; the key problem remains the qualifications, initiative, and activity of managers; the need for the development and implementation of development projects and programs is increasing.
At the present stage of development of educational institutions, characterized by scale, complexity of needs and interests of their external and internal environment, the presence of problems with program features, the need to concentrate resources and integrate various types of activities to achieve the desired results, the expansion of research on program-target management is of particular relevance. Available research on the issues of program-targeted management, more attention is paid to its technological capabilities, while integrative-value, structural-communication, functional features and advantages are not studied enough
The existing contradictions and the need to develop new conceptual management models determined the choice of the topic of the dissertation research “Theory and practice of program-targeted management of the development of an educational institution.”
Purpose of the study: theoretical and methodological substantiation of the concept and model of program-targeted management of the development of an educational institution
Research objectives.
Analysis of development trends of modern educational institutions and their management systems
Study and generalization of the provisions of the new management paradigm as a mechanism for development of an educational institution
Theoretical and methodological justification for program-targeted management of the development of an educational institution
Development of the concept, model and organizational structure of program-targeted management of the development of an educational institution
Experimental testing of the concept, model and organizational structure of program-targeted management of the development of an educational institution in the national-regional education system of the Republic of Buryatia, Aginsky and Ust-Orda Buryat Autonomous Okrug, generalization of the results obtained
Introduction of the model and organizational structure of program-target management in educational institutions that accept the concept of the applicant
Object of study: educational institution management system Subject of study: program-targeted management of the development of an educational institution
Research hypothesis assumes that targeted and consistent development of an educational institution can be ensured if
a) in the management process, develop and implement a conceptual model
del and organizational structure of program-targeted management, justified
based on systemic and program-targeted approaches based on humanism
cal values and principles,
b) flexible, adaptive, operational and purposeful teams will be created
legal, group and individual (represented by one official
face) management links that enrich external And internal coordination
nial connections and relationships, functions and methods of management, motivating and mobilizing resources for the preparation and implementation of development programs,
c) improve the problem-oriented qualifications of managers and teachers. The methodological basis of the study is the systemic and program-targeted approaches to management, the principles of state policy in the field of education, the requirements of the new management paradigm, the principles that determine the directions for the development of the organization’s management system, the principles that characterize the requirements for the formation personnel management systems of the organization The theoretical basis of the study was
philosophical research on systems theory, on the systems approach, system analysis, their place and role in the development of ideas about organizational systems (A N Averyanov, R Ackoff and F Ashby, V G Afanasyev, VP Bespalko, I V Blauberg, V A Gubanov, V V Zakharov and A N Kovalenko, V M Dobkin, N V Kuzmina, V II Lenshin, A M Miklin and V A Podolsky, V N Sadovsky, A I Uemov, P T Frolov, Yu I Chernyak, etc.),
modern theories of organizations, life cycles of their development, development through innovation (VA Barinov and A V Sinelnikov, S D Beshelev and F G Gurvich, I V Zhezhko, E I Kushelev, A I Prigozhiy, N R Yusufbekova, etc.),
theory of organizational management, program-targeted management, management psychology, personnel management, project management, ideas of systemic, systemic-targeted management (K S Bazhin, V S Byalkovskaya, VR Vesnin, OS Vikhansky and A I Naumov, T P Galkina, E P Golubkov, V N Kirichenko, T S Kabachenko, V A Karpov, V Yu Krichevsky, T Konoplina, E B Kurkin, R Marr and G Schmidg, B 3 Milner, SM Mikhailova, GK Popov, GS Pospelov and V A Irikov, RA Fatkhutdinov, I K Shalaev, S V Shekshnya, etc.),
philosophy of management in education, based on the ideas of democratization, decentralization, humanization, combination of interests and needs of the state, society, educational institution (V A Balkhanov and L S Elgina, I V Bestuzhev-Lada, L P Bueva, V P Vasiliev, B S Gershunsky , E D Dneprov, V M Zhukovsky and L B Kurakov, A V Karpov, L S Melnikova, S N Mitin, TV Orlova, M M Potashnik and A M Moiseev, A I Prigozhin, V Prikhodko and T Ivanova, V P Sergeeva, V Simkhovich, V L Tambovtsev, R Waterman, A Fursenko, L V Khazova, E E Chashchin, V A Shtof, etc.),
principles that determine the direction of development of the organization's management system, characterizing the requirements for the formation of a personnel management system (V G Afanasyev, S V Vaksman, A A Dremchuk, E M Sarabun and A A Franko, N A Vorontsova, T I Ermakova, G A Lysogor, LN Timchishina, AL Kibanovidr),
concepts of modernization, design and evaluation of organizational management systems (PS Abdrakhmanova, VN Burkov and V A Irikov, G G Gabdullin, B S Gershunsky, N V Gorshunova, TM Davydenko, D Ts Dugarova, V L Zonov, Yu I Gavri-lin and V M Katochkov, V I Kovalenko, Yu I Koifman, Yu A Konarzhevsky, V S Lazarev, V Lobanov, B P Lomonosov and V M Mishin, AM Moiseev, A E Kapto, A V Lorensov and O G Khomeriki, V S Pikelnaya, V S Rapoport, V P Simonov,
A P Stukanova and others),
Concepts for advanced training of heads of educational institutions (V I Dolgovaya, E S Zair-Bek, I R Nazarenko, L I Lutsenko, Yu A Neimer, E P Tonkonogaya, V Shepel, E Rudnev, ON Shcherbanenko, etc.)
Research methods determined by the purpose and content of the work. In accordance with the objectives of the study, a set of methods was used: theoretical, sociological, socio-psychological, psychological and pedagogical. In the system of methods, a special place was occupied by organizational diagnostics, forecasting, modeling, design, operating with ideal objects, organizational and pedagogical experiment, including direct and indirect observations, surveys, conversations, interviews, etc.
The subject of scientific analysis covered 200 development programs, scientific-experimental work programs, innovative projects, 200 organizational charts of organizational management structures of educational institutions of the Republic of Buryatia, Aginsky and Ust-Orda Buryat Autonomous Okrug, Vermont State of the USA, Evenki Khoshun of Khulunbuir Aimak of the Autonomous Region of Inner Mongolia of China of the People's Republic. Analyzed concepts, models, curricula, national-regional and school components of the content of education, individual work plans of directors, their deputies, heads of departments and departments, heads of methodological associations and cycle commissions, heads of project and creative groups, teachers, education gels, industrial training masters, expert assessment questionnaires Responses were received to questionnaires from 486 participants in the organizational and pedagogical experiment (directors of educational institutions, their deputies, heads of departments, heads of methodological and cyclical associations, teachers) The organizational and pedagogical experiment was carried out from 1993 to 2006 and included analysis and synthesis of management experience, development and implementation of the concept, model and organizational structure of program-targeted management of the development of an educational institution, development programs
Stages of research.
At the first stage (1993-1995) Based on the analysis of regulatory, philosophical, sociological literature, research on the theory of organization and their management, management psychology, innovation management, program-targeted management, the effectiveness of a systemic and program-targeted approach to managing the development of an educational institution was revealed. Search activities at this stage were carried out on the base of the Kizhinginskaya Buryat secondary boarding school, the Sutoi Buryat secondary school, secondary school No. 56 of the Republic of Buryatia, the Obusinskaya Buryat secondary school of the Ust-Orda Buryat Autonomous Okrug, at the Buryat State University, which were later preserved as experimental educational institutions. At this stage, the working plan was clarified and justified hypothesis, the range of experimental sites on the research problem was specified
At the second stage (1996-1999) concept, model and organization were developed
lower-level structure of program-target management, development programs for educational institutions, analysis, synthesis, interpretation of the main theoretical provisions were carried out, their system was built, the qualifications of directors, their deputies and teachers were improved. Over the years, secondary school-gymnasium No. 33, National Professional Lyceum No. 24, Lyceum of Traditional Arts of the Peoples of Transbaikalia No. 38, Forestry College of the Republic of Buryatia, consulting services on the implementation of the concept, model and organizational structure of program-targeted management were expanded, scientific monographs, theses, and reports were prepared and published on the results of scientific and experimental work
In the third stage (2000-2004) experimental work was carried out at various levels in accordance with the goals and objectives of educational institutions
1 Systematic long-term work has been carried out to develop and
implementation of development programs for educational institutions with modifications
program-targeted management
with limited functionalism - the introduction of a scientific consultant (Kijinga Buryat secondary boarding school, Sutoi Buryat secondary school of the Republic of Buryatia and Obusinskaya Buryat secondary school of the Ust-Orda Buryat Autonomous Okrug),
with concentrated leadership - the introduction of the position of scientific consultant and deputy director for scientific and experimental work (secondary school No. 56, forestry college of the Republic of Buryatia),
with a program-targeted organizational management structure - the introduction of a scientific consultant, deputy director for scientific and experimental work, a scientific and methodological council, the department of development management (secondary school a-gymnasium No. 33), a working (project) group, teacher-researchers (secondary school No. 33, National Professional Lyceum No. 24, Lyceum of Traditional Arts of the Peoples of Transbaikalia No. 38)
Work was carried out on intra-organizational advanced training for managers and teachers of experimental educational institutions at the Buryat State University, the Buryat Republican Institute for Advanced Training of Education Workers, the Aginsky and Ust-Orda District Institutes for Advanced Training, training courses and work programs were developed, scientific consulting was provided, and scientific leadership was provided - experimental work of individual directors and their deputies
Training seminars were organized for directors and deputies of educational institutions of various types and types, working groups for the development of development programs Over the years, the applicant has developed concepts and programs for the development of six educational institutions, five of which received the status of a federal experimental site, consulted on the development of development programs for more than 50 educational institutions
4 Occasional consultations were provided for managers and teachers on program-targeted management of educational institutions of various types and types of the Republic of Buryatia, Aginsky and Ust-Orda Buryat Autonomous Okrugs
At the fourth stage (2005-2006) on the basis of the accumulated positive experience, the essential characteristics of the concept, model and organizational structure of program-targeted management were refined and formulated, the possibilities of their extrapolation to educational institutions not only of the Republic of Buryatia, Aginsky and Ust-Orda Buryat Autonomous Okrugs, but of the Irkutsk and Chita regions were identified, the results were summarized theoretical and experimental research
Scientific novelty of the research consists of
in identifying trends in the development of educational institutions,
in generalizing and revealing the provisions of the new paradigm for managing a modern educational institution,
in considering the priority of systemic and program-targeted approaches in the management of a modern educational institution as productive theoretical and applied tools, the use of which is determined by the presence and solution of problems involving the operation of systems, models, projects, programs,
in specifying the concepts of “target approach”, “target planning”, “program approach”, “problem-program approach”, “program-target method”, “program-target planning”, “system management” and “program-target management” ,
in developing the concept, model, organizational structure of program-targeted management of the development of an educational institution,
in substantiating the integrative-value, structural-communication, functional-technological development of an educational institution
Theoretical significance of the study consists of:
in clarifying the motives for the development of modern educational institutions,
in generalizing the prerequisites for modernization and individualization of management systems of an educational institution as the main mechanisms of its development,
in considering systemic and program-targeted approaches as a productive cognitive research technology, modeling educational institutions of a new positive qualitative level,
in the disclosure of program-targeted management as an organic unity of program and target approaches, the integration of which strengthens the justification of the program problem, the development of program actions to achieve goals, the concentration of resources on expected results, the coordination of deadlines, executors, resources, functions and methods of management actions, and also accelerates scientific and experimental processes and, in general, reduces the uncertainty of the future,
in the development of the concept, model and organizational structure of programs -
but-target management based on systemic and program-targeted approaches, taking into account the ideas of the new management paradigm and justifying their effectiveness,
In substantiating the forms of advanced training (problem-target full-time
full-time intra-organizational courses, scientific consulting) how successfully
providing conditions for professional and personal development
lei and teachers without removing them from the management and pedagogical processes
The practical significance of the study is determined by:
development of theoretical principles and conclusions that contribute to the development of program-targeted management of the development of an educational institution in the national-regional education system,
the effectiveness of the implementation of the model and organizational structure of program-targeted management of the development of an educational institution,
creation of an original model of educational institutions of different types and types,
development of a package of local regulatory documents of an educational institution (regulations on a scientific consultant, deputy director for scientific and experimental work, teacher-researcher, scientific and methodological council, department of development management of an educational institution, working groups, intra-organizational part-time advanced training courses, programs development),
Preparation of a package of software, educational, methodological and design materials
materials for schools (basic national-regional component containing
of the comprehensive secondary school of the Republic of Buryatia, educational programs
detailed work with students in grades 1-11 on Buryat folk traditions,
multicultural education, programs of scientific and experimental work, about
gram of elective courses for students 5-6's classes "Buryat decorative
but applied art", "Buryat and Russian environmental traditions
tions", "Buryat etiquette", for students in grades 7-8 "Fundamentals of ethnic pedagogy
Gogiks Buryat", development programs for secondary school No. 56 - school of dialogue kul
Tour of East and West, National Vocational Lyceum No. 24, Ulan-
Ud e, Lyceum of Traditional Arts of the Peoples of Transbaikalia No. 38 p. Ivolginsk, Leso
industrial college, projects for the federal experimental site
secondary schools No. 33 and 56, National Vocational Lyceum No. 24 in Ulan-
Ude, Lyceum of Traditional Arts of the Peoples of Transbaikalia No. 38, working programs
we provide special advanced training courses for managers of educational institutions
Deniya “Fundamentals of ethnic Buryat pedagogy”, “Education of students for the people
traditional traditions”, “New ideas, concepts and technologies for educating students”,
“Program-targeted management of the development of an educational institution”,
“Program-targeted management of the educational process in educational institutions”
regulation", "Program-targeted management of scientific and experimental work
that in an educational institution", monograph "Buryat school of scientific-me
todic foundations of development", educational and methodological manual "Software
left management of an educational institution, methodology and technology",
implementation of intra-organizational advanced training for managers and teachers in program-targeted management of the development of secondary schools No. 8,29,33,43,56, National Vocational Lyceum No. 24 of Ulan-Ude, Lyceum of Traditional Arts of the Peoples of Transbaikalia No. 38 and state farm-technical school in Ivol-Ude Ginsk, pedagogical, forestry, agricultural colleges, electrical technical college of communications, scientific and methodological center of the city education department of Ulan-Ude,
reading a series of lectures on program-targeted management of the development of an educational institution at the Buryat Institute for Advanced Training of Education Workers, at the district institutes for advanced training of educational workers in the Aginsky and Ust-Ordynsky Buryat Autonomous Okrugs,
reading a special course “Program-targeted management of the development of an educational institution” at the Faculty of Advanced Training and Retraining of Education Workers of the Buryat State University, carrying out scientific consulting for 10 educational institutions of different types in the Republic of Buryatia, Aginsky and Ust-Ordynsky Buryat Autonomous Okrugs for ten years, 5 of which are federal experimental sites and 2 received grants in the competition of national projects in education
Reliability and validity the main theoretical provisions and scientific conclusions of the study are ensured by the methodological validity of the initial theoretical provisions, subject specificity, interdisciplinary scientific and theoretical basis of the study, completeness and systematic consideration of the subject of research in its terminological, structural and instrumental characteristics, representativeness and validity of experimental data, qualitative and quantitative analysis results, experimental confirmation of the scientific conclusions of the study
Testing and implementation of research results. The main theoretical principles and research results were tested
at the international scientific and practical conferences “Professional training of teachers at the university” (Ulan-Ude, 1998), “Pedagogical creativity as a factor in the ways of school modernization, theory and practice” (Ulan-Ude, 2002), “Pedagogical management and progressive technologies in education "(Penza, 2002), "Buryat language and culture in the context of globalization" (Ulan-Ude, 2005),
at the interregional scientific and practical conference “Buryat population of the Irkutsk region and the Ust-Orda Buryat Autonomous Okrug in the 20th century” (Irkutsk, 2002),
at the regional scientific and practical conference “Management of the development of an educational institution” (Ulan-Ude, 1997),
at the city scientific and practical conferences “Personal education Experience Problems Prospects” (Ulan-Ude, 2001), “Modernization of education management modern approaches” (Ulan-Ude, 2006)
at lectures, seminars and laboratory practical classes of the Faculty of Advanced Training and Retraining of Education Workers of the Buryat State University, the Buryat Institute of Advanced Training of Education Workers, District Institutes of Advanced Training of Education Workers of the Aginsky and Ust-Ordynsky Buryat Autonomous Okrug,
at intra-university advanced training courses for teaching staff and heads of structural divisions of the Buryat State University,
at intra-organizational part-time courses for advanced training of teachers and heads of experimental educational institutions,
in speeches at the pedagogical councils of secondary schools No. 5, 26, 33, 43, 46, 56 of Ulan-Ude, Noekhonskaya and Sutoya secondary schools of the Selenga region, Mogsokhonskaya Buryat secondary school and Kizhinga Buryat secondary boarding school of the Kizhinga region, Tsokto-Khangil Buryat secondary school of the Aginsky Buryat Autonomous Okrug and the Obusinskaya Buryat secondary school of the Ust-Ordynsky Buryat Autonomous Okrug, National Vocational Lyceum No. 24 of Ulan-Ude, Lyceum of Traditional Arts of the Peoples of Transbaikalia No. 38, vocational lyceums No. 15, 16, pedagogical and forestry colleges, electrical engineering school of communications Ulan-Ude, Ivolginsk state farm-technical school, Ivolginsk Republic of Buryatia,
in reports at on-site scientific and practical conferences of the Committee on Nationalities and Relations with Public and Religious Associations of the Administration of the President and the Government of the Republic of Buryatia,
at meetings of the scientific laboratory on problems of management of educational institutions of the Department of Theory of Educational Management of the Buryat State University,
in scientific consulting to heads of educational institutions of various types and types of the Republic of Buryatia, Aginsky and Ust-Orda Buryat Autonomous Okrug,
at the All-Russian competition of materials on educational work (1997), as a result of which a winner’s diploma and a prize were received,
at the All-Russian competition “Organization of the educational process, scientific, methodological and experimental work in school” (1998), as a result of which a diploma and a prize were received,
at the Irex project competition of the US Department of Education, which resulted in a grant for a one-month internship in the state of Vermont in March 2000,
at meetings with teaching staff and heads of schools of the Evenki Khoshun, with the leadership of the Mongolian faculty of the State Institute of Hailar, Hulunbuir Aimag, Inner Mongolia Autonomous Region of the People's Republic of China
The main results of the study are introduced into the management process of the
educational institutions of the Republic of Buryatia, Aginsky and Ust-Orda Buryat Autonomous Okrug. Research materials are used in the activities of educational institutions of Buryatia, Aga, Ust-Orda. Defense will be mowed:
The set of development needs of modern educational institutions, consisting in the need to meet the needs of the external and internal environment, in pursuing a unified state policy in education, in searching and accumulating dominant advantages in a competitive environment, acquiring experience in timely and rapid adaptation to new environmental requirements, in focusing on the long-term perspective, in creating the image of an active, creative and successful educational institution
Generalized ideas of a new paradigm for managing the development of a modern educational institution, suggesting a theoretical and methodological substantiation of philosophy, mission, values, principles, competencies, goals, functions, methods, means, organizational structure, resources, processes, connections and relationships between components, the result of management activities and professionalism of managers
Systems and program-targeted approaches as productive and effective theoretical and applied cognitive technologies for research, modeling, forecasting characteristics, behavior of an educational institution to obtain a new positive quality level
Theoretical and methodological provisions characterizing program-targeted management as a system, function and process, in a complex increasing attention to the needs of the external and internal environment and on this basis defining priority problems, goals, program work, coordination of deadlines and performers of work, rational concentration of resources, scientific and experimental processes, expected results
The concept of program-targeted management of the development of an educational institution
based on systemic and program-targeted approaches,
declaring the mission of qualitative renewal of the educational institution,
guided by the values of trust, delegation of authority and responsibility, respect, consideration of interests, initiative, activity, creativity of subordinates, strengthening coordination ties and relationships, motivation and mobilization of teachers and other resources, flexibility and efficiency in decision making, commitment to common goals,
built on the principles of combining the needs and interests of the state, society with the grassroots initiative of managers, teachers, distribution of powers across levels and levels of management, concentration of rights and responsibilities in one level when solving problems, balancing the tasks of levels and levels of management, division and cooperation of labor between levels and levels of management, effectiveness
6 Model of program-targeted management of educational development
institution, including a problem-oriented analysis of its external and internal environment, formulation of a problem with programmatic features for solution, determination of its philosophy, mission, values, strategies, ideas, goals, expected results, development of a development program for an educational institution, its implementation and control, analysis , assessment of achieved results
7 Program-targeted organizational management structure, consisting
from 3-4 levels, collegial (scientific and methodological council), group (departments
ra management of the development of an educational institution, working or design
groups), individual management levels (scientific consultant, deputy
Director for Scientific and Experimental Work, Head of Department, Supervisor
teachers of methodological associations, working or project groups, IS teachers
investigators), their functions, methods, resources, connections and relationships, means -
development program, stages of its development and implementation, results
Research structure* the dissertation consists of an introduction, 3 chapters, conclusion, bibliography, 8 appendices
Modern educational institution as an object of management
A modern educational institution is a complex system characterized by the peculiarities of the ongoing processes, a hierarchical structure, an abundance of connections between elements, an uncertain state, and a variety of management goals and objectives. An educational institution today must provide educated, moral, enterprising people capable of cooperation, independence in making responsible decisions in a situation of choice, predicting their consequences, and also distinguished by mobility, dynamism, constructiveness, with a developed sense of responsibility for the fate of the Motherland.
Meanwhile, the harsh assessment of the crisis state of school affairs and its management, given in the early 90s of the 20th century, largely remains today (291. P.53-57). In connection with the need to overcome difficulties and achieve set goals, the need for a radical change in the nature and direction of state policy in the field of education and a deep, comprehensive modernization of the educational system and its management system was justified. At the same time, two main starting points were proposed for the basis of education in Russia: 1) education is the leading factor in human development and human resources; 2) education is a decisive factor in the development of society, carrying out radical reforms in all spheres of life. The defining features of the new educational policy are realistic, strategic, predictive, and focused on a specific result and its speedy achievement.
The education reform program in Russia has determined different conditions for success: consistency, adaptability, purposefulness, innovation, motivation, creativity, phasing and gradual updates (291. P. 9). The main principles of the education reform are democratization, diversity and variability, regionalization, national self-determination, openness, humanization, humanization, differentiation and mobility, the developing and active nature of education, its continuity (291. P. 11-15). The listed principles of the education reform in Russia are aimed, first of all, at the maximum satisfaction of the new socio-economic, cultural and educational needs of the Russian society, its various national, social and professional groups. They are aimed at recognizing the self-worth of the individual and the priority of his interests, universal human values, as well as the comprehensive and effective implementation of economic, social and political reforms. However, the concept of modernization of Russian education until 2010 (2002) emphasized that a comprehensive renewal of the education system was not carried out, and therefore the state of education (its content and structure, material base, organizational, economic and managerial mechanisms, the status of a teacher) does not meets the modern needs of the country's development, the needs of the individual, society and the state (49. P.7). An analysis of the state of the Russian education system showed that it lags behind the processes occurring in society. The overloaded content of school education, the lag in the three most important components of the knowledge standard - computer science, foreign languages, basic social disciplines (economics and law), and the inability of vocational education to fully solve the problem of “staff shortage” caused by new requirements for the level of qualifications of workers were criticized. There has been unequal access to education depending on family income. The reasons for serious shortcomings in the education system are the system-wide socio-economic crisis of the 90s, the alienation of the state from education, gaps in the “state-education-society” system, low budget funding from the estimated regulatory needs (from 25% - 40% to 50 -60%). Several serious contradictions have been identified between the content and technologies of education and the increasing demands of modern society on them, the shortage of personnel and the need to ensure development processes, the existing mechanisms of public administration and the need for further development of the education system. Based on the fundamental state goals and interests, the priority development of the education system is recognized as a potential, citizens of Russia, the family and parental community, the state, its federal and regional institutions, local governments, the professional and pedagogical community, scientific, cultural, commercial and public institutions. The goal of the modernization of education is to create a mechanism for the sustainable development of the education system, ensuring its compliance with the challenges of the 21st century, the social and economic needs of the country's development, the needs of the individual, society, and the state. Thus, extremely acute and urgent problems persist in the education system of the Russian Federation, are slowly being solved and identified.
The key idea of regulatory documents is the idea of development - the development of educational institutions through adaptation to new conditions, expanding the market for educational services, maximally satisfying new educational, cultural and other needs of various groups of society. To solve problems, first of all, a basic typology of educational institutions of seven types is outlined: preschool; general education (primary general, basic general, secondary (complete) general education; institutions of primary, secondary, higher and postgraduate vocational education; special (correctional) institutions of additional education for children; institutions for orphans and children without parental care; other institutions carrying out the educational process (52. Art. 12). In 1997, under the influence of expanded innovation activities, the Ministry of Education of Russia within each type of educational institution approved from 3 to 9 divisions into types (171. P. 6). Many remained outside the approved nomenclature other types of educational institutions. The active process of real multiplication of the diversity of types continues with experimentation of the Basic curriculum of general educational institutions of the Russian Federation with 12 years of education. For example, in the education system of the Moscow, Yaroslavl regions, in the Krasnoyarsk Territory and in other constituent entities of the Russian Federation there are a large number of educational institutions participates in federal, regional, regional and regional experiments that solve specific problems (10. P.67; 335. P. 74; 180. P.104).
In the Republic of Buryatia, the network of general education institutions today covers 119 primary, 67 basic, 400 secondary schools with a student population of 168,205. Currently, about 20 educational institutions are advanced-level institutions, about 100 operate in innovation mode, about 50 are federal experimental sites (FEP) and candidates for FEP. There are 2 university educational complexes of the Buryat State and East Siberian Technological Universities, 2 academic educational complexes at the Buryat State Agricultural Academy and at the East Siberian State Academy of Culture and Art. The Ministry of Education and Science of Buryatia itself is a federal experimental site for the project “New technologies for managing innovative processes in the development of the national-regional education system.”
Systematic and program-targeted approaches to managing a modern educational institution
The 21st century retains in scientific knowledge a number of features of the bygone 20th century: the continuation of solving problems where the central place is occupied by the problems of organization and functioning of complex objects, the need to operate with systems whose boundaries are far from obvious and require special research. The need to solve such problems since the middle of the 20th century makes the term “system” one of the key philosophical, methodological and special scientific concepts. Historically, the term “system” arose in antiquity and underwent a long evolution, in which several stages are distinguished: 1) the end of the 19th century. - beginning of the 20th century - formulation of the concept of universal organizational science by A.A. Bogdanov, various variants of organismic concepts; 2) 40s - 50s of the XX century. - formation of the concept of “general systems theory” by L. von Bertalanffy; 3) 60s of the XX century. - the emergence of cybernetics and its accompanying systemic research on a scientific basis using experience in the design of automatic and automated systems. Subsequently, in Russian science, A.A. made a great contribution to the study of the concept of a system. Averyanov (4), I.V. Blauberg (32), V.N. Sadovsky (309), A.I. Uemov (359), D.Sh. Tsyrendorzhieva (395), G.P. Shchedrovitsky (418), E.G. Yudin (422), V.N. Yuzhakov (423) and others. In their works, the concept of a system is specified, its functions are identified, properties and principles are generalized, the basis for the classification of systems is highlighted and their typology is given. As a result, in philosophical science a system is understood: 1) as an ordered set of interconnected elements with structure and organization; 2) as a set or group of elements or parts, organized for a specific purpose and in relation to the external environment; 3) as a means of reproducing an integral object in knowledge using specific principles, concepts, formal means, or as a means of solving problems and difficulties; 4) as a category denoting an object organized as an integrity, where the energy of connections between elements of the system exceeds the energy of their connections with elements of other systems; as a category that defines the ontological core of the systems approach.
Of basic importance for our research is the point of view that believes that a system is an integral complex of elements interconnected in such a way that with a change in one, others change (264. P.32).
The above definitions make it clear that the concept of “system” is used to denote a set of specific elements, the existence and functioning of which are interconnected or interdependent due to specific circumstances. Hence, the most important feature of a system is its integrity - the appearance in a given set of elements of properties that each of them does not have individually. Despite the variety of concepts of a system, two of its interpretations are steadily preserved: a) ontological (naturalistic), considering the system as an object that has its own laws of life, studying its specifically systemic properties; b) epistemological and methodological, which determines systemicity not by the properties of the objects themselves, but by the purposefulness of activity and organization of thinking (237, pp. 619-629).
The preservation of such interpretations is caused by the development of technical and social design, in which the research movement, in contrast to classical, natural-scientific analysis, goes from function to the process of functioning and then to the material that ensures functioning. Based on this, the concept of a system is formalized as a specific organization and hierarchy of categories. From this point of view, the system is considered in four categorical layers: processes, functional structure, organization of material, morphology. The morphology layer can be again decomposed into layers of processes, structures, and organization until an understanding of the different levels of system description and the required level of specificity is obtained.
For our research, it is important to classify all existing definitions of a system, divided into four conditional groups: a) definitions that consider the system as a complex of processes and phenomena, objectively existing connections between them; b) definitions that consider the system as a tool for studying processes and phenomena; c) definitions characterizing the system as an artificially created complex of elements designed to solve complex organizational problems; 4) definitions characterizing the connection of the system with the external environment, their interdependence (34. P.249). The definitions of the first group describe the internal structure of system objects and help to isolate the system from the environment, determine the minimum of its inputs and outputs, carry out structuring, find out the functioning mechanism and, based on this, influence it. In this case, the system is an object of study and management. Management is carried out on the basis of information circulating in the system, arriving at its “inputs” and “outputs” from it. Management processes in the system come down to making decisions that can be described (that is, predicted) in terms of the information contained in the system. The second group of system definitions is related to the description of the functioning of system objects and focuses on the ability to construct and synthesize a system as some speculative reflection of real objects. The creation of a system, its design, development and enlargement is carried out in the following order: the design of the system, analysis and selection of components, design of components, their synthesis into a single whole. The third group of definitions of a system not only isolates its individual parts from the environment, but also creates and synthesizes it. Here the system is both a real object and an abstract reflection of the connections of reality.
History, essence, means of program-targeted management
Ideas to improve the quality of education and the efficiency of educational institutions actualize the issues of selection, design, and application of new management systems. One of the most attractive management systems, the influence of which on the performance of an educational institution has been actively studied recently, has become program-target management.
In our country, the beginning of the use of program-target management is associated with the 20s - 30s of the last century. The process of its intensive formation took place in the 1966s - 1970s of the 20th century. From research it is known that all this time program-target management became either the central object of consideration, or was touched upon among the general or special problems of managing the national economy (292. P. 150-157). In the existing literature of a theoretical and methodological nature on program-target management, its application is mainly considered at the national economic and regional levels, and less at the level of enterprises, scientific and production associations, and institutions.
The penetration of program-targeted management ideas into education is associated with the late 60s and early 70s of the 20th century, when long-term five-year plans were developed at the school level, which then failed to rise to the required level and, in the mass consciousness of practitioners, were not associated with the existing change in planning and management in general (292. P. 155). The situation changed in the late 80s - early 90s, when, in more complete accordance with the requirements of program-target management, the “Program for the Reform and Development of the Education System of the Russian Federation in the Conditions of Deepening Social and Economic Reforms” (1992) was developed. “Education reform in Russia and state policy in the field of education” (1992), the Law of the Russian Federation “On Education” was introduced (291, 301, 109). The interest of the education sector in program-targeted management in the late 80s - early 90s of the last century is associated with various factors: firstly, with the education system gaining greater independence and responsibility and with the presence of prerequisites, needs, and problems for development; secondly, with the need for a qualitative update of development management; with the strengthening of the systems approach and with the understanding of management objects as complex systems; thirdly, with the needs of programmatic solutions to existing problems and with the results of the positive application of program-targeted management to achieve goals in other areas, etc.
Scientists from different branches of science, schools and directions participate in research on program-targeted management: V.G. Afanasyev (13), L.I. Evenko, B.Z, Milner and B.C. Rapoport (215, 216), G.Kh. Popov (270), G.S. Pospelov and V.A. Irikov (275), B.A. Reisberg and L.S. Pekarsky (296), etc. B.S. made a great contribution to the establishment of the ideology, methodology, methods and means of program-targeted management of an educational institution since the early 90s of the 20th century. Gershunsky (71), N.V. Lapteva (177), A.M. Moiseev and O.M. Moiseeva (292), T.V. Orlova (256), M.M. Potashnik (371), P.I. Tretyakov (356), T.D. Shebeko (410) and others.
Thanks to researchers, to date, various definitions have been given to program-target management, its principles have been identified, functions and advantages, objects of its application, means of implementation have been named, features of the organizational structure have been identified, and attempts have been made to develop its technology.
The pedagogical literature touches on the application of program-targeted management at different levels, comprehends the conditions and boundaries of its implementation, the logic and methodology for the development and implementation of development programs, and options for the program-targeted management structure. At the same time, the pedagogical literature poorly reveals the methodological, theoretical and practical aspects of program-target management, which largely limits its use in the management of an educational institution.
The concept of “program-target control” allows for an expanded and narrow interpretation. In an expanded interpretation, according to V.G. Afanasyev, program-target management is a synthesis, an organic unity of program and target management, the integration of which strengthens both the program and target aspects (13. P. 307). G.H. Popov considers program-target management to be one of the developed forms of implementing the program-target approach, in which, in order to achieve a given goal or system of goals, a structure is directly formed, plans are developed, personnel are selected, an organizationally separate management system is created, overlapping the main one (270. P. 112). This option allows you to more clearly highlight goals, strengthens control, but also complicates it. E.P. Golubkov, A.M. Zhandarov and I.K. Uzhinsky program-target management is revealed as the influence of the subject of management on the object of management, developed on the basis of system analysis, while the means of achieving goals are determined based on them and covering all stages of the reproductive life cycle (75. P. 12). G.S. Pospelov and V.A. Irikov believe that program-targeted management is, firstly, the coordination of the components and comprehensive provision of the problem solving process at all levels of management, specified with varying degrees of detail at different points in the full cycle of problem solving; secondly, it is a complex of all agreed upon measures (needs, goals, work, resources) necessary and sufficient to achieve the goal of the problem being solved (275. P. 106). A.M. Moiseev interprets program-target management as setting a set of interrelated, well-structured goals that orient the system and the joint activities of people towards achieving certain final and intermediate results (292. P. 158).
In a narrow interpretation, program-target management is the development and implementation of a targeted comprehensive program of various types, which is a single planning document that reflects all the features of the program-target approach (75. P. 12). According to V.G. Afanasiev, the program receives an organizational form, a management system, strictly focused on achieving the main goal, the final result. In turn, the organizational structure, rigidly focused on the goal, contributes to the most rational movement towards the goal and its achievement. The target approach in program-target management is isolated organizationally, superimposes on the traditional management system, and complements it (13. P. 307). The above definitions reveal the holistic systemic, functional and process structure of program-targeted management and this indicates its close connection with system methodology.
The term “program-targeted management” shows that its essence and features consist of the interacting requirements of the target and program approaches and their imposition on the general idea of management. Consideration of the essence of target and program approaches and some derivatives from them explains the emergence and features of program-target management.
In the scientific literature, along with the term “program-target management”, the expressions “target approach”, “target planning”, “program approach”, “problem-program approach”, “program-target method”, “program-target planning” are widely used. ", "system management", etc. The use of some of these terms as similar is permitted if they are specifically specified.
.Integrative and value renewal of an educational institution
The philosophy of the concept, model and organizational structure of program-targeted management has an integrative and value-based influence on the activities of managers and teachers at all stages of the development and implementation of the development program of an educational institution. At different stages and to varying degrees, 436 directors, 1,108 deputy directors and heads of primary schools of educational institutions of the Republic of Buryatia took part in the experimental study of the integrative-value, structural-communication, functional-technological effectiveness of the concept, model and organizational structure of program-targeted management , Aginsky and Ust-Orda Buryat Autonomous Okrugs. The process of development and implementation of the concept, model and organizational structure of program-targeted management involves urban and rural, basic and complete secondary schools, gymnasiums, lyceums, primary vocational institutions, secondary and structural divisions of higher specialized education institutions. The provisions of the concept, model and organizational structure of program-target management were worked out on the basis of eight educational institutions: 1) in the Sutoi Buryat secondary school of the Selenginsky district of Buryatia; 2) at the Kizhinginsky Buryat secondary boarding school in the Kizhinginsky district of Buryatia; 195 3) at the Obusinskaya Buryat secondary school of the Ust-Orda Buryat Autonomous Okrug; 4) at secondary school No. 56 in Ulan-Ude; 5) in secondary school-gymnasium No. 33 in Ulan-Ude; 6) at the National Vocational Lyceum No. 24 in Ulan-Ude; 7) at the Lyceum of Traditional Arts of the Peoples of Transbaikalia No. 38 in the Ivolginsky District of Buryatia; 8) at the Faculty of Advanced Training and Retraining of Education Workers and at the National Humanitarian Institute of Buryat State University.
The choice of the named educational institutions and structural divisions of the university was determined by their typical and specific differences from each other, direct and indirect affiliation with the national-regional education system of the Republic of Buryatia, and geographic location. The determining factor was the internal readiness and desire of managers and teachers for targeted updates of the management system and educational institutions. Active cooperation with the heads of the educational institutions listed above began in the 90s, when they were delegated powers for the development of educational institutions, when they were looking for a formal status for their research and experimental activities.
Not only directors of educational institutions and their deputies, but also heads of structural divisions (centers, departments, departments, etc.) , methodological associations, cycle commissions, teachers, masters of industrial training, class teachers and educators. The overwhelming majority of managers and teachers were interested in the experimental study of the concept, model and organizational structure of program-targeted management, explained by the fact that their implementation had a positive effect on the interests and content of the work of each of them. This fact led to a wide range of people involved in the preparation of the concept, model and organizational structure, in their discussion and implementation.
Heads of district and city departments (departments) of education, employees of the Ministry of Education and Science of the Republic of Buryatia provided full support at all stages of the implementation of the concept, model and organizational structure of program-targeted management, became co-executors of work, consultants on certain issues. The problematic situation in experimental educational institutions consisted in the contradiction that arose: the need to solve program-target problems, achieve predictable results and in the absence of special structures, in the weak qualification of people in mastering new rules and procedures for developing and implementing development programs. In other words, the heads of educational institutions are faced with a real need to introduce the concept, model and organizational structure of program-targeted management. The questions that arose among the administrations of educational institutions about who, when, how, how much time to develop and monitor the process of developing and implementing development programs required a review of approaches, mission, values, principles, goals, competencies, structure, connections and relationships, functions, methods , means, processes for managing the development of educational institutions, advanced training for managers and teachers.
Nikandrov Vladimir Petrovich
"The introduction of experiment into psychology not only armed it with a very powerful special method of scientific research, but also raised the question of the methodology of psychological research in general in a different way, putting forward new requirements and criteria for the scientific nature of all types of experimental research in psychology," he wrote.
“The immeasurability of man” is the result that was arrived at after many years of intense reflection on the problems of philosophical anthropology.
“Only a person - since he is a person - can rise above himself as a living being and, starting from one center, as if on the other side of the space-time world, make everything the subject of his knowledge, including himself,” said
H. Plesner proposes a methodology that is based on the belief that the unity of human life in all its manifestations is not covered by knowledge.
H. Plesner believes that the one-sidedness of existentialist philosophy and anthropology is due to
"Meeting groups" are aimed at
“It is necessary to distinguish between man as an immeasurable being and personality as a way of organizing human essence,” said
“The basic law of the historical development of the human psyche is that a person develops by working: changing nature, he changes himself,” wrote
Acceleration around the world has waned and the pace of physiological development has fallen somewhat since _____________.
Personal activity, like activity, has a ________________ character.
American researcher D. Bell identifies __________ basic meanings of the term "mass"
The anthropological theory of M. Scheler undertakes to cause a revival of true values, radically rejecting those theories that rely on __________________ contradictions as the engine of history.
Anthropology includes sections
The unconditional priority of the value of a particular person over any abstract ideas is inherent in ___________________ worldview.
Behaviorism as a science of behavior substantiated
Normative historical factors during the period are of greater importance
The literal meaning of the word “psychotherapy” is caring for __________
In the "cultural anthropology" of M. Landman, the historical dimension of a person is recognized in the aspect.
In the 19th century, L. Feuerbach substantiated the category __________________ as the main category of the new philosophy.
In anthropological pedagogy, M. Langefeld deserves credit for considering the problem of growing up as a problem of attitude to
In the arsenal of psychological science, such terms as: information, processing, coding, subprogram, cognitive map were introduced
Biologically, in younger schoolchildren, compared with the previous age
In behaviorism and its varieties, what constitutes its scientific subject has dropped out of the sphere of psychology.
In the life of a child, the category “becoming”, according to M. Langefeld, has _________________________ meaning.
In the activity of the first type, the child mainly develops the sphere
In spiritual culture there are ______________ sections
As a defining structure, they fixed a set of generally accepted norms and values that force a person to fulfill the functional requirements of the social system.
The main method in psychodrama is
Ultimately, the elementary processes of consciousness for E. Titchener were
Facets are distinguished in culture
In the culture of physical development, the ________________ side of a person acts as an object of application of his activity.
At primary school age, the leading activity becomes ___________
At primary school age, favorable conditions are created for the formation of a highly moral personality.
The following laws underlie the allocation of a certain cultural-historical type
In the period from birth to the transition to middle school, the process of _________________dominates over the process of individualization.
In a genuine work of art, the one-sidedness of the _____________ description of a person is removed while maintaining the cognitive attitude
During adolescence
During adolescence, thinking becomes
According to behaviorists, human education is education
In the view of behaviorists, a person is a _________ creature, all his actions and actions are interpreted as a reaction to external influences
In contrast to the animal, man does not have a firmly established “center”; he _______________ perceives the world and himself in it.
In the process of interaction with the external environment, the internal ____________ of a person changes, new relationships are formed, which in turn leads to another change.
In the process of education, a large place is occupied by the internal ________________personality of external influences.
In psychoanalysis, human psychology began to be interpreted as determined by unconscious, irrational forces - drives, instincts, the main of which are
Modern science has adopted what was proposed by D.B. Elkonin's periodization of early youth ____ years
Modern science has adopted the periodization of preschool age proposed by D.B. Elkonin - from ___________ years
In modern science, the periodization of infancy from birth to
Modern science has adopted the periodization of early childhood from ____________ years proposed by D.B. Elkonin
In the Middle Ages, the word "culture" was identified with
In use by M. Sheler it means a militant spiritual, active position of youth, a form of noble knightly life that denies centralized will and forms of domination
In functionalism, consciousness is considered as an _______________adaptive mechanism between the organism and the environment.
At the center of the pedagogical-anthropological approach, formed under the direct influence of German philosophy of life, was ______________, considered in the light of the general flow of life in the diversity of its life manifestations.
In adolescence, the ____________ skill of assessing a person develops.
V. Pareto imagines a society in the form of ___________ with the elite at the top
Introduced into psychological circulation a number of widely used concepts, such as “time perspective”, “quasi-need”, “goal structure”, “level of aspirations”, “search for success and desire to avoid failure”
The leading, main element in the formation of character is
External influences can acquire educational significance by being refracted through
An external point of view on education inevitably leads to a contrast between the type of perception and individual personal manifestation.
Attention of younger schoolchildren
The inner judge of a person, indicating the true motive of a particular person’s action, its meaning is
The inner life of a person, his subjective world is
In many ways, this completion of educational anthropology went parallel to the anthropological ______________L. Feuerbach, who largely reflected the pros and cons of the development of German classical philosophy.
The emergence of self-education begins with
Age-related changes reflect the transformations that occur in the psyche of the majority of representatives of this
War for M. Scheler is not the impotence of reason, but the opposition of ________________states as aggregate subjects.
M. Sheler dealt with issues of education in the knowledge system he developed, correlating the type of knowledge, its bearer and the form of organization.
Studies questions about the origin and essence of art
Education can ensure the development of certain qualities only by relying on those inherent in nature
Education of a person means a conscious ___________ process of internalization of the goals of social development, or social goals, as values that determine the direction, nature and content of his practical activity
The perception of younger schoolchildren is different
Perception, being a special purposeful activity, becomes more complex and deepening, becomes more analytical, differentiating, and takes on an organized character.
He first used the term “educational anthropology” in his famous article “Questions of Life”
Any reaction in response to an external stimulus, through which the individual adapts to the surrounding world, is
The separation of psychology from philosophy and the establishment of psychology as an independent science occurred in the _____________ century.
Gestalt psychology argued that man himself is a part of the whole, a special “psychological” __________________, but a part that is itself characterized by integrity.
Gestalt therapy was created
The main function of testing in pedagogical practice is
The main goal of natural science was proclaimed to be the construction of an absolutely true picture of _______________, the knowledge of the objective laws of nature.
The main question of educational anthropology is the question of ______________man, the ways, means and sphere of its formation.
The main categories of “anthropology of the child” are
Skills training groups are based on ______________therapy and are aimed at teaching adaptive skills that are useful when faced with difficult life situations.
Humanistic psychology acts as the ideological and practical basis of pedagogy, which is based on the idea of ______________personality, revealing the creative potential of each person.
Humanistic psychology proceeds from the position that a person is endowed with ______________ for continuous development and the realization of creative possibilities, and considers him capable of managing his own development.
Humanistic psychology as a set of theoretical views on man and as a psychotherapeutic practice arose at the beginning of the _____________ century.
Humanistic psychology is a comprehensive _______________science of man.
The humanistic principle of considering culture includes
Humanitarian psychology reveals the ______________ of mental life as a whole, and does not summarize it from individual parts
The humanities (or the humanitarian paradigm in science) arose in the ______ century.
The humanities use a _______________ approach to knowledge
D.B. Elkonin considers the child as a holistic personality, included in two systems of relationships
The deterministic part of the human development program provides
Children inherit from parents
Childhood is a _____________________ phenomenon, and its content and duration have changed over the centuries.
The activity of education involves penetration into human nature, understanding it
J. Watson sought to consider behavior as ______________adaptive reactions modeled on a conditioned reflex.
Dialectical-materialistic philosophy interprets development as a property of living matter, inherent in it initially due to the ability to
The dynamic theory of personality in Gestalt psychology was specially developed by
For K.D. Ushinsky, education in its content, direction towards the person as such is ____________.
For M. Langefeld, the category ________________ has the meaning of an “anthropologically fundamental” category.
To communicate with the outside world, the human body is endowed with ____________sense organs.
The advantages of the biographical method are:
The advantages of knowing a person through the means of art are that a person in works of art appears multifaceted and at the same time____________
The ancient Greeks contrasted their own “breeding” with ______________
Spiritual culture is studied within the framework
Spiritual ___________________ makes it possible to see the internal distance between what a person is and what he wants to become, and forms the desire to move from an old state to a qualitatively new one.
Mental phenomena are divided into three categories
The unity of biological and social aspects in the process of mental development was emphasized
If in adolescence boys value physical strength most of all, then high school students respect ___________________ qualities.
If a person reaches a level of development that allows him to be considered a bearer of consciousness and self-awareness, capable of independent transformative activity, then such a person is called
Human life force is
Everyday knowledge about human psychology is acquired through
The final stage in the development of psychoanalysis was its transformation into a philosophical doctrine, where the basic concepts and theoretical constructs extended not only to human nature, but also to all spheres of human life.
The dependence of a particular person on society was recognized in the 18th-19th centuries. like an addiction
The task of psychological anthropology is
Patterns of physical development
He was engaged in substantiating the possibility of an anthropological understanding of the child’s world and its formation.
The famous one-sidedness of psychoanalysis consisted in reducing human psychology to _____________________________ phenomena.
The famous “Cogito erqo sum” of the French philosopher R. Descartes indicates that the only criterion for the reliability of one’s own existence is
Knowledge about a person includes, on the part of the educator, everyday, extrascientific, emotional
The idea of conducting a psychological experiment in natural conditions of human life belongs to
Psychology borrowed the ______________method from natural science, which essentially played a decisive role in establishing it as an independent science.
Changes in our body occur throughout life, but the physical characteristics and spiritual world of a person change especially intensively.
The integral way of being of subjectivity is
Interest in education as a powerful social force that determines the entire direction of a person’s life determined the content and form of expression of an entire cultural and philosophical trend in European philosophy of the 18th century. - _____________.
Art is built on a person’s ability to _________________enjoy the beautiful, on a non-utilitarian perception of the world around him.
Historically, the first projection of human psychological reality, the subject of scientific psychology was consciousness, and the subject of psychology was
G. Nolem presents the history of an individual life as a ______ totality of all the events that happened to a person; it exists in his memories as a kind of organ of self-understanding and understanding of the world.
Sources of information in the survey are
The internal conditions that determine human development include
Specific research methods of psychology include methods
K.D. Ushinsky perceived nature in the ______________ aspect, i.e. like human nature.
K.D. Ushinsky said that the principle of “independence”, the initiative of a person in understanding the world around him, indicates that a person as a subject of education is not a _______________ product.
Each age has its own level of development
Each level of the soul needs appropriate conditions of implementation, on which the unity of functioning in the structure of the soul depends, which is ensured by the principle
Like any other area of public life, education requires scientific justification, i.e. _________________ conditions, features, structure of patterns and trends in the functioning and changes of the main components of the educational sphere.
As a sphere of human activity, science emerged during the Enlightenment, and the first system of scientific knowledge is
Cognitive psychology as a scientific school took shape in the USA in __________. XX century
Cognitive psychology actually reduces the complex human world to its simplified
The cognitive sphere is an area that covers all mental abilities and mental processes, which includes
The criterion according to which an individual is inclined towards one or another type of views on education is determined purely by ________________ factors.
The culture of healing and health prevention depends on
N.Ya. Danilevsky distinguishes cultural and historical types on the basis of:
Identity is determined
Personality is manifested in the way of _____________ and action, free and creative determination of one’s place in the community, independent actions, and acceptance of responsibility for the consequences of one’s social actions.
Logotherapy was created
Any “culture system” has as its prerequisite a certain set of information about a person, a “fund of human experience”, which combines a whole range of information from political and religious to philosophical and strictly scientific, wrote
M. Langefeld identifies three ways of understanding and the significance of the physical body for a growing person:
M. Langefeld uses the category ______________ to designate the specificity of the child’s relationship to the body as a certain essential delimitation from the sphere of the bodily.
M. Scheler is one of the first in foreign philosophy of the 20th century. developed not so much a theoretical as a _________________argumentation against the philosophy of materialism.
M. Scheler believed that all the main problems of philosophy can be reduced to the question
Mass consciousness exists at __________________basic levels
The large-scale and intensive integration processes that characterize the 20th century give reason to talk about profound qualitative changes in human society - right up to the emergence of a single __________________ civilization in the 21st century.
Mathematical methods in psychology
The materialistic attitude, the orientation towards the “precision of nature” even in F. Bacon presupposed an orientation
There is a relationship between a person’s age and the pace of spiritual development
The method of science is specified in _______________________methods.
The survey method is used in psychology in ______________ forms.
The methodological prerequisite for the formation of psychology as an independent science were the ideas of the European _________________ Modern times, which have already proven their success in natural science.
The method of Gestalt psychology was _____________________description, aimed at direct and natural observation of the content of one’s perception, one’s experience.
Methods of psychology are classified into groups: methods of ______________ psychology
The world of consciousness and self-awareness is the __________________human world.
A person's worldview includes
The multidimensional goal of education, M. Scheler believes, is
Children's thinking develops in conjunction with
High school students think differently
Thinking in elementary school children develops from ______________ to abstract-logical.
N.I. Pirogov moved in his articles to the problem of human existence, consonant with the anthropological philosophy of L. Feuerbach, not only as a man, but also
N.I. Pirogov contrasted the official course of education with the idea of _________________education, which should prepare a highly moral person with a broad mental outlook for public life.
In the West, the myth about the _____________ nature of mass culture is widely popularized and it is believed that this is a natural stage in the development of human culture in general, a product of the “technical age.”
At each age stage, in a certain social environment, a child goes through ________________ phases in his personal development.
The action is based on the plasticity of the nervous system
The purpose of descriptive psychology methods is to
The most characteristic features of mass consciousness
Directions and scientific schools in psychology receive their specificity through the identification of the central ______________, through which the main manifestations of the psyche are explained.
Hereditary human development programs include parts
The science that studies the relationships of organisms with each other and with their environment is
The scientific objectivity and practical significance of the data obtained in a laboratory experiment is reduced by the ______________________ conditions created.
Scientific trends in psychology differ in
Disadvantages of subcultures
The insufficiency of a rational idea of a person, based on the specific inherent quality of a person - reason, was supported and justified by M. Scheler
The need for education is inherent in man
The inability to connect the perception of the surrounding life with educational material is a characteristic feature of students
The field of pedagogy that develops the theoretical foundations of learning
Justified the inevitable death of Western European civilization
Society, in order to preserve its social structures, is interested in the formation
Common features of world culture are
The object of scientific psychology has historically changed and included diverse manifestations
The object of everyday psychology is always
The object of modern educational anthropology is
Objects of humanitarian knowledge are
N.I. Pirogov rightly believes that a huge role in the self-education of the individual is played by _____________, which opens the way for a person to other people, and, finally, to descendants, to the future, gives rise to a person’s desire to “live in it,” in this distant society
One of the first experiments in systematically involving private scientific knowledge about man in the theory of education was carried out by
M. Scheler assigned a decisive role to the type of knowledge that determines the form of organization and corresponds to a certain type of medium:
The founder of psychodrama is
Founders of Elite Theory
The main reason that human psychology appears only in its particular projections is that from the very beginning psychological science was built according to the type of science
Mathematical methods are mainly used at the stage
The main requirement of the natural science paradigm in science is ____________research
The main cultural code has the following characteristics
The main method used by the logotherapist is
The main problem of behaviorism is the acquisition by a person of skills and ________________, to which all the wealth of a person’s inner world comes down.
The main activities of children and adolescents are
The main reasons for acceleration are
The main elements of style are
The main position of the new school in psychology was the assertion that the initial, primary data of psychology are _________________structures, which in principle cannot be derived from the components that form the gestalt and are irreducible to them.
The main research methods in psychology are
W. Wundt believed that the main elements of consciousness, which have both a physiological and mental nature, are
The basis of the philosophy of modern times, according to F. Bacon, are
For M. Scheler, the fundamental principle of philosophical anthropology - the principle of man - had an initially inherent educational meaning.
The basis of everyday psychology is
The foundations of a child’s moral behavior are laid in
Features of primary school age
Features of adolescence
Features of high school age
A feature of the humanities that distinguishes them from the natural sciences is that different researchers invest in the same concepts.
The peculiarity of the religious teaching about man is that it is not built according to the canons of rationalistic knowledge; the main place in it is occupied by
A special approach to the problem of man, the creation of his holistic image, is presented in those philosophical teachings that can be designated as ________________man.
Rejecting the speculative, armchair construction of pedagogical theory, K.D. Ushinsky warned against ____________________ in pedagogy.
Having separated from philosophy, psychology entered its history as a discipline
Distinguishes a person from an animal.
Distinctive features of the experiment in the laboratory
The starting point in the work of a practicing psychoanalyst is the presence of ___________________ between consciousness and the unconscious, the displacement of traumatic experiences into the sphere of the unconscious, the liberation of the individual from traumatic experiences through awareness of repressed drives.
Assessing the behaviorist view of human psychology, we can say that behaviorism ______________________human nature.
The memory of a preschooler and younger schoolchild is predominantly characterized by
Parameters of the existence of the main cultural code
Teachers regulate the teaching load, establish reasonable volumes of employment with various types of work, determine the most favorable daily routine for development, work and rest schedules in accordance with the principle
Pedagogical anthropology is a holistic reflection of the materialist philosophical tradition of the __________ centuries.
Pedagogical anthropology, according to G. Roth, is a “__________science” that processes data from numerous sciences that study man, including pedagogy, from the perspective of education.
It is not enough for a teacher to master the principles and specific rules of educational work; he also needs to arm himself with knowledge of the basic laws of human nature and be able to apply them in each specific case, he argued
The first program of psychology as an independent science was _________________psychology by W. Wundt
Initially, knowledge of everyday psychology exists inseparably from
The first cultural objects are
The first who scientifically substantiated the need for strict consideration of the age characteristics of children in educational work and put forward the principle of conformity with nature was
The periodization of human life is based on the identification of age
Written cultures are formed from the end
According to J. Watson, the entire variety of human behavior can be described by the formula
According to V. Pareto, the main property of social systems is the desire for
According to G. Nohl, character is formed through _______________ and maintains the stability of a person’s spiritual state for a certain time.
According to N.I. Pirogov, self-education as an internal kind of struggle requires
According to N.I. Pirogov, the characteristic signs of self-education are
According to N.I. Pirogov, in order to find sympathy, a woman must have
According to O.F. Bolnov, every new life begins with
According to N.Ya. Danilevsky, the influence of one civilization on another can be carried out in ways
According to Christians, man was created by God on the _____________ day of the creation of the world - he is the crown of creation.
At its core, the nature of human subjectivity finds its highest expression in the ability to
According to the methods of self-organization of culture that have developed in history, global cultural types are distinguished
According to the theory of P.A. Sorokin, modern “sensitive” culture appeared, replacing the culture
Behavior in behaviorism is studied by the same methods that are used in natural science, i.e.
The authenticity of M. Scheler’s upbringing lay in its _______________ content, which was expressed in maintaining the high authority of the church, the deep Christian idea of love, and the existence of a truly religious community
Approaches to studying the historical path of mankind
He believed that special pedagogical or anthropological faculties should be opened at universities, whose main goal would be “the study of man in all manifestations of his nature with a special application to the art of education.”
The completeness of the representation of the human personality in psychology is possible only within the framework of the ________________________approach to man.
Puberty in girls begins at ____ years of age
The concept of “personality,” in contrast to the concept of “person,” is a ____________ characteristic of a person, indicating those qualities of his that are formed under the influence of social relations and communication with other people.
The concept of civilization among the encyclopedists (Diderot, d'Alembert, Montesquieu, Rousseau, Voltaire, Helvetius, Holbach, etc.) is associated with
Concepts form the framework of any science and in their totality they form a ____________________ structure.
Concepts point to the essential and permanent ___________ of human psychology
The consequences of the dominance of a "sensitive" culture are
A potential advantage of group therapy over individual therapy is the opportunity to receive ______________connection and support from people who share problems or experiences with specific group members.
The needs of the body are diverse, but, in general, they all come down to satisfying two basic instincts
The appearance of reflection marks the emergence of a person’s inner life, opposed to external life, the emergence of a kind of center for controlling one’s states and drives, i.e. the emergence of ______________, which means freedom of choice.
V. Wundt justified the right of psychology to exist as an independent science by _________________its difference from other sciences.
Practical psychology in its most common understanding is the psychological _____________ of various social spheres - healthcare, education, production, sports, law, etc.
Practical psychology as a psychological practice is focused on
Behaviorists view almost all behavior as a result
Subject of descriptive psychology
The subject of descriptive psychology is
The subject of traditional psychology is
The subject of K. Levin's research in the dynamic theory of personality in Gestalt psychology was
Assumes some loss of individual characteristics phase
Representatives of the natural sciences insist on the need to transform psychology into a ______________science.
Representing the sphere of concentration of drives and repressed experiences, the unconscious controls
Advantages of psychology over literature (according to G. Allport)
In relation to society, social forms of activity, according to M. Scheler, should be based on
The discrepancy that takes the greatest magnitude between what the child has learned from the system of person-person relations and what he has learned from the system of relations “person-object” is
Acquiring individual identity in each person, they give in their unity the character of quality
Nature and man, according to K.D. Ushinsky, do not contradict each other, as it may seem in an ordinary or metaphysical view, they are interconnected due to force
A work of art is addressed not to utilitarian use or rational study, but to
The process of disintegration is the source of______________, which records the transition from one supersystem to another
The process and results of human development are determined by the joint influence of three general factors:
The past First World War turned the problem of “man and animal” from theoretical into
Psychological practice is aimed at helping the individual in
The psychological world of an individual person is unique and inimitable, it is given to him in direct experience
Psychology as a science, according to V. Wundt, has a unique subject - the direct experience of a person, therefore the subject of psychology should be
Psychological and pedagogical anthropology is
Psychological and pedagogical anthropology, relying on the laws of development of individuals and their communities, established by various sciences, in turn creates knowledge about the laws of human development from the point of view of his
Psychotechnical theory can only be built on a ________________ paradigm that develops a holistic view of a person.
The development of thinking occurs in inextricable connection with the changes in the ___________adolescent
The development of the philosophy of education primarily comes from the ______________ factor, which fully acts as an object of scientific knowledge.
Divided mass culture into “dead” and “living”
There are contradictions
Various variants of the study of consciousness constituted the so-called subjective, or __________________, psychology.
Developed "client-centered psychotherapy", or non-directive therapy
Developed person-centered psychotherapy, called "client-centered therapy"
He developed a reflex theory of the mind, according to which mental processes (perception, memory, thinking, etc.), higher acts of consciousness and personality unfold according to the mechanism of a physiological reflex.
Having destroyed, created and created on the soil of life cleared of the rubble of scholasticism, a new building, a new educational program, in the center of which is and should always be a person - this is the goal
The reality in which human development takes place is
The test result is assessed in ____________________ indicators.
The founder of philosophical anthropology, Helmut Plesner, criticized Scheler's approach to the "universality" of man, reproaching him for
The founders of philosophical anthropology as a special philosophical trend are
The ancestor of the materialism of the New Age, a peculiar type of philosophizing, figuratively compressed aphoristic, alien to the schematism of scholasticism, was
The role of non-normative factors is steadily increasing with
From the very beginning, psychotherapy is focused in a person on his
From the point of view of Pitirim Sorokin, the cultural-historical process is the dynamics of cultural supersystems
From a philosophical and ideological point of view, man is a ___________ creature
S.L. Rubinstein highlights ______________main features of the experiment.
The deepest essence of man as a species being is
Children had the shortest childhood
In his bodily life, man is no different from other living beings; it consists in satisfying the ________________body.
The originality of sensations, perception, thinking, memory, imagination, characteristics of interests, inclinations, abilities, temperament, personality are related to
Psychology dates back to _______ as an independent science.
The symbols of “massification”, according to O. Spengler, are
The vocabulary of today's fourth graders is approximately ____________ words.
The difficulty of implementing the principle of unity of consciousness and activity in research lies in establishing the nature of the connection and relationship of internal processes and
Over time, the objects of psychology became
Soviet psychology had a unified philosophical, methodological and ideological basis - _____________________
According to Urie Bronfenbrenner's model of ecological systems, the ecological environment of a child's development consists of ___________systems nested within one another, which are usually depicted as concentric rings
According to the basic ideas of cognitive psychology, a decisive role in human behavior is played by
According to the ideas of Z. Freud, a neurotic illness develops as a result of the action of traumatic ________________ repressed from consciousness, which form a highly charged focus in the sphere of the unconscious - an affective complex.
According to the reasoning of I. Derbolav, the subject and content of educational anthropology is _______________________
According to the theory of elites, the necessary components of any social structure are the highest privileged ________, who perform the functions of management and cultural development.
According to Christian views, an unscrupulous person is a person ____________from God.
According to Christian anthropology, the spirit manifests itself in _________ species.
Created and developed the basic principles of psychoanalysis
Created a cultural-historical concept of human development, introduced into psychology the concept of higher mental functions as specifically human forms of the psyche, and formulated the law of their development
Created initially as a method of treating hysterical neuroses, psychoanalysis was subsequently transferred and extended by 3. Freud to explain the __________ mental life of people.
Freudianism assigned consciousness in human life
They constitute the driving forces of human behavior, the activity of his aspirations
Socialization occurs in conditions of ____________interaction between a person and the environment.
The socialization of a person lasts throughout his life and has a ____________ character.
The social basis for the formation of a subculture is
Sociocultural relations predetermine the presence in the whole organism of society of individual __________________, social communities of various kinds.
The combination of an experiment with ________________ in a teaching environment gives good results for the psychological study of schoolchildren.
The specificity of all youth subcultures is that they are trying to form
The specific subject of art is the ________________ relationship of a person to reality.
The way of expressing the human attitude, which is characterized by the “dual aspect of the external and internal, is
Methods of practical action and subjective states are reflected and recorded in ______________________
Stabilization of personal development begins
Style characterizes ___________________________ entry into the subculture
Supporters of elitist art opposed themselves to _____________ art.
Human subjectivity, his inner world, human individuality are analyzed using concepts in psychological science and visual means in
Subjects of culture are
A purely human form of life is such a community as
The essence of values lies in their
T-groups (training groups) are based
Since direct experience, according to W. Wundt, is given to a person in his consciousness, the only and direct method of research is
The theoretical basis of upbringing reflects a fundamental __________________ approach to a person.
The term "pedagogical anthropology" arose in Russia in the ________________ century.
The term “pedology” was proposed by the American psychologist O. Chrisman in _______.
A type of religious philosophy characterized by an interest in formal logical problems is
A typology of cultures can be built
Traditional discussions of the human problem were carried out in the form of a concept
In N.I. Pirogov, education is endowed with dialectical tension due to the fact that the internal, individual self-change of personality is associated with
R. Descartes has a system of philosophical sciences, the famous "tree" of philosophical knowledge ends with fruitful ones, aimed at a practical result
For high school students it is important
Specify the correspondence between anthropologically oriented disciplines and their content
Indicate the correspondence between great people and their views
Indicate the correspondence between types of activities and their content
Indicate the correspondence between types of culture and their content
Indicate the correspondence between the types of educational anthropology of G. Roth and their content
Indicate the correspondence between the types of manifestations of the spirit and their content
Indicate the correspondence between the types of psychological experiments and their content
Indicate the correspondence between types of cohesion and their content
Indicate the correspondence between ages and their content
Indicate the correspondence between the civilizations identified by N.Ya. Danilevsky and their content
Indicate the correspondence between groups and their contents
Indicate the correspondence between and their contents
Indicate the correspondence between categories and their contents
Indicate the correspondence between categories and their contents
Indicate the correspondence between categories and their contents
Indicate the correspondence between the categories of pedagogy and their content
Indicate the correspondence between the categories of psychoanalysis and their content
Indicate the correspondence between the classifications of branches of psychology and their content
Indicate the correspondence between concepts and their content
Indicate the correspondence between cultural supersystems and their content
Indicate the correspondence between methods and their content
Indicate the correspondence between the areas of psychology and their representatives
Indicate the correspondence between national pedagogies and their content
Indicate the correspondence between the main factors and their percentage in influencing mental development
Indicate the correspondence between sensations and their changes in primary school age compared to preschool age
Indicate the correspondence between teachers and their views on anthropology
Indicate the correspondence between teachers and their views on education
Indicate the correspondence between approaches in psychology and their content
Indicate the correspondence between concepts and their content
Indicate the correspondence between concepts and their content
Indicate the correspondence between concepts and their content
Indicate the correspondence between concepts and their content
Indicate the correspondence between concepts and their content
Indicate the correspondence between concepts and their content
Indicate the correspondence between concepts and their content
Indicate the correspondence between concepts and their content
Indicate the correspondence between concepts and their content
Indicate the correspondence between concepts and their content
Indicate the correspondence between concepts and their content
Indicate the correspondence between concepts and their content
Indicate the correspondence between concepts and their content
Indicate the correspondence between concepts and their content
Indicate the correspondence between concepts and their content
Indicate the correspondence between concepts and their content
Indicate the correspondence between concepts and their content
Indicate the correspondence between concepts and their content
Indicate the correspondence between concepts and their content
Indicate the correspondence between concepts and their content
Indicate the correspondence between concepts and their content
Indicate the correspondence between concepts and their content
Indicate the correspondence between concepts and their content
Indicate the correspondence between concepts and their content
Indicate the correspondence between concepts and their content
Indicate the correspondence between concepts and their content
Indicate the correspondence between concepts and their content
Indicate the correspondence between concepts and their content
Indicate the correspondence between concepts and their content
Indicate the correspondence between concepts and their content
Indicate the correspondence between concepts and their content
Indicate the correspondence between concepts and their content
Indicate the correspondence between concepts and their content
Indicate the correspondence between concepts and their content
Indicate the correspondence between personality potentials and their content
Indicate the correspondence between the subjects of research in the areas of psychology and their content
Indicate the correspondence between the contradictions and their content
Indicate the correspondence between the mental processes of a high school student and their characteristics
Indicate the correspondence between psychologists and their views
Indicate the correspondence between psychologists and their views on the subject of psychology
Indicate the correspondence between psychologists and their statements
Indicate the correspondence between human properties and their content
Indicate the correspondence between systems and their contents
Indicate the correspondence between supporters of different directions and their views
Indicate the correspondence between the areas of development and their content
Indicate the correspondence between difficulties in developmental phases and their content
Indicate the correspondence between scientists and their views
Indicate the correspondence between scientists and their views
Indicate the correspondence between scientists and their views
Indicate the correspondence between scientists and their views
Indicate the correspondence between scientists and their views and their content
Indicate the correspondence between scientists and their attitude towards acceleration
Indicate the correspondence between scientists and their views on the elite
Indicate the correspondence between the phases of a child’s entry into a social group and their content
Indicate the correspondence between the factors and their content
Indicate the correspondence between philosophers and their views
Indicate the correspondence between philosophical views and their content
Indicate the correspondence between the forms of motivation and their content
Indicate the correspondence between a person’s traits and their content
The levels of methodology are
The teaching of Christian anthropology about the essence of man assumes that man is three-component, and consists of
The doctrine according to which behavior is the sum of adaptive reactions is
Physical development includes changes
Philosophy as a science claims to build a _____________ idea of a person.
Philosophy determines the generic characteristics of a person
Philosophical anthropology has a dual methodological influence on education
The philosophical orientation of pedagogical anthropology is largely consonant with B. Spinoza’s fundamental commitment to mastering true_______.
Philosophical knowledge about man has the status of _____________, i.e. value and worldview.
A philosophical direction that recognizes reason as the basis of human cognition and behavior is
Philosophers are fairly unanimous in their opinion that the boundary separating humans from animals is ______________.
The form of human existence, the form of the mental and the general designation of the inner world is
Fundamentally common, connecting all human history, making world culture truly whole genetically, historically (diachronically) and systemically-structurally (synchronously), are
The fundamental way of being a person in the world, consisting in a conscious and purposeful transformation of both the world and oneself in this world, is
Functions of an educator who intelligently guides the process of personal development.
The function of educational anthropology comes down to a way of coloring scientific data relating to the pedagogical process in _______________ colors.
The character of a person is expressed each time in the relationships between different levels of the soul
Characterized by a set of intellectual, volitional, moral, social and other personality traits that significantly distinguish a given person from other people
The characteristics of age-related characteristics are based on identifying the content of the ________________ process of development of cognitive abilities and personality formation at successive age stages of ontogenesis.
A characteristic feature of the development process is the __________ transition of quantitative changes into qualitative transformations of the physical, mental and spiritual characteristics of the individual.
Although interventions that support and stimulate development can be implemented at all 4 levels of the model, Uri Bronfenbrenner believes that they play the most significant role at the level
Christian anthropology is the doctrine of ______________man, his origin and his purpose in the world and eternity.
Christian anthropology demarcates the spheres in man
A holistic philosophical image of a person can be considered as a ______________ educational system, specified in relation to its main subject - the developing personality of a person.
The central place in natural science was given to the _____________ method.
The central existential category of anthropological pedagogy is the category
In Freudianism, a person appears as a ____________ being, and the highest forms of manifestation of the human spirit are considered as a replacement and sublimation of sexual desire.
Man lives in the world of culture, which, according to the figurative expression of philosophers, constitutes his ________________________nature.
Human images, ideas and thoughts, in the words of psychologist A.N. Leontiev, are biased, they are permeated
The better organized social groups are, the more opportunities there are to have ________________________ influence on the individual.
The more complex the function, the longer the path of its development, the less the influence of the factor on it.
The practice of psychoanalysis, based on the use of methods and techniques created in the treatment of ____________________ mental disorders and based on real psychological mechanisms, has received wide recognition among specialists.
The existential nature of the category of meeting is determined by such properties as
The elite, like no other group, must be a ____________group, that is, one in which each participant identifies himself with other members of the group and is aware of his belonging to it.
The era of “ossification” of the creative principles of culture in mechanical and lifeless forms of civilization is accompanied, according to O. Spengler, by processes ____________, penetrating into all spheres of human life
Rationalism considered the standard of scientific knowledge of the world
As a manuscript
SHVETSOVA Galina Nikolaevna
Program-target control
regional educational system
13.00.01 Tsa general pedagogy, history of pedagogy and education
dissertations for an academic degree
Doctor of Pedagogical Sciences
Cheboksary - 2009
a The dissertation was completed at the Department of Pedagogy of the State Educational Institution of Higher Professional Education, Chuvash State Pedagogical University named after. AND I. Yakovleva. |
|
Scientific consultant Official opponents: |
Grigoriev Georgy Nikolaevich doctor of pedagogical sciences, professor, |
Academician of the Russian Academy of Education Slastenin Vitaly Alexandrovich, Doctor of Pedagogical Sciences, Professor Glazunov Anatoly Tikhonovich |
|
Doctor of Pedagogical Sciences, Professor Kuznetsova Ludmila Vasilievna |
|
Leading organization |
GOU VPO Tatar State Humanitarian and Pedagogical University |
The defense will take place on June 17, 2009 at 11.00 am at a meeting of the dissertation council DM 212. 300.01 for the defense of dissertations for the degree of Doctor of Pedagogical Sciences at the State Educational Institution of Higher Professional Education Chuvash State Pedagogical University named after. AND I. Yakovlev at the address: 428000, and Cheboksary, st. K. Marx, 38.
The dissertation can be found in the library of the State Educational Institution of Higher Professional Education Chuvash State Pedagogical University named after. AND I. Yakovleva.
aa Scientific Secretary
Dissertation Council Khrisanova E.G.
INTRODUCTION
The relevance of research. Globalization processes affecting all spheres of public life determine the need to reform Russian education in accordance with new realities determined by agreements within the framework of the Bologna process. In these conditions, an important task becomes the development of strategic guidelines that ensure the unity of the global, pan-European and domestic educational space, which requires the creation of mechanisms for the sustainable development of education as an open state-social system.
In the Concept of modernization of Russian education for the period until 2010, in the National Doctrine of Education in the Russian Federation until 2025, the development of a strategy for the development of the education system at the regional level serves as mechanisms for such development. The Russian education system is a multicomponent structure that reflects federal (national) and regional priorities, which are determined by socio-economic, historical, cultural and ethno-national characteristics that actualize the role of the constituent entities of the Russian Federation in the modernization of education. This involves scientific forecasting, development and implementation of long-term priorities of regional educational policy, which are in inextricable unity and interconnection with national strategic priorities.
The implementation of targeted federal programs required the search for new approaches to the development of regional programs aimed at implementing the relationship and consistency between long-term development priorities and measures of medium and short-term educational policy based on preserving the basic values of education of the 21st century in the context of globalization. Planned and ongoing changes in education have increased the requirements for management efficiency, validity of management decisions, comprehension and forecasting of the effects caused by their adoption, and prevention of possible risks.
Directions and main activities within the framework of the priority national project Education, approved by the Presidium of the Council under the President of the Russian Federation for the implementation of priority national projects (Minutes No. 2 of December 21, 2005), Decree of the Government of the Russian Federation of December 23, 2005 No. 803 On the Federal Target The education development program for 2006 - 2010 determines the need to develop effective mechanisms and rational tools to improve the efficiency of management of regional education systems. One of the effective means of achieving organizational goals based on the combination of scientific and administrative management, new technological tools and resource mechanisms is the implementation of a program-targeted approach in the management of social systems.
The program-target approach is understood as a general methodology that procedurally reflects the analytical, target, program, planning, organizational, monitoring and regulating components of educational system management. It provides for a clear definition of the goals of system management, the allocation of the necessary resources for the implementation of programs and the formation of bodies to manage their implementation. In this, program-target management acts as an effective and efficient mechanism for influencing the managed system to achieve a goal within a certain period of time with limited resources.
The complex nature of the problem under study determines the use in the study of scientific principles of the theory of systems and the cyclical development of social and economic processes (V. G. Afanasyev, Yu. A. Gromyko, F. F. Korolev, K. Marx), the theory of economic growth (R. Harrod, E. Domar, I. Schumpeter, G.A. Feldman), management theories at the federal, regional and local levels of management (3. A. Bagishaev, V. I. Bondar, O. E. Lebedev, A. M. Moiseev, T.V. Orlova and others).
The development of problems of managing educational systems of territories using a program-targeted approach is a separate direction in pedagogical science and integrates scientific achievements in the field of:
Philosophy of education (P.K. Anokhin, B.S. Gershunsky, Yu.V. Gromyko, A.S. Zapesotsky, V.V. Kraevsky, V.A. Kutirev, N.A. Rozov, etc.);
Pedagogical activities and training for the education system (Yu. K. Babansky, V. I. Bidenko and Jerry Van Zantvoort, L. V. Vasilyeva, S. G. Vershlovsky, V. I. Zagvyazinsky, T. A. Ilyina, V. V. Kraevsky, A. V. Mudrik, L. I. Novikova, V. G. Onushkin and Yu. N. Kulyutkin, V. P. Strezikozin, V. V. Serikov, O, M. Simonovskaya, V. A Slastenin, L. S. Podymova, A. P. Tryapitsyna, N. M. Chegodaev, A. I. Shcherbakov, T. Schultz, W. F. White, etc.);
Educational management (Yu. V. Vasiliev, G. G. Gabdullin, V. M. Gaskov, N. P. Kapustin, Yu. A. Konarzhevsky, V. S. Lazarev, A. M. Moiseev, A. A. Orlov , T. V. Orlova, Yu. N. Petrov, M. M. Potashnik, E. V. Tkachenko, P. I. Tretyakov, L. G. Rodionova, E. N. Khokhlachev, R. X. Shakurov, T O.I. Shamova, E.A. Yamburg, etc.);
Design of educational systems (O. E. Lebedev, A. M. Moiseev, L. I. Novikova, A. I. Prigozhin, V. E. Radionov, V. V. Serikov, V. I. Slobodchikov, M. A. Ushakov, K. M. Ushakov, L. I. Fishman, etc.);
Research on territorial problems of education (M.V. Artyukhov, V.V. Bagin, A.A. Gorchakov, S.A. Gilmanov, N.A. Kosolapov, V.B. Kulikov, M.I. Makhmutov, G.V. Mukhametzyanova, E. G. Osovsky, E. M. Nikitin, N. N. Petrov, V. A. Prudnikova, I. I. Prodanov, Ya. I. Khanbikov, etc.);
Social-psychological, psychological-pedagogical research of educational systems (B.G. Ananyev, K.A. Abulkhanova-Slavskaya, A.A. Bodalev, V.P. Zinchenko, G.A. Kovalev, E.I. Smolenskaya, N V. Kuzmina, V. F. Lomov, A. V. Petrovsky, V. S. Ushakov, I. D. Chechel, T. G. Novikova, V. A. Yakunin, J. Neave, etc.).
In the dissertations of V.N. Averkin, I.I. Kalina, M.R. Pashchenko, S.A. Repin, I.K. Shalaeva, T.D. Shebeko and others highlight issues of regional and municipal program-targeted education management. In research, the program-target approach is considered as a system of principles that determine the overall management strategy, in particular planning as a type of management activity. The main idea is that management of the education system in conditions of decentralization should be program-targeted, which makes it possible to link goals with resources and approach long-term planning as the development of an integral system of actions of all management structures and the local community.
Program-target management involves the implementation of a technological scheme, including interconnected stages of analysis of the external and internal situation, the formation of goals, the development of a program for achieving them, indicators and assessment of the success of their implementation; updating goal setting in the management process; the multi-level nature of the goal, the need for its decomposition into subgoals and tasks, and the disclosure of their logical and volumetric relationships.
The study of research in the field of management and existing practice in the development of education indicates that program-target management is one of the most important management methods and requires identifying the scientific basis for its construction in modern conditions. To highlight scientific foundations means to reveal the phenomenon of program-targeted management in the regional education system in a set of concepts that reflect its essential and procedural characteristics. The dissertation uses the following basic concepts: program, program-target approach, program-target management, program-target methods.
Program- a document that defines the content of program-targeted management and clearly establishes connections between conceptually defined goals and mechanisms for achieving them, with the obligatory presence of a description of planned actions (events), the timing of their implementation, responsible executors and the necessary resources.
Program-targeted approach- this is a methodological approach consisting of a clear definition of management goals, allocation of the necessary resources for the implementation of programs and the formation of bodies that carry out management. The program-target approach as a methodology, in contrast to more specific methods and techniques, sets the general orientation in practical management activities.
Program-target control- understanding of management as the organization of effective influence on a managed object to achieve a goal within a certain period of time with limited resources.
Program-targeted methods- ways and means of influence of the managing subject on the control object to achieve the set goal, characterizing the completed act of influence on the control object.
An analysis of the research has shown that the scientific study of the problems of program-targeted education management as an integral phenomenon is far from complete. The historical and cultural aspects of managing educational systems have been poorly studied, the full picture of the interaction between central and peripheral vectors of management has not been recreated, and a design and forecast mechanism for development has not been built. It should be noted that while there is no common understanding of the technology of program-targeted management, the issues of organizing horizontal communications, coordination activities, and features of managing programs of different types remain poorly studied.
As a result of the analysis of territorial programs for the development of education, a number of management problems were identified, including the delimitation of the areas of competence, powers and functions of branches and levels of government as a tool for implementing regional programs. Studying the experience of programming the development of education in the constituent entities of the Russian Federation gives reason to conclude that in the modern economic and socio-cultural situation, new programming approaches are required that take into account as much as possible the preservation of the unity of the educational space, which corresponds to the nature of a dynamically developing society and vital areas of development of the region.
The successful application of program-targeted management also requires an understanding of its ideology and technology by administrators at various levels of education; development of targeted programs; development of methodological tools for analysis and programming; availability of motivation of managers, specialists and their availability of methodological tools for analyzing the situation, methods of problem-oriented analysis, goal setting, development and implementation of strategic and tactical plans, etc.).
The study of research in the field of management and existing practice in the development of education indicates that program-targeted management needs scientific foundations for its construction: disclosure of the content of program-targeted management in the regional education system, determination of the principles and patterns of its construction, implementation technologies, the absence of which will not allows us to fully ensure the effectiveness of targeted programs.
Thus, an analysis of scientific literature and educational practice indicates the presence of the following contradictions:
- at the public and state level: between the need to ensure a new quality of Russian education as the basis for the innovative development of the state, its entry into the pan-European space and the insufficient readiness of regional education systems to achieve this quality; between new requirements for education management in a market economy and the predominance of traditional approaches to management; between the emerging diversity of public and individual educational needs and the inability of state federal and regional authorities to provide conditions for obtaining a level of education that meets these needs, world standards and Russian traditions;
- at the scientific and theoretical level: between the approaches to the functioning of educational systems available in management theory and the undeveloped mechanisms for implementing the program-targeted approach, which reflect the analytical, target, program, planning, organizational, controlling and regulating components of the management of the regional educational system;
- at the scientific and methodological level: between the need for organizational and pedagogical support (content, technology, resources) for program-targeted management of the regional educational system and the insufficient scientific and methodological development of a set of conditions, factors, criteria and indicators, mechanisms for the effectiveness of its implementation; between the priorities of federal programs for the development of education in the Russian Federation and existing regional target programs for the development of education; between the priority of implementing management and educational technologies and the lack of managerial and teaching staff of the appropriate level of qualifications.
The need to resolve the identified contradictions determined the research problem: what are the methodological, theoretical and technological foundations of the program-targeted management of the regional educational system?
The purpose of the study is to develop and substantiate the methodological, theoretical and technological foundations of program-targeted management of the regional educational system.
The object of the study is the regional educational system of the Republic of Mari El.
The subject of the research is the methodological, theoretical and technological foundations of program-targeted management of the regional educational system.
Research hypothesis. The effectiveness of program-targeted management of the regional educational system can be achieved if:
As a methodological basis for management, systemic, synergetic, cultural, situational, and information approaches substantiated in the study will be used, the implementation of which will ensure stable relationships between the internal and external environment of the regional educational space and will allow its modeling according to parameters and factors that are justified from the point of view of the development of social processes, influencing the development of education;
The Concept of program-targeted management was developed and implemented, including scientifically based goals and objectives for the development of the education system; principles, conditions and directions for the implementation of program-targeted management; its legal and regulatory support; predicted results; structure; content and organizational mechanisms of management; assessment of the effectiveness of the implementation of target programs (system of target indicators and indicators); resources; network interaction technology; monitoring the activities of management structures for program implementation;
The development of the regional education system is ensured by the correspondence of the nature of innovative processes in education to the characteristics of the social environment, the social order in the educational space of the region. At the same time, development programs, productive technologies, and new (unknown in other regions) products of the educational market become instruments of transformation;
Regional target programs have been developed and implemented, provided with resources based on identifying the problem field and growth points in the educational space of the region;
The basic procedures for program-targeted management, its regulatory framework, and mechanisms for creating an effective structure for managing the development of regional education are substantiated;
A system for monitoring the development of the regional educational system has been developed, including a list of indicators and criteria for its effectiveness based on modern information technologies;
Factors for reducing social risks and problems in the management of the regional education system are identified on the basis of a program-targeted approach, and their minimization is ensured using the example of the implementation of the priority national project Education.
To achieve the goal and the main provisions of the hypothesis, it was necessary to solve the following tasks:
1. Give the essential and content characteristics of the program-targeted management of the regional educational system as a socio-pedagogical phenomenon.
2. Determine the methodological foundations of program-targeted management of the regional educational system.
3. Develop the Concept of program-targeted management of the regional education system.
4. Develop a system for monitoring the development of the regional educational system, including a list of indicators and indicators of its effectiveness.
5. Experimentally substantiate the effectiveness of the Concept of program-targeted management of the regional education system.
6. Identify factors for reducing social risks and problems of program-targeted management of the development of the regional education system using the example of the implementation of the priority national project Education.
7. Develop a system of measures to develop the readiness of teaching staff for program-targeted management in the education system.
The methodological basis of the study was:
Dialectical theory of knowledge about the universal connection, interdependence and integrity of phenomena; general dialectical principles of the relationship between subject and object, process and result, individual, special and general; unity of continuity and progression (tradition and innovation);
Information approach as a modern paradigm for analyzing ongoing social processes;
The systems approach as a general methodological principle for the analysis of social systems, connections between the system and the external environment, components of the system itself;
The phenomenological approach as a general methodological basis for analyzing various social processes, identifying the parameters of a social phenomenon, the functions of a particular social action;
The synergetic approach as an interdisciplinary direction of scientific research, the task of which is to study natural phenomena and processes based on the principles of self-organization of systems;
The methodology of socio-pedagogical design as the basis for constructing a special kind of practice-oriented research in educational management, which allows solving real problems of educational development using program-targeted management.
The theoretical basis of the study was:
Social-psychological and psychological-pedagogical studies of educational systems (B.G. Ananyev, K.A. Abulkhanova-Slavskaya, A.A. Bodalev, V.P. Zinchenko, G.A. Kovalev, E.I. Smolenskaya, N V. Kuzmina, V. S. Lazarev, B. F. Lomov, A. P. Petrovsky, V. S. Ushakov, I. D. Chechel, T. G. Novikova, V. A. Yakunin, J. Neave, etc.);
Scientific works in the field of management of educational systems (J. Van Geek, P.F. Drucker, A.A. Gorchakov, G.N. Grigoriev, G.A. Kovalev, E.I. Smolenskaya, Yu.A. Konarzhevsky, N A.A. Kosolapov, D. Campbell, O.E. Lebedev, A.P. Markov, A.I. Prigozhy), education management and its information support (Yu.N. Afanasyev, A.T. Glazunov, A.N. Dakhin, Yu.A. Konarzhevsky, M.I. Kondakov, V.Yu. Krichevsky, A.N. Leibovich, V.S. Lazarev, O.E. Lebedev, A.M. Moiseev, M.M. Potashnik, A.M. Novikov, P. I. Tretyakov, K. M. Ushakov, L. I. Fishman, T. P. Shamova);
Research in the field of social and pedagogical design and innovation in education (V.I. Zagvyazinsky, E.S. Zair-Bek, M.V. Clarin, V.F. Krivosheev, L.V. Kuznetsova, L.S. Podymova, V.M. Polonsky, V.E. Rodionov, V.V. Serikov, A.P. Tryapitsyna, O.G. Khomeriki, etc.), program-target management in education (V.N. Averkin, I.I. Kalina, D. Cleland, W. King, Cleland David I., King William R., B. S. Lazarev, M. M. Potashnik, B. Z. Milner, A. M. Moiseeva, T. V. Orlova, S. A. Repin , T.D. Shebeko).
The empirical basis of the study included:
The researcher’s own experience as the head of the regional education system and developer of targeted programs at various levels, an expert in municipal programs and development programs of an educational institution;
Materials of UNESCO, monitoring of the International Bank for Reconstruction and Development, Council of Europe, International Association for the Assessment of Academic Achievement, Organization for Economic Co-operation and Development (OECD) on student assessment (PISA), materials of monitoring the activities of the regional educational system for the period from 2000 to 2007 , analytical reports on the results of the Unified State Exam from 2001 to 2007, reports on the implementation of targeted programs in the field of education for the period from 1999 to 2008;
A set of empirical research methods: monitoring, evaluation of the results of educational activities, correlation analysis of the relationships between indicators, volume and structure of regional budget financing;
Pilot implementation of the developed models of program-targeted management in the practice of managing regional and municipal education systems.
The experimental basis of the study was: the regional educational system, scientific-methodological and psychological-pedagogical support services (State Institution of the Republic of Mari El Republican State Center for Certification and Quality Control of Education, State educational institution of additional professional education (advanced training) for specialists Mari Institute of Education, republican expert council, etc.), Ministry of Education of the Republic of Mari El.
The work is the result of scientific and pedagogical research conducted by the author in the period from 1998 to 2008. The study was carried out in several stages:
Stage I - preparatory stage (1998-1999) - included analysis of the theoretical basis of the study, search and justification of the methodological foundations for constructing program-targeted management in education, selection of research methods, development of a research program and tools.
Stage II - staged (2000-2001) - consisted of identifying the main directions of development of the education system, studying the features of management in various regions of Russia and abroad; creation of the Concept of program-targeted management of the regional educational system, development of targeted development programs in the educational space of the region.
Stage III - transformative (2002-2006) - is devoted to experimental testing of the author's Concept of program-targeted management based on the educational system of the Republic of Mari El, monitoring the effectiveness of the functioning of the region's education system.
Stage IV - analytical (2007-2008) - consisted of analyzing and summarizing the results of the implementation of the Concept of program-targeted management of the regional educational system; formulating conclusions; identifying promising directions for researching the problem.
The scientific novelty of the study is as follows:
1. The Concept of program-targeted management of the regional education system has been created, including goals, objectives, principles, resources (educational, personnel, information, economic), indicators and indicators for assessing the effectiveness of system development. The main idea of the Concept indicates the need to implement in management a subsystem of goals, a subsystem of programs, a subsystem for the implementation of program-targeted management, and a subsystem for monitoring the development of the regional educational system. It is based on the leading role of goal setting in the management of regional education, the multi-level nature of development goals.
2. Based on a systemic analysis of the sociological, economic and pedagogical aspects, objects and models of management, the content components, criterial apparatus, organizational and pedagogical conditions and resources that ensure the effectiveness of program-targeted education management are substantiated.
3. A monitoring system for the development of the regional education system has been developed, including providing services, information databases interaction protocols
Indicators and indicators for assessing the effectiveness of management of the regional education system have been determined, reflecting the relationship between the general, the special and the individual in the educational sphere as an object of program-targeted education management.
4. Priority directions for optimizing the organizational structure and content of the activities of subjects of the state-public education management system of the region and ways to increase its effectiveness based on the implementation of a program-targeted approach have been identified.
5. Based on an analysis of the types of organizational decisions in the implementation of national, comprehensive, complex-related and departmental target programs, an organizational mechanism for program-targeted management is substantiated, taking into account as much as possible the preservation of the unity of the educational space.
6. A typology of financial, managerial and resource risks in regional education is presented, which makes it possible to design a system of measures to identify and overcome them (identification and assessment of risks; determination of problem-target or program management strategy; provision of reliable feedback; scientific, methodological and information support for the project , staff training, pilot testing of projects, advisory support).a
7. An algorithm has been developed for developing the readiness of educational structures for innovative activities to determine approaches and priorities in the development and implementation of target programs.
The theoretical significance of the study lies in the fact that it makes a significant contribution to the theory of management of educational systems and pedagogical management. It reveals the essence and content of program-targeted management of the regional educational system. The study developed the theoretical foundations of program-targeted education management (PTEM) in the interrelation of four subsystems:
- goal subsystems
- program subsystems
-
- according to its target, content, technological and effective components in accordance with indicators and performance indicators.
The relationship between the phenomena of an open regional educational system and the synergistic interaction of resources has been revealed. It has been proven that the synergistic interaction of resources (educational, personnel, information, economic) in the conditions of program-targeted management and their use contributes to obtaining a high total educational and socio-economic effect. It is substantiated that three main characteristics of modern education are subject to synergistic interaction simultaneously, but in different volumes: quality, accessibility, efficiency.
The social openness of the regional education system is theoretically substantiated as a necessary factor in its development and self-development, as a prerequisite for the effectiveness of its functioning. The main feature of the openness of the education system is the state-public nature of education management, ensured by the stable interaction of management structures at the regional level, at the municipal level, at the level of the educational institution.
The practical significance of the study is as follows. A
The implementation of the author's concept of program-targeted management of the regional education system makes it possible to ensure its effective functioning in the conditions of innovative development of Russian education based on the use of indicators and indicators of the effectiveness of the implementation of target programs, an information support system, expanding publicity and transparency of the financial activities of governing bodies, and the transition from financing industry costs to financing tasks,
A developed monitoring system, including ten modules (results of final certification of students; indicators of student activity in extracurricular activities, the effectiveness of educational work and its program support, coverage of students with additional education, school media, diagnosis of student offenses, development of human resources, material, technical, educational material, medical and social conditions, the effectiveness of management activities, competitive activities of an educational institution with absolute and relative indicators) and the information support system makes it possible to objectively assess the quality of education at the regional level, which is a leading factor in the allocation of resources in the educational institution.
aThe tested system of measures to minimize social risks allows optimizing the implementation of the priority national project Education.
The developed model of multi-level training of management personnel, educational program materials and teaching aids, as well as a model for the formation of ethnocultural competence of teachers working in educational institutions with a multinational composition of students, meet the region's needs for teachers and education managers of a new formation who can adapt to the conditions of innovative development of education .
The universality of the obtained research results, carried out on the material of the education system of the Republic of Mari El, allows them to be used in other regions of Russia in the implementation of program-targeted management in the field of education.
The reliability and validity of the research results are ensured by:
Research methodology based on the achievements of philosophical, sociological and psychological-pedagogical sciences in the field of theory and practice of managing social and educational systems;
A comprehensive methodology for studying the problem, adequate to the goal, objectives, object and subject of the study;
Empirical testing of the identified theoretical foundations for the formation of the concept of program-targeted management of regional education;
Comparison of the results of theoretical and experimental research with data from other pedagogical and sociological studies, as well as with the practical activities of educational authorities (education management departments of the administrations of municipal districts and urban districts of the Republic of Mari El, Departments of Education of the Pskov and Yaroslavl regions);
The applicability of ideas, conceptual provisions and management mechanisms in organizing the educational process in various territories of the Russian Federation.
Provisions for defense:
1. Program-targeted management of a regional educational system is a purposeful process designed to ensure optimal functioning and achievement of the goal of its development over a certain period of time with limited resources by clearly defining management goals, and developing mechanisms for their implementation, the timing and state of intermediate values of the process, linking planned goals with resources. Program-targeted management fully reflects the essential aspects of innovative administrative management and corresponds to its proactive nature, is superimposed on the existing structure and is aimed at optimizing managerial relationships, primarily at the middle level of management.
2. The methodological basis of program-targeted management of the regional education system is a set of systemic, synergetic, cultural, situational, information approaches, the implementation of which ensures stable relationships between the internal and external environment of the regional educational space and allows for its modeling according to parameters that are justified from the point of view of the development of social processes and factors influencing the development of education. This presupposes: a systematic analysis of modern problems in the development of Russian and European education, the activities of subjects of educational policy, strategic reserves for improving regional education; ensuring an integrative result of the interaction of a set of civilizational, sociocultural, national and regional processes; advanced design of the development of the regional education system and a specific educational institution in the conditions of innovative development of society and the state.
- goal subsystems, which unites and determines the remaining components of the control center and gives the individual parts integrity, in which new properties appear in the system that are absent both in the individual components of the system and in their totality;
- program subsystems, which includes as components traditional, as well as project and matrix management structures with the participation of public and state governing bodies as a single whole, the destruction of which in the form of the absence of one or another link leads to a significant decrease in the effectiveness of its individual links;
- subsystems for implementing program-targeted management, including principles, methods, and means that make it possible to take into account the objective interests of society, the student’s personal-oriented goals, the subjective experience of the teaching staff, as well as the possibilities of the educational space in managing the educational process;
- subsystems for monitoring the development of the regional educational system according to its target, content, technological and effective components in accordance with indicators and performance indicators.
Implementation of the Concept provides:
The completeness and quality of educational services provided by the regional educational network with the efficient use of resources;
And the formation of a management vertical in the education system;
Formation of mechanisms that allow the region to ensure the efficient use of resources provided by the state and the economic feasibility of the activities of education authorities.
4. Key indicators of the effectiveness of the regional education system are: the quality of education, the effectiveness of educational work, resource support for the educational process, the effectiveness of management activities, and the innovative activities of participants in the educational process.
5. Monitoring in the context of program-targeted management of regional education consists of identifying the state and trends in the development of the education system and their correlation with target guidelines. Information support for program-targeted management of regional education (automated system for collecting and processing data on the implementation of targeted programs) allows for monitoring the effectiveness of targeted programs.
providing services, information databases in the main areas of activity, complex of automated data collection and processing systems(monitoring program for educational institutions, data collection program of the RCP Development of Education of the Republic of Mari El for 2008-2010), interaction protocols(implementation of administrative regulations on licensing and accreditation of educational institutions and certification of teaching staff).
6. The information support system for regional education as a mandatory resource of a modern self-developing model of program-targeted management of regional education contains three main components: activity(formation of a data bank in a unified information center through the organization of monitoring); infrastructure(equipment, communication channels, specialists, electronic resources); interaction mechanisms(defining the category of users, differentiation of access, automation of document flow, presentation of the results of information processing).
7. Program-targeted management of the regional educational system allows minimizing social risks and problems arising during the implementation of the priority national project Education. A set of measures to reduce social risks, covering the financial, economic, regulatory, organizational, resource and technological spheres of management, includes the development and publication of relevant methodological literature in the areas of project implementation, the organization of a website for public participation in the formation of educational policy.
Approbation and implementation of research results into practice.
The progress and results of the research at its various stages were reported and received a positive assessment at international conferences at Sofia University in 2001-2008, at meetings of the academic council of the Federal Institute for Educational Development, seminars with heads of educational institutions, advanced training faculties of the State Educational Institution of Further Professional Education PK (S) Mari Institute of Education, Mari Regional Center for Advanced Studies of Mari State University. The main provisions and conclusions of the dissertation work were presented at the Russian-American scientific and practical conference Current problems of science and education (1997), the International Conference Quality of Education and Management by Results (Yoshkar-Ola, April 2001), the All-Russian Meeting of Heads of Municipal Bodies executive authorities exercising management in the field of education (Moscow, December 2007), All-Russian Conference Innovative Technologies in the Russian Education System (Moscow, April 2008), All-Russian Scientific and Practical Conference Development of the Innovation Potential of Rural Schools: Opportunities and Prospects. Integrated rural general education systems as promising models for the revival and development of rural society in Russia (Izborsk village, Pskov region, June 2008), annual republican scientific and practical conferences of educators of the Republic of Mari El:a Modernization of the education system of the Republic of Mari El: experience , problems, prospects (2004), Use of information and communication technologies in education (2004, 2005), Implementation of the priority national project Education in the Republic of Mari El: results and prospects (2006), Priority national project Education in the Republic , Mari El: results and development prospects (2007).
The dissertation author's activities were aimed at testing and implementing the research results during the organization of on-site (2006 - 2008) seminars for heads of 17 municipal education authorities, methodological services and educational institutions, the All-Russian scientific and methodological seminar Aestheticization of gender development of children of preschool and primary school age (Kirov, November 2007).
The research materials were used in the development of the republican target program for the development of education in the Republic of Mari El for 2008-2010, a comprehensive project for the modernization of education in the Republic of Mari El for 2006-2007, the introduction of a new remuneration system for educators, and a per capita financing model.
The results of the dissertation research were accepted for use in the Ministry of Education of the Republic of Mari El, implemented in the management activities of the municipal institution Department of Education and Youth Affairs of the Administration of the Municipal Formation Novotoryalsky Municipal District, municipal institution Department of Education and Youth Affairs of the Administration of the Municipal Formation Orsha Municipal District, State Educational Institution of the Republic of Mari El Orsha Pedagogical College named after. I.K. Glushkova. The main theoretical principles and conclusions have been used in teaching courses Management in Education, Management of Educational Systems of the Republic of Mari El. The main conclusions were used by the author in the process of teaching the course Management in Education at the Mari Institute of Education, Yoshkar-Ola.
The results of the study were published in six monographs, a methodological manual, as well as in 55 printed works, including 7 in scientific publications recommended by the Higher Attestation Commission for the publication of basic scientific results, and 5 in foreign publications. The use of research results in practice is documented.
Structure of the dissertation. The content of the dissertation is set out on 544 pages, consists of an introduction, four chapters, a conclusion, contains 37 figures, 97 tables, 16 appendices, a bibliographic list of 430 sources, including 19 foreign ones.
The introduction substantiates the relevance of the problem, presents data from an analysis of the scientific and methodological prerequisites of the study, formulates the goal, object, subject, hypothesis and objectives of the study, and the provisions put forward for defense; The scientific novelty, theoretical and practical significance of the work are determined, the forms of testing and methods of implementing the results are revealed.
In the first chapter, Methodological Foundations of Management of Educational Systems, the Russian education system of the 21st century is analyzed, the essence of program-targeted management in education is revealed, and the methodology for studying the problem of improving the management of educational systems is justified.
The modern education system in Russia is characterized by the following features: a change in the orientation of the educational system; increasing interregional differentiation in the availability and quality of education; insufficient level of competence of schoolchildren in solving problems (a quarter (23%) of Russian students does not reach the established lower limit, in leading countries such students are 5 - 10%); different levels of involvement in preschool education by region (varies by 4 times); an increasing proportion of children not involved in education at the compulsory level. The definition of strategic vectors of development, organization and management of education at all levels remains a weak link due to the dominant non-systemic vision of education not as a self-organizing object of reality, but as a crisis area of contradictions, inconsistencies, conflicts that cannot be regulated and purposefully managed. There is a lack of unified approaches to improving the organizational and managerial foundations of the functioning of the education system.
The study shows that the effectiveness of the system is ensured by the implementation of a program-targeted approach to management, which includes a set of approaches that determine its overall strategy. The program-target approach as a methodology, in contrast to more specific methods and techniques, sets the general orientation in practical management activities. The main provisions of the program-target approach are: the leading role of goal setting in the management process; the multi-level nature of the goal, the need for its decomposition into subgoals and tasks, the disclosure of their logical and volumetric relationships; implementation of a technological scheme, including interconnected stages of analysis of the external and internal situation, formation of goals, development of a program for achieving them, assessment of the success of its implementation.
Program-targeted management of the education system is considered as a purposeful process designed to ensure optimal functioning and achievement of the goal of its development over a certain period of time with limited resources by clearly defining management goals, and developing mechanisms for their implementation, the timing and state of intermediate values of the process, linking planned goals with resources.
Program-targeted management is the optimal option for managing the development of both federal and regional education systems, allowing one to build prospects for the development of a unified Russian educational space based on setting goals, developing technological schemes for achieving them (programs), distributing resources and forming a criteria-based assessment system (indicators) .
A systematic approach to education management presupposes its model-structural representation, reflecting the internal relationships of functional characteristics and components and their connections with the external environment. From the standpoint of this approach, managing the education system involves: organizing management activities based on the knowledge of various sciences; ensuring the consistency of two interrelated processes - functioning and development; establishing the relationship between management goals and the direction of their implementation, the actions of all management subjects; diversity and continuity of goals, as well as ways to achieve them; taking into account the influence of external and internal factors that determine the regional education system.
The synergetic approach actualizes the mechanisms of self-preservation, self-organization and self-development of structures that take place in open systems. This approach creates the necessary methodological basis for studying the processes of forecasting, development and implementation of strategically important guidelines for education. In accordance with the synergetic approach, managing the development of the education system requires taking into account the traditions that have developed in it, which determine its relatively stable state, possible fluctuations, non-linearity in development and imbalance of its components. In the implementation of the synergetic approach, the role of external control influences is important in the form of the development, justification and adoption of reliable, time-tested predictable, diagnostic and technological directions for the development of educational systems, expressed in the form of strategies and concepts implemented through program-targeted management.
The culturological approach determines the integrity of the educational system, the condition for the effectiveness of which is constant reliance on the cultural, educational and educational traditions of the region, ethnopedagogy with a focus on the prospects for the development of education.
The situational approach indicates the need to apply the theory and practice of educational management depending on the circumstances, specific situations that arise in the educational system and influence its functioning in a certain period of time. It allows you to predict the likely consequences of the influence of various factors and make timely decisions that are informed and adequate to the requirements of the situation. The ideas of this approach have the greatest influence on the methods of constructing organizational structures for education management.
The information approach to management involves a set of interacting information flows, among which are: initial information (necessary for developing and making management decisions); decisions or management commands (predetermine the organization of control and managed systems); regulatory information (represented by various parameters, regulations, laws, instructions, technological maps, etc.); operational information (received during the operation of the system and characterizes its state); external information (comes from other systems connected by communication with this system); control and accounting information (characterizes the progress and results of the system).
The use of program-targeted management leads to an increase in the responsibility of managers at any level for the results of their work. This approach involves a transition from a narrowly professional assessment of the education system to the development of targeted education priorities - a concentrated expression of social order, taking into account the specifics of the republic.
The second chapter, “Theoretical foundations of managing the regional educational system,” examines the features of the educational environment of the Republic of Mari El, the essence, principles, factors influencing the development of multiethnic education. The basis of multicultural education is revealed, including: the integration of various doctrines of national education, recognition of the equal importance of educational ideals and values while necessarily maintaining the priorities of integrating educational systems, the development of a wide variety of multiethnic education (in the basic curriculum of the Republic of Mari El, the ethnocultural component occupies at least 10% school time and is represented by the following subjects: native (Mari, Udmurt, Tatar) language, Mari (state) language, history and culture of the peoples of Mari El). Options for combining these subjects at the level of secondary (complete) general education allow the introduction of other subjects corresponding to the profile of education into this component. 21% of preschoolers are brought up in the Mari (native) language, while 42% study Mari as the state language. In the general education system, there is a natural decrease in the proportion of students studying the Mari (native) and Mari (state) languages during the transition from the level of basic general education (23% and 39%, respectively) to the level of secondary (complete) general education (20% and 23% ). Such a scheme for the implementation of the ethnocultural component requires a certain socio-multicultural competence of teachers working in educational institutions with a multinational composition of students and pupils.
Analysis of the results of the study made it possible to develop the author’s Concept of program-targeted management of the regional educational system, based on the idea of the need to implement in management a subsystem of goals, and a subsystem of programs, and a subsystem for implementing program-targeted management, and a subsystem for monitoring the development of the regional educational system according to its target, content , technological and performance components in accordance with indicators and performance indicators.
aThe concept includes scientifically based goals and objectives for the development of the education system; principles, conditions and directions for the implementation of program-targeted management; its legal and regulatory support; predicted results; structure; content and organizational mechanisms of management; assessment of the effectiveness of the implementation of target programs (system of target indicators and indicators); resources; network interaction technology; monitoring the activities of management structures for program implementation. The management cycle presented in the Concept includes organizational preparation, predictive analysis, goal setting, task setting, development of program actions, resource provision, design and approval of the program, monitoring its implementation, summing up the results of implementation (evaluation of results), a new management cycle.
Based on the Concept, the Republican Target Program for the Development of Education of the Republic of Mari El for 2008-2010, the draft Concept for the Development of Education of the Republic of Mari El for the period until 2020, aimed at improving the management of the regional education system, were created.
The study developed a system for assessing the effectiveness of the functioning of the regional education system, which includes a set of indicators and indicators to adequately measure the degree of achievement of the set goals. Schemes for using methods for separately assessing the progress and results of changes occurring in educational practice have been tested.
An analysis of the indicators for vocational education and training developed by the European Training Foundation (ETF) and the indicators proposed by the group of M.L. Agranovich, presents a list of indicators for assessing the effectiveness of the regional educational system using indicators for monitoring the state of educational institutions and the quality of school education. Based on the characteristics of the stages of indicator development, additive and multiplicative models for the formation of the final indicator are presented, and principles for determining the effectiveness of regional educational systems are formulated.
The third chapter, Program-targeted resource management, reveals the features of the formation of mechanisms for program-targeted management of the regional educational system, substantiates the need for changes in the management structure during the transition to program-targeted resource management at the regional level, identifies special links and additional structures for planning and management based on redistribution corresponding powers in the existing management system.
The development and implementation of a mechanism for managing the implementation of target programs in the educational system of the Republic of Mari El has shown the effectiveness of interaction between management structures at the regional and municipal levels (Fig. 1).
Control and reporting under such management are implemented through feedback: the responsible executive - the main coordinator - divisions of municipal education departments - departments of the Ministry of Education of the Republic of Mari El. If it is necessary to resolve complex issues that require careful coordination during the execution process, it is permissible to form permanent interdepartmental meetings (committees) under the main coordinators of subprograms.
Rice. 1. Management of the target program at the regional and municipal levels
The study shows that the proposed organizational structure for program management provides effective overall management and its integration into a single set of interrelated activities. Elaboration of the mechanism for interaction between performers both at the planning stage and during the implementation of program activities required changes in the organization of work with personnel, informatization of the general education system, technologies for collecting and processing data, and interaction protocols.
A model of multi-level personnel training has been developed and tested in the education system of the republic, including changes in volume course training for management and teaching staff (from 72 hours to 144), picking methods groups (from random recruitment to differentiated recruitment through mandatory input diagnostics of the level of professional competence, needs and interests), regularity of passage course training (from 1 time every 5 years to the modular-storage system), and in forms of advanced training(from uniformity to variability), teaching technologies (from lecture-seminar to activity-based system, distance learning, use of digital training centers), development of advanced training programs(from holistic to modular principle based on request), financing mechanisms(from state (budget) to the formation of a market for paid educational services).
The study of the characteristics of the educational environment of the Republic of Mari El in the context of program-targeted management identified the need to form multicultural competence of teachers and develop a model that includes training in the system of higher and additional professional education, advanced training courses, pedagogical skills competitions, defense of projects within the framework of the Rainbow Bridge festival , experimental activities of the republican experimental site Living in peace with oneself and others on the basis of Gymnasium No. 1 in Kozmodemyansk.
In the course of assessing the economic efficiency of the regional education system and correlation and regression analysis, the results presented in Figure 2.a were obtained. The graph shows the relationship between the actual and model levels of wages and confirms the directly proportional relationship between the growth of teachers’ wages and ineffective expenses.
The analysis shows that municipal districts that have an actual level of average wages higher than the modeled one either better manage the factors of reducing ineffective expenses (urban district Yoshkar-Ola, Morkinsky municipal district), thereby receiving internal additional financial resources, or due to the influence of factors , and not taken into account in the model (constants), are obviously in unequal conditions (they receive adaptation bonuses on the principle that money follows the student (small-class schools - Volzhsky municipal district).
Y = 6179,4 - 866,36 X1 + 58,68 X2a where:
Y- estimated salary level with accruals based on the results of work in all districts for 12 months. 2007
X1 - indicator valueratio of staffing levels of other personnel and teaching staff in the corresponding area
X2 - indicator valueaverage occupancy in the corresponding area
6179.4 - a constant that sets the current industry average salary level
industry average salary level with accruals, determined by the influence of all other factors
Rice. 2. Results of economic and mathematical modeling
The absence of a unified mechanism for financial and material support in the education system, coordinated throughout the vertical chain of power, has led to the need for a general and retrospective substantive analysis of federal legislation and basic republican laws in the field of education. Since the system of program-targeted management in regional education is just being created, the legal framework for its implementation and normative and methodological guidelines for the implementation of the mechanism of interaction between the structures of program-targeted regional management have been developed, regulating the relations that arise between economic bodies when creating systems of program-targeted management, streamlining organizational and methodological aspects of the management mechanism. A
In accordance with the objectives of the study, a model of information support for the development of the education system at the regional level was developed and implemented, including technologies for collecting and processing data, the structure of responsible services and interaction protocols. This made it possible to create and maintain up to date a single integrated information resource of the regional educational system.
The fourth chapter, Experience in the implementation of program-targeted management of the regional educational system, examines the mechanisms for implementing the priority national project Education in the Republic of Mari El, identifies social risks and negative factors affecting the implementation of the project, presents a system for assessing the quality of general education results, including regional monitoring of students’ educational achievements .
It is shown that the priority national project "Education" as an element of program-targeted management has become part of sociocultural educational practice, a mechanism for the management and development of regional education. Along with the procedures proposed by the federal center, network planning, ensuring the necessary level of transparency and openness, monitoring and reporting are being developed in the region, and additional human and financial resources are being sought.
The risks in the main directions of the priority national project of Education are characterized, grouped by spheres of influence: regulatory, financial, economic, organizational and managerial, socio-psychological, resource and technological. Risk analysis made it possible to build an algorithm for them overcoming: the use of problem-targeted or program management strategies, the organization of feedback (project monitoring), the presence of a system of preventive measures affecting the human factor (staff training, scientific, methodological and information support for the project, pilot testing of projects, advisory support). The considered algorithm leads to types of activities to reduce the risks of the priority national project Education on various aspects of impact (Table 1).
Table 1
Measures to reduce risks of priority national
Education project
Financial and economic aspect |
|
Risk Reduction Measures |
|
Decrease in economic efficiency due to with the operation or conservation of vacant buildings |
Assessment of the technical condition of buildings: under sufficiently good conditions - transmission for rent, in emergency condition - sale or withdrawal from the operational management of the education system |
Risks of additional costs to preserve property |
Preliminary implementation work or redistribution of released property |
Insufficient funding for the restructuring process and activities in new conditions |
Development and implementation of targeted restructuring financing programs |
The current lack of regulations corresponding to the designed school models (for example, an elementary school with two secondary classes, a specialized school for students in grades 7 - 11) |
Development of the necessary regulatory framework at the federal and regional levels and mechanisms for financing educational institutions |
Regulatory aspect |
|
Lack of a regulatory framework allowing for the training of teaching staff in two or three subjects |
Approval at the legislative level of the possibility of training teachers with a wide specialization |
Lack of legislation regarding the division of general education into stages |
ia transition from one stage to another |
Lack of ability to certify students based on the results of mastering educational programs in institutions of further education |
Development and approval of documents necessary for the regulation of interdepartmental relations |
Lack of regulatory documents regulating the restructuring process and the activities of the network of educational institutions during the transition to intermunicipal management |
Development and coordination of legal documentation at the intermunicipal level regulating the activities of educational institutions and networks |
The objective of the experimental part of the study was the development and implementation of a system for assessing the quality of general education in the region, which included:
Monitoring the quality of education based on state (final) certification of 9th grade graduates;
Monitoring the quality of education based on the state (final) certification of 11th grade graduates (including the Unified State Examination);
Monitoring the quality of education based on the results of state accreditation of educational institutions.
The experiment showed that program-targeted management contributes to improving the quality of education: from 2000 to 2007, the share of students studying well and excellently increased from 42 to 44.7 percent. This indicator is comparable to the reduction in losses in the education system. The share of students retained for repeated studies at various levels of education decreased by almost 2 times, from 0.56% in 2000 to 0.28%. An increase in the quality of education is also evidenced by an increase in the proportion of 11th grade graduates who received gold and silver medals upon completion of their education for special academic achievements. If in 2000 the share of such graduates from the total number of eleventh graders was 4.3%, then in 2007 it was 7.5%.
The creation of an objective and independent system for assessing the educational achievements of graduates had a positive effect on the share of graduates of grade 11 studying in institutions of higher professional education, which increased from 36.3% in 2000 to 62.1% in 2007, with 20.9% of graduates 2007 are studying in institutions of higher and secondary vocational education outside the republic. The orientation of the motives of educational activity has changed (there was a desire to ensure career success - 32% of students, the number of graduates studying at prestigious universities of the country increased by 3%), which reflects the coincidence of the educational goals of students with the main goal of the education system.
In the course of the experiment, a model was tested for the formation of five elements of the composition of the multicultural component (ethno-cultural, value-oriented, socio-cultural, intercultural, worldview) of professional and pedagogical training of students of the Orsha Pedagogical College of the Republic of Mari El. The results of the formation of the multicultural competence of students - future teachers - are presented in the petal diagram (Fig. 3). A 9-point scale was used to assess the level of competence. 1 - 3 points correspond to a low level of formation of multicultural competence, 4 - 6 points - to an average level, 7 - 9 points to a high level of formation of students' multicultural competence.
Rice. 3. Diagram for assessing the level of formation of the multicultural competence of students of the pedagogical college
The level of managerial activity was assessed according to motivational-value, acognitive and technological criteria. With the help of the criteria put forward, the levels of managerial activity and the corresponding groups of managers were determined:
Group I - with (23.4% of the total number of respondents);
Group II - with developed managerial activity (33,19 %);
Group III - with indifferent attitude towards management activities, which can turn either positive or negative (28.5%);
IV group - with underdeveloped management activity (11,9 %);
Group V - With underdeveloped management activity(3.01% of managers).
The allocation of managers to the appropriate groups showed that more than half (56.6%) of managers have sufficient activity to implement managerial functions that provide for program-targeted management and the choice of alternative methods for their implementation, the selection of rational methods for the implementation of a specific target program. Thus, the target group of experimental work was 40.4% of managers assigned to groups III and IV of levels of managerial activity.
aa A questionnaire survey conducted for the purpose of self-assessment by managers of competencies (Table 2) in the use of program-targeted management based on a 4-point scale (very high - (4), and high - (3), medium - (2), and low - (1) made it possible to build a relationship between the levels of managerial activity and self-assessment of the formation of the necessary competencies for the implementation of program-targeted management.
table 2
Relationship between self-assessment of competencies and levels of managerial activity for the implementation of program-targeted management
Name of competency |
Level of management activity |
||||
Ability to research and analyze and forecast |
|||||
Ability to model the use of available resources |
|||||
Ability to form criteria and performance assessment standards |
|||||
Ability to formulate a holistic program of activities |
|||||
Ability to identify difficulties in activities |
|||||
Ability to implement existing management decisions |
|||||
Ability to create a set of variable management solutions |
|||||
Ability to select alternative management solutions |
|||||
Shown in Fig. 4, the results of the study show that a significant spread in the parameters of professionally important qualities of a manager was identified in the first group (with highly developed managerial activity).
Rice. 3. Dependence of managerial activity on the professional and personal qualities of the manager
It is noteworthy that the general business and psychological qualities of a manager are more stable (for example, efficiency, competence, resistance to stress), other qualities change during professional development more pronounced and unevenly (business responsibility, risk tolerance, ability to determine the beginning of critical and transitional phases in life organizations, the ability to interact with other people in situations of change). The results of work on the formation of components of professional readiness of managers and teachers for program and project activities are presented in Table 3.
Table 3
Dynamics of changes in the structure of professional activities of the experiment participants
Experiment period |
Motivational-value component |
Cognitive component |
Technological component |
|||
Managers |
Teachers |
Managers |
Teachers |
Managers |
Teachers |
|
As part of the transformative stage of the experiment (2003 - 2005), the regional educational system implemented the basic principles of program-targeted management through the implementation of 8 targeted programs (Table 4).
Table 4
List of implemented target programs
Name of the target program |
Implemented functions |
|||
Disabled children |
Republican target |
Social care, social and cultural change |
||
Comprehensive measures on countering drug abuse and their illegal trafficking |
Republican target |
Preservation and strengthening children's health, protecting life |
||
Development of education in the education system of the Republic of Mari El for 2004 - 2007 |
Broadcast and the spread of culture in society |
|||
Gifted children |
Departmental target |
Social and cultural personality change, formation of an integral system of identification, training, education and development of talented children |
||
The system of early comprehensive care for children with developmental disabilities |
Analytical departmental target |
Social guardianship Formation of key competencies |
||
Introduction of specialized training at the senior level of secondary (complete) general education of the Republic for 2004 - 2006 |
Analytical departmental target |
Social selection |
||
Teaching staff for 2005 - 2010 |
Analytical departmental target |
Social and cultural identity change |
The experimental work carried out revealed an increase in activity in the implementation of managerial functions in all groups. Quantitative changes in the composition of the group are presented in Table. 5.
Table 5
Dynamics of changes in managerial activity of managers during experimental work
Levels of managerial activity |
Share of managers (%) |
||
Beginning of the experiment |
End of the experiment |
Dynamics |
|
These indicators indicate that the share of managers with developed management activity, and increased by 9.56%, and the share of managers with highly developed management activity from 23.4 to 26.3 percent. The decrease in the share of heads of groups IV and V is largely associated with the renewal of this category of managers.a Thus, during the period of the experiment, the composition of the heads of municipal education authorities was updated by 65%, the average age is 46 years.a The results of the study indicate a positive dynamics in the formation and implementation of targeted programs at the municipal level (Table 6).
Table 6
The dynamics of the participation of municipalities of the republic in the formation
and implementation of targeted programs
Name of municipal programs |
||||||||
Development programs for municipal education systems |
||||||||
Housing for a young family |
||||||||
Comprehensive measures to combat drug abuse and illicit trafficking |
||||||||
Gifted children |
||||||||
Patriotic education of citizens |
||||||||
school meals |
||||||||
Prevention of neglect and delinquency among minors |
||||||||
Development of preschool education |
||||||||
Healthy lifestyle |
||||||||
To strengthen the fight against crime |
||||||||
Security of an educational institution |
||||||||
Equipping the OS with computer equipment |
||||||||
The results of experimental work showed that by 2006, the practice of program-targeted management had developed in the regional educational system: out of 17 municipalities, 15 are implementing educational development programs, 13 are implementing programs aimed at improving school nutrition, 9 are implementing preschool education, 7 - programs for the prevention of neglect and delinquency among minors and patriotic education. Most municipalities highlight a set of measures to support gifted children in separate areas of development programs, and provide educational institutions with computer equipment and the formation of a healthy lifestyle; only a few formalize these areas into independent programs. A comparative analysis of programs implemented in the education system indicates an increase in the number of republican target programs financed from the republican budget.
At the conclusion of the dissertation, in accordance with the objectives of the study, general results are summed up and the main conclusions are formulated.
The dominant trends in increasing the efficiency of management of the regional education system include: the formation and approval of market mechanisms in education; formation and development of new educational products and services; innovative activities; development of human resources; creating an adequatea regulatory framework; accounting for changes in the socio-economic characteristics of the environment.
The program-target approach justifies the general orientation in practical management activities in the education system. The main provisions of the program-target approach are: the leading role of goal setting in the management process; the multi-level nature of the goal, the need for its decomposition into subgoals and tasks, the disclosure of their logical and volumetric relationships; implementation of a technological scheme, including interconnected stages of analysis of the external and internal situation, formation of goals, development of a program for achieving them, assessment of the success of its implementation.
Program-targeted management of the education system is considered as a purposeful process designed to ensure optimal functioning and achievement of its development goals over a certain period of time with limited resources by clearly defining management goals, and developing mechanisms for their implementation, assessing the state of intermediate values of the process, linking planned goals with resources . Such management makes it possible to build prospects for the development of the regional education system in a single Russian educational space.
The methodological basis of the program-targeted management of the regional education system is a set of systemic, synergetic, cultural, situational, and information approaches, the implementation of which ensures stable relationships between the internal and external environment of the regional educational space and allows for its modeling according to parameters that are justified from the point of view of the development of social processes and factors influencing the development of education.
The created and implemented Concept of program-targeted management of the regional educational system, reflecting the main strategic priorities of education by software, determines the mechanisms for implementing targeted programs in the regional educational system and municipalities and the technology for interaction between subjects at all levels of management to achieve set goals in conditions of limited resources. The implementation of the Concept contributes to increasing the efficiency of development of the regional educational system.
Monitoring in the context of program-targeted management of regional education consists of identifying the state and trends in the development of the education system and their correlation with target guidelines. Information support for program-targeted management of regional education (automated system for collecting and processing data on the implementation of targeted programs) allows for monitoring the effectiveness targeted programs.
The regional monitoring system includes providing services, information databases in the main areas of activity, complex of automated data collection and processing systems(monitoring program for educational institutions, data collection program of the RCP Development of Education of the Republic of Mari El for 2008-2010), interaction protocols(implementation of administrative regulations on licensing and accreditation of educational institutions and certification of teaching staff).
Key indicators of the effectiveness of the regional education system are formed in five areas of performance assessment: quality of education, effectiveness of educational work, resource support for the educational process, effectiveness of management activities, competitive activity of participants in the educational process. Monitoring data allows you to make corrective management decisions in case of deviation from target indicators.
Experimental work made it possible to develop a mechanism for program-targeted management of the regional education system through the implementation of 15 target programs; and to determine optimal schemes for the development of education for the ratio of state support at the federal, regional and municipal levels of management, taking into account the characteristics of urban and rural educational institutions; create a system of public and state co-management; test a system of measures to disseminate the experience of the best educational institutions; develop effective monitoring for assessing the results of the implementation of the national Education project; introduce a system of information support for the development of education at the regional level; to test the model of multi-level training of pedagogical staff. A
The implementation of program-targeted management using the example of the priority national project Education made it possible to identify social risks (difficult demographic situation, transfer of educational institutions to normative per capita financing, absence of a manager position in the school staffing table, irrational investment of funds in the priority national project Education, poor condition of roads), problems with the implementation of the project (ineffective use by the institution of the funds received in the event of failures in the timing of financing and the need to spend in the current financial year, etc.) and propose measures to minimize them.
The algorithm for overcoming risks includes: SWOT analysis, quantitative risk assessment, measures to reduce the negative impact of risks, the use of problem-targeted or program management strategies, organization of feedback (project monitoring), implementation of a system of preventive measures affecting the human factor (personnel training, scientific -methodological and informational support for the project, pilot testing of projects, advisory support), correction of long-term plans.
A developed system of measures to develop the readiness of teaching staff for program-targeted management (organization of a school of management personnel for heads of municipal educational authorities, creation of a department of management of educational development, development and implementation of a curriculum for additional professional education Management in Education for heads of educational institutions, etc.) ensures the effective functioning of the regional education system in an innovative mode.
The results of the study and the experimental work carried out in the general education system of the Republic of Mari El give reason to believe that the hypothesis put forward has been proven, the set goal has been achieved, and the problems have been solved.
However, the work performed does not exhaust all aspects of program-targeted management of educational systems, therefore, research in this area should be continued and deepened through the development of methods for drawing up scenarios for achieving goals in education and identifying indicators for target programs.
The appendices to the dissertation contain diagrams and tables, practical recommendations that substantiate the theoretical conclusions and results presented in the study.
The main provisions of the dissertation are reflected in 61 publications of the author with a total volume of 81.03 pp.
Monographs, methodological developments
- Shvetsova, G. N. Current problems of education: monograph / G. N. Shvetsova. - M.; Yoshkar-Ola:, 2000. - 317 p. - 11 p.l.
- Shvetsova, G. N. Current problems of education. 2nd. ed. monograph / G. N. Shvetsova - M.; Yoshkar-Ola: MF MOSU, 2002. - 304 p. - 19 p.l.
- Shvetsova, G. N. Theoretical foundations of management of the regional educational system: monograph / G. N. Shvetsova. - Yoshkar-Ola: Mari branch of the non-state autonomous non-profit educational organization Moscow Open Social University (Institute), 2007. - Part 1. - 200 s. - 2.5 p.l.
- Shvetsova, G. N. Study of problems of management of the regional educational system: monograph / G. N. Shvetsova. - Yoshkar-Ola: Mari branch of the non-state autonomous non-profit educational organization Moscow Open Social University (Institute), 2007. - Part 2. - 155 p. Ca 9.7 p.l.
- Shvetsova, G. N. Educational policy in the context of modernization of the regional educational system: monograph / G. N. Shvetsova. - Yoshkar-Ola: GOU DPO (PK) Mari Institute of Education, 2008. - 172 p. - 10.8 p.l.
- Shvetsova, G. N. Rural school: regional aspect: monograph. - Yoshkar-Ola - Moscow: Research Center for Quality Problems in Training Specialists, 2008. - 67 p. Ca 3.8 p.l.
- Shvetsova, a G. N. Research work in improving the educational process: methodological development / G. N. Shvetsova, N. M. Shvetsov - M; Yoshkar-Ola, 1999. - 24 p. - 1.4 p.l./1.0 p.l.
- Shvetsova, G.N. Historical and pedagogical aspects of the development of ethno-regional general education in the Republic of Mari El / G.N. Shvetsova. -
Publications in publications included in the register of the Higher Attestation Commission
- Shvetsova, G. N. Close contacts with municipal authorities enrich the August Pedagogical Council / G. N. Shvetsova // Public Education. - 2004. CA No. 4. - P. 54 - 57. - 0.25 p.l.
- Shvetsova, G. N. Priority national project Education: results and problems of development: a view from the region / G. N. Shvetsova // The world of education is education in the world. CA 2007. - No. 2. - S. 95Ts108. - 0.87 p.l.
- Shvetsova, G. N. Priority national project Education / G. N. Shvetsova // Public education. - 2007. Tsa No. 2. - S. 24Ts27. - 0.25 p.l.
- Shvetsova, G.N. The problem of improving the regulatory framework for the development of regional education / G.N. Shvetsova, N.M. Shvetsov // Siberian Pedagogical Journal. - 2008. CA No. 5. - P. 333TS345. - 0.75 p.l. / 0.7 p.l.
- Shvetsova, G. N. Regional education and socio-economic environment / G. N. Shvetsova // Siberian Pedagogical Journal. - 2008. - No. 5. Tsa S. 327Ts333.a - 0.38 p.l.
- Shvetsova, and G. N. Formation of a regional system for assessing the quality of education / G. N. Shvetsova // World of education - education in the world. - 2008. Tsa No. 3. Tsa S. 42Ts56. Tsa 0.94 p.l.
- Shvetsova, and G. N. Prospects for the development of the national school / G. N. Shvetsova // Siberian Pedagogical Journal. - 2008. - No. 13. Tsa S. 404 - 413.a - 0.8 p.l.
Publications in international publications
- Shvetsova, G. N., Preventiveness in regional educational policy / G. N. Shvetsova, N. M. Shvetsov // Collection. Preventative pedagogy - theory and practice: Ed. EKS-PRES, a 2005. - P. 28TS32 (Bulgaria). - 0.3 p.l. / 0.2a p.l.
- Shvetsova, and G. N. Problems of project culture in education / G. N. Shvetsova, N. M. Shvetsov, M. N. Shvetsov // Humanization and democratization on the pedagogical process in the conditions for university education of the SU St. Kliment Ohridski. - PRES, 2006. - P. 109Ц112 (Bulgaria). - 0.25 p.l. / 0.15 p.l.
- Shvetsova, G. N. Implementation of the national project Education as a system / G. N. Shvetsova, N. M. Shvetsov // Humanization and democratization of the pedagogical process in conditions of university education. SU St. Kliment Ohridski. - PRES, 2006. - S. 21C25. (Bulgaria). - 0.3 p.l. / 0.2 p.l.
- Shvetsova, a G. N. National project Education as a means of democratization of education in Mari El / G. N. Shvetsova // Humanization and democratization of university education. SU St. Kliment Ohridski. - PRES, 2007. Tsa S. 374Ts381.a (Bulgaria). - 0.5 p.l.
- Shvetsova, a G. N. Regionalization of education as a factor of humanization / G. N. Shvetsova // Humanization and democratization of university education. SU St. Kliment Ohridski, Faculty of Pedagogy. - EX-PRESS, 2008. - P. 321TS327.a (Bulgaria). - 0.44 p.l.
Other scientific publications
- Shvetsova, G. N. The possibility of using educational cinema in a special seminar on school studies and the basics of the work of a class teacher / G. N. Shvetsova // Technical means and programmed learning in the educational process: materials of the IV interuniversity scientific and practical conference. Tsa Yoshkar-Ola, 1978. - S. 32Ts33. - 0.2 p.l.
- Shvetsova, G. N. The use of TSO in the process of pedagogical practice / G. N. Shvetsova // Technical means and programmed learning in the educational process: materials of the V interuniversity conference. Tsa Yoshkar-Ola:, 1980. - S. 36Ts37. - 0.2 p.l.
- Shvetsova, and G.N. Adaptation of students to the work of a class teacher / G.L. Gavrilova,a G. N. Shvetsova // Optimal forms and methods of organizing the educational process at the university, contributing to the professional self-determination of future young professionals: a collection of materials of a scientific and methodological seminar on the problem of students' adaptation to the university. - aYoshkar-Ola:, 1981. - S. 41Ts42. Tsa 0.4 p.l. / 0.2 p.l.
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- Shvetsova, GN Dynamics of professional and pedagogical activity among university students in the process of pedagogical practice / GN Shvetsova // Psychological and pedagogical support of the educational process: a scientific report to the interuniversity conference. - M.; Leningrad, 1987. Tsa S. 211Ts216. Ca 0.3 p.l.
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- Shvetsova, and G. N. The core of the humanistic concept of education in rural schools / G. N. Shvetsova // New technologies of training, education, diagnostics and creative self-development of the individual: materials of the Third All-Russian scientific and practical conference. - Yoshkar-Ola: , 1995. - Part 1. - P. 121 - 122. - 0.13 p.l.
- Shvetsova, G. N. Social and pedagogical problems of regional educational policy / G. N. Shvetsova. N.M. Shvetsov // Dialogue of sciences at the turn of the XX-XXI centuries and global problems of our time: Vavilov readings: materials of a permanent interdisciplinary scientific conference. - Yoshkar-Ola: , 1996. - P. 217Ts218. - 0.1 p.l./0.06 p.l.
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- Shvetsova, G. N. The role of spiritual and moral education in the educational process at the present stage / G. N. Shvetsova // Spirituality and morality in the modern educational process: materials of the republican scientific and practical conference. March 25, 2003 - Yoshkar-Ola: GOU DPO (PK) Mari Institute of Education, 2004. - P. 3Ts10. - 0.5 p.l.
- Shvetsova, and G. N. Management of innovative processes in the education system of the Republic of Mari El // Innovative approaches in managing the quality of education: Materials of the II Republican meeting of innovative institutions and creatively working teachers of the Republic of Mari El. - Yoshkar-Ola: GOU DPO (PK) Mari Institute of Education, 2004. - P. 3Ts10. Tsa 0.06 p.l.
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- Shvetsova, G. N. On the provision of legislation in the field of education in the system of the Ministry of Education of the Republic of Mari El // Compliance with the legislation of the Russian Federation in the field of education: state, problems, trends: From the experience of the educational authorities, educational institutions of the constituent entities of the Russian Federation (based on the results conducted inspections and interregional meetings in 2004 - 2006) / G. N. Shvetsova. - Yoshkar-Ola: GOU DPO (PK) Mari Institute of Education. 2006. - Issue 1. - P. 100 - 105. - 0.4 p.l.
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- Shvetsova, and G. N. Priority national project Education in the Republic of Mari El: results and prospects for implementation // The influence of the priority national project Education on the development of a teacher’s personality / G. N. Shvetsova - Yoshkar-Ola: GOU DPO (PK) With Mari Institute Education, 2007. - P.3Ts12. - 0.9 p.l.
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Goal as a characteristic of management
Target- a conscious idea of the result that should be achieved through the directed efforts of the individual in the course of his interaction and communication. Vision and purpose “jointly” bring clarity and agreement members of the organization and strengthen them devotion case. The goals set for the management system are the starting point for planning. In essence, planning is the development of the goals and objectives of the company, which have found concrete expression in long-term and current plans.
The goals are distinguished:
By scale of activity: global or general; local or private.
By relevance: relevant (primary) and irrelevant.
By rank: major and minor.
By time factor: strategic and tactical.
By management functions: goals of organization, planning, control and coordination.
By organizational subsystems: economic, technical, technological, social, production, commercial, etc.
By subject: personal and group.
According to awareness: real and imaginary.
According to achievability: real and fantastic.
By hierarchy: higher, intermediate, lower.
By relationships: interacting, indifferent (neutral) and competing.
By object of interaction: external and internal.
The importance of operating goals is great. Firstly, because the organization should make only such decisions that realize its goals of functioning. Secondly, in order to avoid such activities that interfere with the achievement of the goals of functioning, the global goal must be communicated to each leader and performer. This requires constant monitoring of the real state of the system and its comparison with the goals and objectives facing the company.
It follows that any activity in the system is justified only if if it contributes to the achievement of its ultimate functioning goal. In other words, any organization should be designed in such a way that all activities in the system realize only those goals of functioning for which it was created.
Since the task of management is to achieve the goal, it is important to correctly define it. If we set ourselves the task of improving an organization without clarifying its goals, we risk suggesting better ways to perform unnecessary functions or better ways to achieve unsatisfactory end results, which can cause material damage. The art of choosing and formulating the right goal, managing the process of its implementation, including assessing the achieved degree of implementation, distinguishes a truly skillful leader.
It is impossible to manage people if the goals are completely unclear to both managers and subordinates. Manage- means encouraging others to achieve a goal that is clear to them, and not forcing them to do what you think is right.
Defining operational goals- one of the most important stages in the company’s activities. The success of the activity depends on how correctly the goal of operation is chosen and how clearly it is formulated. Incorrect and unclear formulation of the goal leads to the fact that the management system, even if it is properly designed, does not work with full efficiency and is ineffective, since the efforts of the management apparatus are spent inappropriately. In various organizations, as a rule, we have to deal with a set of goals. The task of the head of an organization at any level- be able to take into account the variety of factors influencing the functioning of the organization, correctly assess the situation and choose the optimal solutions.
In some cases, a set of parameters is used to characterize the goals of functioning, which makes it difficult to assess the degree of achievement of the goal and requires the selection of criteria by which to judge the degree of achievement of the goal. Essentially, if there are no criteria for selecting or assessing the degree of achievement of functioning goals, there are no functioning goals themselves.
At each level of the organization, certain private goals arise, and only their totality must be considered as a certain goal of a certain level of management. Hence the need to build goal tree.
"Tree of Goals"- a structured, built on a hierarchical principle (distributed by levels, ranked) set of goals of an economic system, program, plan, in which the following are highlighted: general goal (“top of the tree”); subgoals of the first, second and subsequent levels subordinate to it ("tree branches"). The name “goal tree” is due to the fact that the schematically presented set of goals distributed across levels resembles an inverted tree in appearance. An example of a "goal tree"": general goal - satisfaction of human needs for food, subgoals of the first level - satisfaction of needs for proteins, fats, carbohydrates, vitamins, second level subgoals- meeting the needs for bread, milk, butter, vegetables, fruits, etc.
Rice. 4.1. Fragment of the goal tree:
0 - general goal “Accelerating the development of the region under consideration”; 4 - “Improving the welfare of the population”; 4.1 - “Material well-being”; 4.2 - “Social welfare”; 4.1.1 - “Improvement of the natural and biological environment of life; 4.1.2 - “Power”; 4.1.3 - “Clothing”; 4.1.4 - “Housing”; etc.
Therefore, in modern management the concept of purpose is one of the main ones. Without defining this concept, without identifying the relationship between goals, means of achieving goals, assessing effectiveness and ways to achieve goals, it is impossible to solve the problem of effective management. This means that without a clear formulation of operating goals, it is impossible to comprehensively solve a single problem related to building a company, planning its activities, assessing its effectiveness, or developing its strategy.
When the goal of operation is not clearly formulated, it is practically useless to require a clear organization of work, since it is impossible to correctly choose the means to achieve the goal.
The choice of means to achieve a goal depends on many factors that have different effects on the final results of the company. Thus, it seems advisable to select technical means of automating managerial work taking into account technical, economic and organizational factors. If the operating goal is not precisely chosen, there is no criterion by which to judge its achievement, it is impossible to measure the effectiveness of the current work of the company, to coordinate the activities of structural divisions, it is practically impossible to clearly organize the work of the management apparatus and evaluate its effectiveness.
Due to the unclear formulation of goals, it is impossible to rationally distribute responsibilities among management staff and evaluate the activities of each of them.
As noted above, a clear definition of operational goals communicated to each employee of the management apparatus increases his productivity and promotes better motivation.
The goals facing the organization are divided into qualitative and quantitative. If quantitative goals can be assessed in a single equivalent, for example, in monetary terms, in years, in tons, etc., then assessing qualitative goals in quantitative terms is very difficult and requires the use of a method known as method of expert assessments, which allows you to select the purpose of operation, determine the priority of goals and their importance.
For example. The goals of the business assessment of personnel are the desired results of the process of business assessment of personnel:
Establishing compliance of the qualitative characteristics of personnel with the requirements of the position or workplace (the main goal);
Establishing feedback with an employee on professional, organizational and other issues;
Satisfying the needs of the employee in assessing their own work and quality characteristics.
Expert assessment method is defined as a "procedure" that takes into account subjective opinion in order to determine quantitative relationships between variables when these relationships cannot be established from theoretical considerations or on the basis of accumulated statistical data. Therefore, the task of formulating the goals of the organization's functioning with the help of expert assessments is the task of obtaining an objective result based on the individual subjective opinions of a group of experts.
The value of the result obtained using the expert assessment method largely depends on the competence of the specialists involved in the experiment. Consequently, the formation of expert groups and their composition are of great importance for obtaining an objective result. Even if there are reasonable criteria for competence, the formation of groups of experts is difficult, because the ability to make a correct and probable prediction or assessment of a goal is a very specific human trait. In management, not everything is subject to formalization, therefore the objectivity and scientific nature of the research carried out requires the use of experience and intuition of specialists. Objectivity and scientificity mean the correct use of the intuition of experienced professionals.
Creation of conditions for the fruitful activity of experts who choose the goals of functioning means the need to organize the most effective system of contacts between them, which allows:
Create conditions under which a specialist can actively interact with other experts;
Have free access to relevant information;
Eliminate the possibility of misinterpretation of the opinion.
This method is the simplest, but has a number of disadvantages caused by the excessive influence of psychological factors. Recently, methods have been developed with which it is possible to overcome these difficulties by eliminating the direct communication of specialists with each other or by taking into account the qualifications of experts, weighing their opinions. In connection with the foregoing, the question of the applicability of one or another method of goal-setting is of great importance.
Target management- a method of management activity, which provides for the foresight of possible results of activities and planning ways to achieve them. There are:
Simple target management;
Program-target management;
Regulatory management.
Simple target management- a management method in which the manager develops the deadlines and the ultimate goal, without specifying the mechanism for achieving it. Simple target management gives room for initiative decisions, but does not guarantee the achievement of the goal.
Program-target control- a method of management in which the manager develops the goal of management and the implementation mechanism, the timing and status of the intermediate values of the process.
Regulatory management- a method of management in which the manager develops the ultimate goals of management and restrictions on parameters and resources.
Goal Management- a method of managing and evaluating personnel, in which:
The leader and the subordinate jointly determine the main goals for the subordinate;
After a specified period, the manager assesses the degree of implementation of the goals.
Each organization records its state in the future in the form of long-term and short-term goals, which serve as the starting point for planning. Dividing goals into long-term and short-term is of fundamental importance. Short-term goals are more specific and are determined by long-term goals. The process of managing an organization by goals or, as they say, target management is carried out in several stages.
I. Development of long-term goals of the company (strategic planning). Planning is the basis for developing long-term goals. This is primarily the development of sound plans to present to the board of directors, as well as senior management. A lot of effort is required from organizational leaders to develop real and reasonable goals. In a constantly changing external environment, this is not easy.
Forward planning- an extremely important stage in the successful operation of a company, primarily because it is carried out in conditions of insufficient information. That is why the opinion of the board of directors and senior management professionals is of great importance. To determine long-term goals, knowledge of situations and the opinions of Competent people regarding these situations are necessary. It is at this stage that a detailed meeting on the problems of long-term planning is necessary, at which the company's strategy in all its areas should be developed. Practice shows that a company's strategy is not developed in one day; management solves these problems in stages.
It is advisable to develop long-term goals from the bottom up. The algorithm could be as follows:
1) a detailed discussion by the company’s management of the company’s strategic plans with management departments;
2) consideration of all comments and suggestions;
3) using them to complement and expand the original plans.
The experience of a number of companies shows that this approach to developing strategic plans is more reasonable and allows us to improve the list of goals facing each department.
II. Assessment of the current organizational management structure. Developing an organizational management structure, drawing up regulations on departments and describing their functions is not such a difficult task. It is difficult to answer the following questions:
Are the responsibilities assigned correctly? How well do employees perform them?
Does the organizational structure meet the requirements
environment? If not, how can it be reorganized most quickly and at minimal cost?
Does a senior manager involve his subordinates in developing goals or does he do it alone? In other words, how good are the two-way communications within this governance structure?
It should be remembered that any organization will not work effectively if it does not have a clear distribution of duties and personal responsibility.
III. Development of goals of structural divisions. The success of implementing the entire long-term plan of the company depends on the correctness of these goals. The implementation of these goals is development-oriented rather than results-oriented.
The essence of this stage is that goals must be formulated at each level of management, primarily horizontally. Based on the fact that all real organizations are multi-purpose, at this stage, at each level of management, all the goals of the chosen strategy should be formulated. On the other hand, the main goals must be selected for which the organization is to be designed.
To coordinate the selected goals, it is necessary to evaluate them vertically (as the source material for constructing a tree of goals).
IV. Bringing the selected goals to the units is the rationale for constructing a goal tree. The essence of this stage is to identify interdependent goals implemented at each level of management. As a result of such work, it is possible to build a tree of goals. This kind of work can only be done with the help of experts. This is outlined in detail below.
V. Bringing goals to each specific performer. At this stage, first of all, the possibility of realizing the previously formulated goal by a specific performer is clarified. In some cases, to understand the required activities, it will be necessary to detail the selected goals. Only after establishing consistency between the system of goals and specific activities can it be stated that the selected goals have been brought to the attention of each individual performer.
Real work in this direction involves extensive discussion of all goals at production meetings.
VI. Realization of goals. This stage includes:
Assigning goals to each performer;
Identifying the availability of all resources necessary to achieve goals;
Establishing a work schedule;
Monitoring the implementation of goals throughout the entire management system from top to bottom;
Timely intervention in the management process at any level of management.
VII. Evaluation of achieved results. The results achieved should be assessed from the bottom up with reference to global goals. The results should be discussed informally, taking into account the opinions of the organization's employees. Sometimes special questionnaires are developed for this purpose, which are processed taking into account the theories of expert assessments.
The results of the processing are brought to each level of management several times, discussed and re-processed until full agreement is obtained.
VIII. Adjusting goals. Goals are adjusted after identifying the degree of progress in achieving the goals, i.e. Taking into account the achievement of goals, the previously selected goals are adjusted. In practice, this means the end of the goal formation cycle and the transition to stage 1.
11111111111* № 2,
A formed system of values, norms and image of teamwork, which can be guided by when establishing business contacts with work colleagues;
Awareness of the need to perform, especially at first, routine functions, the ability to see them in the context of general activity;
Satisfaction from the performance of professional duties and the level of established wages.
Thus, adaptation is a two-way process of adapting both the capabilities and abilities of graduates to the requirements of production, and the conditions of the enterprise to the needs of young specialists. Therefore, the results of adaptation depend on the effectiveness of interaction between the spheres of education and production. We are talking primarily about professional adaptation
tation, which is considered as one of the characteristics of the motivational sphere of professional activity. It begins with adaptation, the employee’s acceptance of all components of professional activity and continues, in our opinion, throughout his entire career.
The presented views on the nature and dynamics of changes in the needs of modern society for engineering personnel suggest the need to revise the structure of the educational process, ensure its compliance with the national goals of improving the production sector of the country's economy, train a new class of specialists - engineers-organizers of the production of the future and deserve close attention from our technical (technological) universities.
Received 03/29/04.
CONCEPT OF INTEGRAL-TARGET MANAGEMENT OF REGIONAL UNIVERSITY COMPLEXES
V.P. Kovalevsky, first vice-rector of Orenburg State
university, professor
The article presents the methodology for managing a regional university complex, the most important effects of its activities, and characterizes the main goals within the framework of an integral-target approach to managing educational institutions of this type.
The article presents a methodogy of the regional University complex management, describes basic types of its efficiency, characterizes basic purposes within the integral-target approach of the administration of the educational institutions.
Research results depend on the paradigm on which the researcher relies. The paradigm as a system of dominant scientific views (theories, methods, techniques), in the image of which research in the field of management of educational institutions is organized, today acquires new content. The novelty lies in the rejection of the view of the learning process as a process not related to market conditions, as well as to social, political, economic and other factors affecting stability
region. It is the desire for stability of the region and the educational structures located on its territory, their complete interdependence and close mutual influence that determine the platform on which new management methods and tools should be developed.
Let's consider the concept of managing such modern associations as the regional university complex.
Each science uses its own already established set of principles and methods that have a general theoretical meaning - © V.P. Kovalevsky, 2004 25
reading. For example, in the theory of organizational management, economic, organizational, mathematical, legal and other methods are widely used. However, controlled systems, as well as their components, are in constant development, which requires the search for new concepts, the development of appropriate methodologies and theories that meet new stages of development of both society as a whole and individual spheres of human activity, in particular educational. It acquires new forms of existence, which means its content and goals change. New educational structures are emerging, differing from the previous ones by the merging of various
new forms of ownership, the unification of organizations that are different in their activities, dependence on market conditions, increasing complexity in organizing management, increasing the influence of new structures on social stability in the region.
The further development of the methodology, considered not only as a doctrine of the method of knowing the educational sphere, but also as a means of managing it, is schematically presented in the figure. The same figure shows the connection between methodology as a central link, dependent on the concept and defining the theoretical foundations necessary for its implementation.
Integral-target methodology for managing a regional university complex
and its connection with the concept and theory
Management of such a socially significant association as a regional university complex should be based on a concept that reflects the specifics of the region. The social factor characterizing the region largely depends on the strategy according to which the complex is managed.
A concept as an interpretation or description of the essence of an idea1 can be considered as a system of concepts that collectively reveals its meaning. The management concept of a regional university complex should briefly reflect the purpose, essence,
method and result of this control. The concept can be represented at the morphological, syntactic and semantic levels2. The morphological level is intended to reveal the meaning of the concepts that make up the concept, the syntactic level is intended to reflect the idea of control by analyzing the main combinations of concepts, the semantic level is to reveal the interrelations of concepts. We will use the first and third levels as the most constructive from the point of view of the problems we are studying.
The purpose of managing such a complex association as a regional university complex is to support
ensuring the stability of its functioning, creating a basis for further development, while it must preserve itself as a socially significant institution and fulfill the social order without violating norms and laws, thereby contributing to social stability in the region.
Stability of operation and the presence of a basis for further development are possible only if there are effective tools that ensure the prompt formation of control influences on all divisions that make up the structure of the complex. Combining objects with different purposes into a single whole allows us to talk about obtaining a systemic effect (emergence effect), the correct use of which can ensure the achievement of the main goal of management. The appearance of additional qualities in a system that are not characteristic of its individual components is the basis that can help maintain the stability of the system.
Hence, the main idea of the presented concept is to form such control actions on individual structural elements of the complex that will allow obtaining the maximum systemic integration effect. Due to the resulting effect, rapid adaptation to dynamically changing market, social and other conditions of the region is possible. We will expand the formulated idea into a set of basic concepts, giving them a definition and simultaneously revealing their meaning. For this purpose, we will use some terms from the work “Methodological foundations for assessing the effectiveness of the integration of science and higher education in Russia,” expanding their content. The systemic effect will include the results obtained from the integration of not only education and science, but also education and production, as well as the social integration effect.
A systemic effect is an effect obtained by combining into a single whole different in nature and
purpose of elements. In this case, the whole is the regional university complex, and the united elements are educational institutions (institutes, colleges, schools), research institutes and laboratories, manufacturing enterprises and other structural entities (publishing complexes, food factories, etc.).
The economic integration effect is an increase in indicators characterizing the financial and economic state of the complex, arising in connection with the ability to quickly use the resources of individual structural elements to achieve the common goals that the management of the university complex faces. The economic effect achieved by integration in international management practice is one of the powerful tools for survival in competition.
The educational integration effect can be obtained through both the direct combination of the educational process with fundamental and applied research carried out in research institutes, and the direct participation of students in production processes. Part of this effect is the replenishment of the contingent of employees of research institutes with graduates of the university complex.
The scientific integration effect is an improvement in the quality of work of research sectors and research institutes due to the inclusion of scientists in the educational process, the involvement of graduate students in direct participation in the research process and their performance of auxiliary work.
The production integration effect is obtained by increasing the number of theses used in production, organizing industrial practice for diploma students, and replenishing the number of employees
enterprises by graduates of the university complex.
The social integration effect consists of improving the social situation in the region, which is expressed in reducing the outflow of qualified personnel from the region, increasing the social security of the population due to the emergence of opportunities to study and get a job, an increase in the index of spending on education, etc.
An increase or decrease in this effect indirectly depends on an increase or decrease in other integration effects. Social stability in the region, characterized by actual and projected employment of the population, outflow of qualified personnel, growth (decrease) in the number of students in the region, educational openness index, Herfindel index (level of monopoly in the educational services market), the ratio of average annual income of the population and fees for educational services and etc., depends on the policies pursued not only by the regional administration, but also, to a large extent, by the regional university complex. Therefore, the social integration effect must be taken into account in the overall integration effect.
Management is the process of organizing such a targeted impact on an object, as a result of which it goes into the required state. Object control is possible if the following conditions are met:
1) there is a management goal, transformed into a specific program or expressed by the values of planned indicators;
2) the control object tends to deviate from the given trajectory of movement or from the given planned values of indicators;
3) it is possible to influence the controlled object in order to eliminate possible deviations from a given trajectory or from planned indicators4.
Obviously, the first two requirements are feasible. The goal of regional management is
by the university complex is formulated in various documents and in various forms. His desire to deviate from a given trajectory presupposes a constant impact on the controlled object of internal and external factors, which in market conditions leads to destabilization. The third condition is the availability of methods and tools designed to manage the object.
The next basic concept is the goal of management, which will be understood as a characteristic of an object that reflects an ideal, pre-conceivable result. There are many classifications of goals, each of which is created to solve very specific problems. From the point of view of the presented concept, it is important to divide goals by hierarchy levels into subgoals that are pursued by decision makers. There is always a main management goal, which is detailed in the form of subgoals.
The process of detailing the main goal is hierarchical in nature, which is expressed in obtaining a tree of goals. The problem that arises here, which has not yet been solved theoretically, is to reasonably determine the number of levels in the goal tree. Typically, this process continues until the goal can be considered as a means or action (event). In economic tasks, the objective limit for the detailing of goals is the achievement of the level of primary indicators, further decomposition of which leads to the destruction of the integrity of the reflection of the quantitative or qualitative characteristics of the object (process).
Nodes of the goal tree that are not subject to further division are called terminal. They are transformed from subgoals into activities or actions that must be completed in order to achieve the main goal. Achievement of the main goal or subgoal is reflected by the level. By the level of goal achievement we understand the value of the indicator (economic, co-
social, technical, etc.), numerically characterizing its value. Achieving a particular subgoal in the tree is determined by priority. The latter is expressed using coefficients, the sum of which for subgoals associated with a subgoal of a higher level must always be equal to one.
Another characteristic of the tree's subgoals is to indicate the direction of their change (increase or decrease). The process of managing an object is precisely this: reducing or increasing indicators that reflect the levels of achievement of certain subgoals.
The central concept of the presented concept can be considered a specially created integral-target method of managing a regional university complex. The name of the method reflects its capabilities, one of which is the formation of control actions on related structural units using quantitative indicators. These indicators, presented in tabular form, can serve as control figures for subsequent analysis of their performance. The concepts “integral” and “target” indicate that control actions (control figures) are communicated to structural units united into a single whole, in accordance with the main goal of managing the complex. This is a fundamental feature of the method: all structural units must act not in accordance with their own, always contradictory, goals, but in accordance with the main and common goal for all.
Among the well-known classes of management methods: economic, organizational and administrative, economic-mathematical and legal, the integral-target method can be classified as an economic-mathematical one, since it is based on a computational process. The main goal of management, decomposed to the level of activities for each structural unit, allows the administration to clearly see the prospects for the development of the university.
university complex, and the terminal nodes of the tree of subgoals indicate the means of achieving the main goal.
One of the distinctive properties of the integral-target method is the ability, depending on the dynamics of the educational services market, to quickly influence priorities in an effort to achieve stable functioning and development of the complex. This desire is dictated by changing regional, economic, social, political and other factors. In order to change the direction of the complex's functioning, it is necessary to change the priority in achieving the corresponding subgoals. To do this, it is enough to indicate new priority coefficients, which will be reflected in new control figures sent to structural units (performers).
To obtain a list of activities that should be carried out by individual structural units, it is necessary to organize reverse calculations on the goal tree, the theory of which has been intensively developed recently. The essence of this kind of calculation is as follows: based on the formulas, the level of achievement of each subgoal is determined based on the actual state of the control object (in this case, the university complex). Then, taking into account the requirements or wishes of the administration, the level of achievement of the main goal that suits it in the near future is indicated. Based on this information, as well as information about the priority of subgoals, the desired direction of their change and restrictions on the terminal nodes of the economic profile, the increases in indicators of all terminal nodes of the goal tree are determined. These increases in indicators are nothing more than control figures with the help of which management influences the activities of all structural divisions of the regional university complex.
The following concepts, with the help of which the concept is revealed, are composed of
provide external and internal information. External (in relation to the complex) information is characterized by a high level of uncertainty, but it is impossible to do without it. For example, when setting prices for educational services, you should know the projected level of inflation in the country and region, the projected growth of regional incomes of the population in the region, the estimated percentage of the shadow economy in the total volume of the gross regional product, possible economic growth in the region by industry, etc.
Internal information reflects the actual financial and economic state of the complex, the actual volumes of educational services, production volumes, volumes of research and other work performed. This information is quite definite and is found in accounting and other reporting.
The given basic concepts allow us to move to the semantic level of description of the concept, which we will call integral-target. The connection between the introduced concepts can be meaningfully represented using a semantic network, the nodes of which correspond to the concepts, and the connections between them correspond to existing relationships. Arrows indicate the direction of action of the concept or its constituent parts.
The starting point for this network should be considered the decision maker node, i.e. the person or administration making the decision. Based on the information obtained using the integral-target method of managing the regional university complex, the administration influences individual structural units, forming a list of indicators of an educational, scientific or production nature.
Control influences on the structural units of the complex are carried out through control instructions formulated taking into account the priority coefficients of goals. If a structural unit fulfilled the responsibilities assigned to it at the previous stage, then in the planning period the coefficient may remain the same, otherwise it becomes stricter depending on the volume of non-fulfillment.
NOTES
1 See: Great Soviet Encyclopedia. M., 1973. T. 13. P. 94.
2 See: Cherry K. On the logic of communication // Engineering psychology. M., 1964. S. 226-269.
3 See: Methodological basis for assessing the effectiveness of the integration of science and higher education in Russia / B.M. Smirnov, S.V. Valdaytsev, A.A. Rumyantsev. M., 1998.
