The modern concept and program for the development of an educational organization. Management of educational systems Author of target management in education

The development of strategic management in education is associated with changes that occur in all managerial actions, methods and techniques, forms of work of heads of educational organizations.

In this paragraph, we turn to the consideration of such an important type of strategic planning, the result of which is a program for the development of an educational organization. Earlier we have already noted that paragraph 7 of Art. 28 "Competence, morals, duties and responsibilities of an educational organization" directly indicates that "the competence of an educational organization in the established field of activity includes ... the development and approval in agreement with the founder of the development program of the educational organization ..."

IN modern theory strategic education management development program is considered from three interrelated positions:

• 1) as a special type of project, focused, like any project, on the creation of something new, as well as the development of a mechanism for achieving the designed image;
• 2) as a management tool that allows you to link conceptually defined strategic goals and mechanisms for their implementation with a historically specific situation;
• 3) as a doctrinal document that defines the process of development of an educational institution at three levels:

conceptual and axiological: values, ideas, principles, leading concepts are projected;

projective-management: goals, conditions, means, technologies are designed;

practical and technological: tools, forms, techniques are designed.

The development program is technologically focused on solving the following tasks related to the development of a strategy, which we discussed in the previous paragraphs.

• 1. Determine the current level of development of an educational organization, identify growth points, competitive advantages, as well as key problems determined by the dynamics of the educational order presented to this educational institution.
• 2. To form a perspective vision of an educational organization, the desired parameters of its structure and functioning that meet the needs, values ​​and capabilities of an educational organization and society, focused specifically on this educational institution in all its uniqueness.
• 3. Develop a mechanism for the transition from the achieved state of the educational organization to the desired future.

A poor-quality solution of any of these tasks or the lack of the necessary connection between their solutions inevitably leads to serious shortcomings both in the structure and content of development programs and the impossibility of its effective implementation.

It should be noted that the design of a development program, like any design process, allows developers to obtain not only a realistic and effective development strategy, but also significantly develops the subjects educational process, forces us to evaluate the path of development passed by the educational organization, its current and desired state, as well as the paths leading to it from a fundamentally different position.

Thus, the development program of an educational organization is a management document that should give the process of changes in its activities a purposeful character. sustainable development. Sustainability of development means the coincidence of the vectors of development of the social environment and the development of the educational organization itself.

The development program is a document containing a forecast for the development of an educational organization, and contributes to a significant reduction in the level of uncertainty of development prospects for various subjects of the educational process.

It is necessary to distinguish between the closely related concepts "program of the activities of an educational organization" and "programme for the development of an educational organization". In both cases, the development of the Program is based on the concepts of "problem", "management", "implementation". However, the Program of Activities is a document that sets targets for the level and quality of education of students to be achieved as a result of the activities of an educational organization, and ways to achieve them. Development program - a document planning a change in the infrastructure (technologies of education and upbringing, organization of a methodological service, the structure of psychological, pedagogical and medical and social support for students, a quality management system, etc.) of an educational organization for the optimal implementation of educational activities.

The program for the development of an educational organization is often confused with long-term plans, educational programs and comprehensive programs, which requires identifying similarities and, especially, differences between these documents, each of which has the right to exist. Sometimes development programs are called texts that have nothing to do with the ideology of strategic and program-targeted management.

A distinction must be made between a development program and perspective plan educational organization. A development program can be viewed as a special kind of work plan for an educational organization. If we talk about similarities, then the development program, like other similar plans, helps to overcome uncertainty, streamline joint activities and must contain the following components:

• - analytical substantiation (to ensure a strategic development plan, a different analytics is required in many respects, more precisely, an analytical and prognostic substantiation than in the usual plan);
• - setting specific goals and objectives (the requirements for goal-setting in the development program are significantly higher than in the usual plan);

the choice and description of the means to achieve the goals, the planning of the most important actions that ensure the achievement of the goal on time, the determination of the sequence of these actions, the responsible executors (the latter significantly distinguishes the development program from the development concepts, which are just as necessary, but are not yet a program).

Since many development programs do not contain such elements, they, by definition, cannot be recognized as relevant. modern requirements.

Despite some similarities, the development program differs in many ways from the traditional work plan of an educational organization. These differences are due to the following characteristics.

• 1. The strategic nature of the program, which focuses on the most important issues that determine the general directions of the life of an educational organization, on solving strategic problems and on developing a general strategy and then tactics for solving them.
• 2. Innovative orientation of the program. If in the traditional plan the focus is on ensuring the stability of the current functioning of the educational organization, then in the development program the implementation of targeted innovations that lead to a qualitative change in the educational organization and the main results of its activities.
• 3. The prognostic orientation of the program for the future, for the implementation of not only current, but also promising, expected, predictable educational needs, the future social order for education.
• 4. Use in the development of a special and fairly rigidly structured technology. The development program is the result of the application of a special technology associated with the implementation of the program-target approach to management.
• 5. Structural difference from traditional work plans. The development program combines the concept of the future state of the educational organization and its life, a strategic plan for the transition to such a new state, and a more specific, precise plan for implementing the chosen transition strategy.

From a managerial point of view, the development program is the basis for making operational management decisions in the current activities of an educational organization.

The program development process is, in fact, the process of making a strategic management decision. Therefore, the process of making a managerial decision and the structure of the managerial decision itself can be considered as a methodology for developing a program for the development of an educational organization.

In the process of designing the program, the subjects of the educational process identify their own position in relation to the ongoing changes in the social context, analyze the development potential of their educational organization in the new conditions and take responsibility for new development goals and ways to achieve them.

The development program is a potentially powerful and effective tool that provides a guaranteed, timely, efficient and economical transition of an educational organization to a new state, and at the same time - a tool that ensures the management of this transition. Even a very well-designed high-quality development program will achieve positive intended results only if it is fully implemented. Therefore, it is necessary to prevent the development program (as well as any instrument) from becoming an end in itself.

Let us now turn to the basic requirements for the structure and content of the development program. An analysis of the literature on the problems of strategic management of an educational organization made it possible to identify the following basic requirements for a development program.

• 1. The strategic nature of the program - the movement from the general and conceptual to specifics, the rejection of premature detailing of program solutions.
• 2. The completeness and integrity of the program - the presence of a systemic image of the educational organization, the reflection in the program of the development directions of the main subsystems of the educational organization and the links between them.
• 3. Elaboration of the program - a detailed and detailed understanding of the planned innovations.
• 4. Resource provision of the program - an assessment of the amount of necessary resources and systematic actions to obtain and use them.
• 5. Controllability of the program - the presence of constant management support for development and implementation.
• 6. Controllability of the program - the presence of the maximum possible accuracy and operationality of goals, objectives, milestones, landmarks.
• 7. Sensitivity to failures and flexibility of the program - the presence of intermediate and control points for making operational adjustments if necessary.
• 8. Openness of the program - the thoughtfulness of the system of informing the participants in the educational process and the social partners of the educational organization, the possibility of correcting the actions of the program.
• 9. Attractiveness of the program - healthy ambitious goals, clarity of possible consequences.
• 10. Integrating, consolidating orientation of the program

in relation to the educational organization and its social partners, the ability to involve community members in the development of the program with the assumption of part of the responsibility for the implementation of the program.

• 11. The individuality of the program - its compliance with the specifics of the educational organization, its team, focus on solving problems that are relevant to it, while taking into account and reflecting its features to the maximum.
• 12. The author's nature of the document is the development of a program with the maximum involvement of the subjects of the educational process and social partners.
• 13. Informativeness of the program - the completeness of the structure and the content of the description of innovations.

Speaking about the approximate structure of the development program, we note that it is determined by the following requirements for its content. The development program should:

Assume an analysis of the state and forecast of probable directions of environmental change;

be based on the idea of ​​a promising social order that will be addressed to an educational organization (forecasting such an order is an important managerial innovation);

• - stimulate self-analysis and self-assessment of the achievements of the educational organization, its competitive advantages (which, among other things, contributes to an increase in self-esteem and team cohesion);
• - be based on a special technology of problem-oriented analysis; educational organizations focus their plans on solving real and specific problems, and not all at once.

The practice of developing development programs for educational organizations of various types allows us to conclude that the following structure of the development program is optimal.

• 1. Introduction (a brief summary of the program).
• 2. Information sheet about the educational institution.
• 3. Block of analytical and predictive substantiation of the program:
  • - analysis of the state and forecast of trends in the change of the external social environment significant for the educational organization; educational needs addressed to an educational organization, social order; trends in changing the resource capabilities of the external environment of an educational organization in the light of a new social order;

analysis and evaluation of the achievements and competitive advantages of the educational organization achieved during the implementation of the previous development cycle, the innovative environment and the innovative potential of the staff of the educational organization;

Primary forecast of the perception of the proposed changes by the subjects of the educational process, possible resistance to changes;

problem-oriented analysis of the state of the educational organization, aimed at identifying problems, their causes, potential points of growth.

• 4. Concept block:
  • - system of values, credo, philosophy, principles of life of an educational organization, approved and implemented in the course of transformations;
  • - description of the mission and vision of the educational organization, its main functions in relation to the subjects of the educational process and society;
  • - description of prospective models of graduates according to the levels of education;
  • - the concept of development of the subjects of the educational process, the system of their interaction and organizational culture in a renewed educational organization;
  • - the concept of development of the system of resource support, resource-providing activities of the updated educational organization;

the concept of development of the system of external relations of an educational organization;

• - a model for modernizing the organizational structure and management system of an educational organization;
• 5. Block of strategy and tactics for transferring an educational organization to a new state:
  • - probabilistic scenarios for the development of an educational organization and its rating assessment;

the main directions of development of the educational organization;

• - projects and targeted programs.
• 6. Infrastructural block of the program:
  • - regulatory support of the program;
  • - resource support of the program;
  • - activities to ensure public support;
  • - possible risks and ways to eliminate them;
  • - Program implementation management.
• 7. Effective block of the program:
  • - expected results of the program implementation and their targets;

criteria and performance indicators for the implementation of the program.

Such a structure makes it possible to ensure the completeness, integrity, and completeness of the program as the most important document of an educational organization.

An analysis of development programs that are developed by specific educational organizations makes it possible to identify the most significant shortcomings that lead to negative consequences for programs and their implementation.

• 1. The program is fully identified with the concept and is developed only as a set of conceptual ideas, and not as a strategic document containing an implementation mechanism that is complete and meets structural requirements. The absence of an operational action plan for the implementation of the main directions of development of an educational organization deprives this document of the main feature that distinguishes it from the concept.
• 2. The authors of the programs, starting with the collection of specific innovations, focus on describing particular innovations, rather than developing first a general, strategic plan for the implementation of transformations. Often the concept of the development of an educational organization is replaced by a description of logically and meaningfully unrelated proposed changes, which completely violates the logic of the program and the solution of its main tasks.
• 3. Many programs are not predictive; they rarely manage to formulate expected requirements for the future state of an educational organization, to predict a promising social order for the results of its activities. Sometimes the question of social order is generally omitted.
• 4. The analysis of the impact on the activities of the educational organization of the macro- and microenvironment, in the conditions of which development is carried out as a purposeful complex process, as well as interaction with social partners, consumers, is not always qualitatively performed. educational services, the public and educational authorities.
• 5. Development programs often do not clearly define the set of problems that will be addressed by the main activity; the problems are poorly structured according to the degree of significance, and more importantly, the problems of the educational organization do not differ from the systemic and institutional problems of education and external restrictions, which the educational organization is not able to solve on its own. The analysis of the problems of the educational subsystem includes the identification of the relationship of these problems with problems in the supporting and especially managing subsystems of the educational organization.
• 6. A clear relationship has not been built between the proposed ideas for updating the educational organization and its key problems.
• 7. The strengths of the educational organization are not clearly described, which can be considered as the potential for innovation. Programs are poorly correlated with the real possibilities of the community of the educational organization, which leads either to the unreality of the tasks and guidelines set, or to insufficient intensity of these tasks.
• 8. Developers will not always be able to formulate clear operational goals for all areas of the subjects of the educational organization and its divisions.
• 9. There is no real image of the future state of the educational organization. The incompleteness of the description of the image of the new state of the educational organization is often associated with the fact that in many programs the characteristics of the value system are not always presented, the mission is formulated, and the adequate image of the graduate is described.
• 10. The concepts of the educational system often do not contain characteristics of the general orientation of the educational process and environment.
• 11. The concepts of resources and the system of resource-providing activities, as well as the image of the future management system of an educational organization, are not prescribed at all.
• 12. The concepts of modernization of the management system, if any, are usually represented by diagrams of the organizational structure of management, not accompanied by a description and justification (how it was - what was changed and why - how it became).
• 13. The block of strategy and tactics for the implementation of the program does not provide a clear idea of ​​the stages and main directions of development of an educational organization, does not contain a specific description of activities indicating responsibility for its implementation, deadlines and resources.
• 14. The developers of the program are not based on the modern understanding of the educational organization as a special kind of social organization, an integral system, therefore programs are built by mechanically "stitching" separate fragments that are loosely connected to each other.
• 15. Programs often poorly characterize the individuality of an educational organization, they are not of an author's nature. It seems that some of them were written not by the subjects of the educational process, but by outside specialists.
• 16. Along with the description of planned innovations, development programs often contain aspects related to the current functioning of an educational organization, which is redundant information for a development program.

These shortcomings can be eliminated or not arise at all with strict adherence to the algorithm for developing a development program, given in Table. 7.3.

Table 73

Main stages of development program development and their expected results

The end of the table. 73

	Stage name	Expected results of the stage
	Deciding on the need and timing of the preparation of the program	Making a decision, its execution and bringing to the whole team
	Creation and launch of a project management system for program development	Determination of responsibility for program development, work planning and incentive and control systems
	Organization of working groups on program development, their training and provision of resources	Developer readiness for action
	Preparation of necessary resources and materials, creation of conditions for work	Readiness of conditions and resources
	Finding additional resources, training members of working groups	Full readiness for work
	The main stage is the stage of developing a program as a document	Readiness of the first version of the program
	Analysis of the state and forecast of trends in the external environment of an educational organization	Analysis and forecast data. Conclusions on the dynamics of the external environment and its impact on the educational organization in the future
	Analysis of the state and forecast of trends in the educational needs of the social order	Analysis and forecast data. Conclusions on the specifics and dynamics of educational needs and social order
	Analysis of the state and forecast of trends in changes in the resource provision of an educational organization	Analysis and forecast data. Correlation of the new order and the resource capabilities of the educational organization for its implementation

Once again, we note that many of the indicated shortcomings of development programs are manifested primarily in preparatory stage work. Therefore, we pay special attention to the specifics of the first stage of work on the program:

• - the decision to develop a program for the development of an educational organization is made by the staff and administration and is agreed with the founder;
• - for the practice of developing and implementing development programs, it is contraindicated to act on orders from above without taking into account the readiness of the staff of the educational organization;
• - when making a decision to initiate the development of a development program, it should be taken into account that the development program as an innovative document will be relevant and in demand, mainly in situations characterized by:
  • a) a high degree of uncertainty and unpredictability of the external environment and its requirements for the educational organization;
  • b) insufficiency and high degree of instability of resource provision;
  • c) the desire to achieve high, the maximum possible for an educational institution in these specific circumstances, the results of life;
  • d) the need to involve the entire staff and partners of the educational organization in the work;
  • e) awareness of the need for systemic transformations:
    • - at the preparatory stage, a program development project management system should be created. It is created in order to provide management support for the work throughout its entire duration: its planning, organization of working groups and coordination of their interaction and information flows, resource provision, motivation and stimulation of the authors of the program, their training and instruction, control of progress, intermediate and final results work;
  • - practice shows that the problems that arise at the first stage are most often associated with inefficient implementation of the organizational stage of program development. We already wrote above that designing a development program is impossible without creating an effective design team, its training and a clear organization of activities in accordance with the plan.

Today, educational organizations, despite these shortcomings, are already much better methodologically prepared to develop development programs that meet modern requirements. Moreover, many educational organizations, despite the decline in funding for innovation, not only develop, but also successfully implement development programs that contribute to positive changes in them.

All of the above applies mainly to the development program as a document that embodies the strategic plan, but if we want to achieve the implementation of the program and the real renewal of the educational organization, it is important to supplement this understanding with others. The development program involves the implementation of a certain system of actions for the development of an educational organization, the description of which occupies an important place in the text of the program. Even a program containing reasonable and realistic ideas will never be implemented without the active participation not only in the development, but also in the implementation of the program of the largest possible number of subjects of the educational process and social partners of the educational organization interested in its sustainable development.

conclusions

• 1. The development program of an educational organization is a management document that should give the process of changes in its activities a purposeful character of sustainable development.
• 2. The program for the development of an educational organization is distinguished by its strategic nature, innovative orientation, predictability, and manufacturability.
• 3. There are certain requirements for the structure and content, as well as an algorithm for developing a development program, the implementation of which ensures high quality its design and implementation.

• the federal law dated December 29, 2012 No. 273-FZ (as amended on July 13, 2015) "On Education in the Russian Federation" (as amended and supplemented, effective from July 24, 2015).
• Moiseev A. L/., Moiseeva O. M. Fundamentals of strategic school management: textbook, allowance. Moscow: Center teacher education, 2008. S. 110-112.
• Moiseev A. L/., Moiseeva O. M. Fundamentals of strategic school management: textbook, allowance. pp. 114-116.
• Program-targeted management of education development: experience, problems, prospects. M.: Pedagogical Society of Russia, 1999. S. 21-22.

480 rub. | 150 UAH | $7.5 ", MOUSEOFF, FGCOLOR, "#FFFFCC",BGCOLOR, "#393939");" onMouseOut="return nd();"> Thesis - 480 rubles, shipping 10 minutes 24 hours a day, seven days a week and holidays

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 un-t].- Ulan-Ude, 2007.- 369 p.: ill. RSL OD, 71 09-13/101

Introduction

CHAPTER I . Theoretical and methodological foundations of the management of 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 in the management of a modern educational institution 83

Chapter I Conclusions 114

CHAPTER II . Theoretical foundations of program-targeted management of the development of an educational institution p6

2.1. History, essence, means of program-target management 116

2.2. Program-target organizational structure of management 146

2.3. The concept, model and organizational structure of the program-targeted management of the development of an educational institution 165

Chapter II Conclusions 193

CHAPTER III. Experimental study of the concept, model and organizational structure of the program-targeted management of the development of an educational institution, 195

Z.1. Integrative-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

Chapter III Conclusions 314

Conclusion 317

Bibliography 32l

Applications 1-8 360

Introduction to 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. The educational institution must be sensitive to changes, quickly and accurately respond to the conditions of existence. effective ways and forms of influence on the components of an educational institution

The management of an educational institution as a mechanism for its constant renewal is one of the priority areas for modernization Russian system education 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 competencies, publicity and openness are ensured in the discussion and adoption of managerial decisions. different levels a new system of managerial thinking and activity is being developed - a system of cooperation and coordination A gradual transition from administrative levers to legal, regulatory, socio-psychological and economic methods continues, while strengthening the vertical component of management management system at this level

Since the 1990s, there has been significant progress scientific development theoretical and applied aspects of a systematic and program-targeted approach to the management of an educational institution (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 XX - XXI centuries of great interest are the features of the management of educational institutions different types and types (N. V. Aikina, T. A. Artemenkova, T. G. Kalugina, M. B. Musakaev, etc.) Interest in the strategic, synergistic, reflexive, poly-subjective, state-public, command-collegiate management of an educational institution is growing (V. P. Vasiliev, V. and Kovalenko, M I Saigushev and others) The objects of research are the issues of managing the quality of education of students, the educational system, scientific and experimental work, advanced training of managers and teachers, the structure and functions of intra-school management, etc. (A P Volchkova, V M Kondrashova, L G Piskun, D Ts Dugarova and others) Despite the ongoing research, effective models are still poorly used in the management of an educational institution, the key problem remains the qualifications, initiative, activity of managers, the need for the development and implementation of projects and development programs is increasing.

present stage of development educational institutions characterized by the scale, complexity of the needs and interests of their external and internal environment, the presence of problems with program features, the need to concentrate resources and integrate various kinds activities to achieve the desired results, the expansion of research on program-target management is of particular relevance. The available research on the problems of program-target management pays more attention to its technological capabilities, and integrative-value, structural-communication, functional features and benefits are not studied enough

The existing contradictions, the need for the development of new conceptual models of management and 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 trends in the development of modern educational institutions and their management systems

The study and generalization of the provisions of the new paradigm of management as a mechanism for the development of an educational institution

Theoretical and methodological substantiation of program-targeted management of the development of an educational institution

Development of a concept, model and organizational structure of program-targeted management of the development of an educational institution

Experimental approbation of the concept, model and organizational structure of program-target 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 Okrugs, generalization of the results obtained

Implementation 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-target management of the development of an educational institution

Research hypothesis suggests that the purposeful 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 the external And internal coordination

ties and relationships, functions and management methods that motivate and mobilize resources for the preparation and implementation of development programs,

c) to improve the problem-targeted qualifications of managers and teachers personnel management systems of the organization The theoretical basis of the study was

philosophical research on systems theory, on a 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. Afanasiev, V. P. Bespalko, I. V. Blauberg, V. A. Gubanov, VV 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, and others),

modern theories of organizations, life cycles of their development, development through innovations (V. A. Barinov and A. V. Sinelnikov, S. D. Beshelev and F. G. Gurvich, I. V. Zhezhko, E. I. Kushelev, A. I. Prigozhy, N. R. Yusufbekova, and others),

theory of management of organizations, program-targeted management, psychology of management, personnel management, project management, ideas of systemic, systemic-targeted management (K S Bazhin, V S Byalkovskaya, V R Vesnin, O S 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, GH Popov, GS Pospelov, and V A Irikov, RA Fatkhutdinov, I K Shalaev, S V Shekshnia et al.),

management philosophy 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 LB Kurakov, A V Karpov, L S Melnikova, S N Mitin, TV Orlova, M M Potashnik and A M Moiseev, A I Prigogine, 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 (VG Afanasiev, SV Vaksman, A A Dremchuk, E M Sarabun and A A Franko, N A Vorontsova, TI Ermakova, GA Lysogor, LN Timchishina, AL Kibanovidr),

concepts of moderation, 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 Neumer, E P Tonkonogaya, V Shepel, E Rudnev, O N Shcherbanenko, etc.)

Research methods determined by the purpose and content of the work In accordance with the objectives of the study, a set of theoretical, sociological, socio-psychological, psychological-pedagogical methods was applied. In the system of methods, organizational diagnostics, forecasting, modeling, design, operating with ideal and indirect observations, surveys, conversations, interviews, etc.

The subject of scientific analysis covered 200 development programs, scientific and experimental work, innovation projects, 200 organizational structures of the management of educational institutions of the Republic of Buryatia, Aginsky and Ust-Orda Buryat Autonomous Okrugs, the State of Vermont USA, the Evenk khoshun of the Khulunbuir Aimak Autonomous Region of Inner Mongolia of the People's Republic of China The concepts, models, curricula, national-regional and school components of the content of education, individual plans the work of directors, their deputies, heads of departments and departments, heads of methodological associations and cycle commissions, heads of project and creative groups, teachers, educators, masters of industrial training, expert assessment questionnaires Answers were received to the questionnaires of 486 participants in the organizational and pedagogical experiment (directors of educational institutions, their deputies, heads of departments, heads of methodological and cyclic associations, teachers) 1993 to 2006 and included the analysis and synthesis of managerial experience, the development and implementation of the concept, model and organizational structure of program-targeted management of the development of an educational institution, development programs

Research stages.

At the first stage (1993-1995) based on the analysis of regulatory, philosophical, sociological literature, research on the theory of organization and management, psychology of management, innovation management, program-target management, the effectiveness of a systematic and program-targeted approach to managing the development of an educational institution was revealed. Search activity at this stage was carried out on on the basis of the Kizhinginsky Buryat secondary boarding school, the Sutoi Buryat secondary school, secondary school No. 56 of the Republic of Buryatia, the Obusinsk Buryat secondary school of the Ust-Orda Buryat Autonomous District, at the Buryat State University, which were later preserved as experimental educational institutions At this stage, the working hypothesis, the range of experimental sites on the research problem was specified

At the second stage (1996-1999) developed the concept, model and organization

low-level structure of program-targeted management, programs for the development of 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 were expanded to introduce the concept, model and organizational structure of program-targeted management, preparation and publication of scientific monographs, abstracts, reports based on the results of scientific and experimental work

At 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 was carried out to develop and
implementation of development programs for educational institutions with modifications
target management

with limited functionalism - the introduction of a scientific consultant (Kizhinginsk Buryat secondary boarding school, Sutoi Buryat secondary school of the Republic of Buryatia and Obusinsk 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, timber industry college of the Republic of Buryatia),

with a program-target organizational structure of management - 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, teachers-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 of managers and teachers of experimental educational institutions at the Buryat State University, the Buryat Republican Institute for Advanced Training of Educators, Aginsky and Ust-Orda District Advanced Training Institutes, training courses, work programs were developed, scientific consulting was carried out, scientific management was carried out. -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, clarified and formulated essential characteristics concepts, models and organizational structure of program-targeted management, the possibilities of their extrapolation to educational institutions not only of the Republic of Buryatia, Aginsky and Ust-Orda Buryat Autonomous Okrugs, but Irkutsk and Chita regions were identified, the results of theoretical and experimental research were summarized

Scientific novelty of the research consists of

in identifying trends in the development of educational institutions,

in the generalization and disclosure of the provisions of the new paradigm of 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 due to 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 the development of the concept, model, organizational structure of the 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 for 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-target management as an organic unity of program and target approaches, the integration of which enhances the substantiation of the program problem, the development of program actions to achieve goals, the concentration of resources on expected results, the coordination of deadlines, performers, 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 in substantiating 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 managerial and pedagogical processes

The practical significance of the study is determined by:

development of theoretical provisions 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 various types and types,

development of a package of local regulatory legal 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 full-time correspondence courses for advanced training, programs development),

Preparation of a package of program, educational, methodological and design ma
materials for schools (the basic national-regional component contains
of the secondary school of the Republic of Buryatia, education programs
labor work with students of grades 1-11 on the Buryat folk traditions,
multicultural education, programs of scientific and experimental work, about
grams of optional courses for students 5-6's classes "Buryat decorative
but-applied art”, “Buryat and Russian environmental traditions
tion”, “Buryat etiquette”, for students of 7-8th grades “Fundamentals of ethnic pedagogy
Gogiki Buryat", development programs for secondary school No. 56 - schools of dialogue Kul
tour of East and West, National Professional Lyceum No. 24, Ulan-
Ud e, lyceum of traditional arts of the peoples of Transbaikalia No. 38 p Ivolginsk, forest
industrial college, projects for the federal experimental site
secondary schools No. 33 and 56, National Vocational Lyceum No. 24 of Ulan-
Ude, lyceum of traditional arts of the peoples of Transbaikalia No. 38, working programs
we specialize in advanced training courses for heads of educational institutions
deniya "Fundamentals of ethnic pedagogy of the Buryats", "Education of students for the people
traditions”, “New ideas, concepts and technologies for educating students”,
"Program-targeted management of the development of an educational institution",
"Program-targeted management of the process of education in educational
decision”, “Program-target management of scientific and experimental work
toy in an educational institution”, monograph “Buryat school of scientific and meteorological
todic foundations of development”, teaching aid"Software
left management of an educational institution methodology and technology”,

implementation of intra-organizational advanced training of managers and teachers in program-targeted management of the development of secondary schools No. ginsk, pedagogical, forestry, agricultural colleges, electrical engineering school of communication, 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 Educators, at the district institutes for advanced training of educators of the Aginsky and Ust-Orda 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 Buryatsky state university, the implementation of scientific advice for ten years to 10 educational institutions of various types and types of the Republic of Buryatia, Aginsky and Ust-Orda Buryat Autonomous Okrugs, 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 is provided with methodological validity of the initial theoretical provisions, subject certainty, interdisciplinary scientific and theoretical base of the study, completeness and systematic consideration of the subject of study in its terminological, structural and instrumental characteristics, representativeness and validity of the data of experimental work, qualitative and quantitative analysis results, experimental confirmation of the scientific conclusions of the study

Testing and implementation of research results. The main theoretical provisions and results of the study 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 modernization of the school 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 "The Buryat population of the Irkutsk region and the Ust-Orda Buryat Autonomous Okrug in the XX century" (Irkutsk, 2002),

at the regional scientific and practical conference "Management of the development of an educational institution" (Ulan-Ude, 1997),

at city scientific and practical conferences "Education of the individual Experience Problems Perspectives" (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 educators of the Buryat State University, the Buryat Institute for Advanced Studies of Educators, district institutes for advanced training of educators of the Aginsky and Ust-Orda Buryat Autonomous Okrugs,

at intra-university advanced training courses for faculty and managers structural divisions Buryat State University,

at intra-organizational part-time advanced training courses for teachers and heads of experimental educational institutions,

in speeches at pedagogical councils secondary schools No. 5, 26, 33, 43, 46, 56 of Ulan-Ude, Noekhonskaya and Sutoiskaya secondary schools of the Selenginsky district, Mogsokhonskaya Buryat secondary school and Kizhinginsky Buryat boarding school of the Kizhinginsky district, Tsokto-Khangilskaya Buryat secondary school of the Aginsky Buryat Autonomous district and the Obusinskaya Buryat secondary school of the Ust-Orda Buryat Autonomous Okrug, National professional lyceum No. 24 of Ulan-Ude, Lyceum of traditional arts of the peoples of Transbaikalia No. 38, professional lyceums No. 15, 16, pedagogical and forestry colleges, electrical engineering school of Ulan-Ude, Ivolginsk state farm-technical school in Ivolginsk, Republic of Buryatia,

in field reports scientific and practical conferences Committee for Nationalities Affairs and Relations with Public, Religious Associations of the Administration of the President and the Government of the Republic of Buryatia,

at meetings of the scientific laboratory on the problems of managing an educational institution of the Department of Education Management Theory of the Buryat State University,

in scientific consulting of heads of educational institutions of various types and types of the Republic of Buryatia, Aginsky and Ust-Orda Buryat Autonomous Okrugs,

at the All-Russian competition of materials on educational work(1997), as a result of which a diploma of the winner and a prize were received,

at the All-Russian competition "Organization of the educational process, scientific, methodological and experimental work at school" (1998), which resulted in a diploma and a prize,

at the US Department of Education's IREX project competition, which resulted in a grant for a one-month internship in Vermont in March 2000,

at meetings with teaching staff and heads of schools of the Evenk khoshun, with the leadership of the Mongolian faculty of the state institute gHailar of the Khulunbuyr aimag of the Inner Mongolia Autonomous Region of the People's Republic of China

The main results of the study are implemented in the management process of

educational institutions of the Republic of Buryatia, Aginsky and Ust-Orda Buryat Autonomous Okrugs The research materials are used in the activities of educational institutions of Buryatia, Aga, Ust-Orda.

The totality of the development needs of modern educational institutions, which consists in the need to meet the needs of the external and internal environment, in pursuing a unified state policy in education, in finding and accumulating dominant advantages in a competitive environment, gaining experience in timely and rapid adaptation to new environmental requirements, in focusing on long-term perspective, in shaping 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, involving 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

Systematic and program-targeted approaches as productive and effective theoretical and applied cognitive technologies for research, modeling, predicting the characteristics, behavior of an educational institution to obtain a new positive qualitative level

Theoretical and methodological provisions that characterize 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 determining 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 renovation 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 of 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 a grassroots initiative of managers, teachers, distribution of powers by levels and links of management, concentration of rights and responsibilities in one link when solving problems, balancing tasks of levels and links of management, division and cooperation of labor between levels and management, performance

6 Model of program-targeted management of the development of educational

institution, including a problem-oriented analysis of its external and internal environment, formulating a problem with program features for solving, defining its philosophy, mission, values, strategies, ideas, goals, expected results, developing a program for the development of an educational institution, its implementation and control, analysis , assessment of the results achieved

7 Program-target organizational structure of management, consisting
from 3-4 levels, collegiate (scientific and methodological council), group (departments
ra of managing the development of an educational institution, working or project
group), individual management units (scientific consultant, deputy
director for scientific and experimental work, head of the department, supervisor
parents of methodological associations, working or project groups, educators
investigators), their functions, methods, resources, connections and relationships, means -
development program, stages of its development and implementation, results

Research Structure* the dissertation consists of 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 peculiarity of ongoing processes, a hierarchical structure, an abundance of element connections, state uncertainty, and a variety of management goals and objectives. An educational institution today should provide educated, moral, enterprising people who are 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 the school business and its management, given in the early 90s of the XX century, is largely preserved today (291. P. 53-57). In connection with the need to overcome difficulties and achieve the goals set, 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 substantiated. At the same time, two main initial messages were proposed as the basis for the education of Russia: 1) education is the leading factor in human development and human resources; 2) education is a decisive factor in the development of society, the implementation of radical reforms in all spheres of life. The defining features of the new educational policy are realistic, strategic, predictive, 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, humanitarization, 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 maximizing the satisfaction of new socio-economic, cultural and educational needs. 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 taking place in society. The overloaded content of school education, the lag in the three most important components of the knowledge standard - informatics, foreign languages, basic social disciplines (economics and law), inability vocational education to fully solve the problem of "staff shortage" due to new requirements for the level of qualification of workers. Unequal access to education depending on family income was stated. 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 need (from 25% - 40% to 50 -60%). Several serious contradictions are identified between the content and technologies of education and the increasing demands of modern society for 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 ​​the regulatory documents is the idea of ​​development - the development of educational institutions through adaptation to new conditions, expanding the market of educational services, maximally satisfying the new educational, cultural and other needs of various groups of society. To solve the problems, first of all, the basic typology of educational institutions of seven types is indicated: preschool; general education (primary general, basic general, secondary (complete) general education; institutions of primary, secondary, higher and postgraduate professional education; special (correctional) institutions additional education children; institutions for orphans and children left without parental care; other institutions carrying out the educational process (52. Art. 12). In 1997, under the influence of the unfolding innovation activity, the Ministry of Education of Russia within each type of educational institution approved from 3 to 9 divisions into types (171. P.6). There are many other types of educational institutions left outside the approved nomenclature. The active process of real multiplication of species diversity continues with the experimentation of the Basic Curriculum educational institutions Russian Federation with 12 years of study. For example, in the education system of the Moscow and Yaroslavl regions, in the Krasnoyarsk Territory and in other subjects of the Russian Federation, a large number of educational institutions participate 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 contingent of 168,205 students. Currently, about 20 educational institutions are high-level institutions, about 100 are operating in the 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 in the Buryat State Agricultural Academy and in the East Siberian state academy culture and art. The Ministry of Education and Science of Buryatia itself is a federal experimental platform for the project "New technologies for managing innovative processes in the development of the national-regional education system."

Systemic and program-targeted approaches in the management of a modern educational institution

XXI century keeps in scientific knowledge a number of features of the past 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 XX century. - formulation of the concept of general 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 systematic research on a scientific basis using the experience of designing automatic and automated systems. Later in domestic science a great contribution to the study of the concept of a system was made by A.A. 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 concretized, its functions are revealed, properties and principles are generalized, the bases for classifying systems are singled out, and their typology is given. As a result, in philosophical science, a system is understood: 1) as an ordered set of interrelated elements with structure and organization; 2) as a collection 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 with the help of specific principles, concepts, formal means, or as a means of solving problems, complexities; 4) as a category denoting an object organized as a whole, where the energy of connections between the elements of the system exceeds the energy of their connections with elements of other systems; as a category defining the ontological core systems approach.

Of basic importance for our study is the point of view, which believes that the 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 refer to a set of specific elements, the existence and functioning of which are interrelated or interdependent due to specific circumstances. Hence, the most important feature of the system is its integrity - the appearance in a given set of elements of properties that each of them individually does not have. Despite the variety of concepts of the system, two of its interpretations are persistently preserved: a) ontological (naturalistic), considering the system as an object that has its own laws of life, studying its specific system properties; b) epistemological and methodological, which determines the system not by the properties of the objects themselves, but by the purposefulness of the activity and organization of thinking (237. P. 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 science analysis, goes from function to the process of functioning and then to the material that ensures functioning. Proceeding from this, the concept of a system is formalized as a certain organization and hierarchy of categories. From this point of view, the system is considered in four categorical layers: processes, functional structure, material organization, morphology. The layer of morphology can be again decomposed into layers of processes, structures, organization until an idea is obtained about the different levels of system description and the required level of specificity.

For our study, it is important to classify all available definitions of the system, divided into four conditional groups: a) definitions that consider the system as a complex of processes and phenomena, objectively existing links between them; b) definitions that consider the system as a tool for studying processes and phenomena; c) definitions that characterize the system as an artificially created complex of elements designed to solve complex organizational problems; 4) definitions that characterize the connection of the system with the external environment, their interdependence (34. P.249). 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, perform structuring, find out the mechanism of operation and, based on this, influence it. In this case, the system is the object of research and control. Management is carried out on the basis of information circulating in the system, coming to its "inputs" and "outputs" from it. Management processes in the system are reduced to making decisions that can be described (and hence foreseen) 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 design, synthesize a system as a kind of speculative reflection of real objects. The creation of a system, its design, development and enlargement is carried out in the following order: the concept of the system, the analysis and selection of components, the design of components, their synthesis into a single whole. The third group of system definitions not only singles out its individual parts from the environment, but also creates, synthesizes it. Here the system is both a real object and an abstract reflection of the connections of reality.

History, essence, means of program-target management

Ideas for improving the quality of education, the effectiveness of educational institutions actualize the issues of selection, design, and application of new management systems. One of the most attractive management systems, the impact of which on the performance of an educational institution is being actively studied in Lately, has become program-targeted management.

In our country, the beginning of the application 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 XX century. It is known from research that all this time program-target management has become either the central object of consideration, or it has been touched upon among general or special management problems. national economy(292. S. 150-157). In the available literature of theoretical and methodical nature on program-target management, its application is mainly considered at the national economic, regional levels, less -at the level enterprises, research and production associations, institutions.

The penetration of the ideas of program-target management into education is associated with the end of the 60s and the beginning of the 70s of the XX century, when promising 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 1980s and early 1990s, when the Program for the Reform and Development of the Education System of the Russian Federation in the Context of Deepening Socio-Economic Reforms (1992) was developed in fuller accordance with the requirements of program-targeted management. "Education reform in Russia and state policy in the field of education" (1992), the Law of the Russian Federation "On Education" was put into effect (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 acquisition of greater independence and responsibility by the education system and with the presence of prerequisites, needs, problems for development; secondly, with the need for a qualitative renewal of development management; with the strengthening of the system approach and with the understanding of control objects as complex systems; thirdly, with the needs of a programmatic solution 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. Afanasiev (13), L.I. Evenenko, 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. Since the beginning of the 90s of the 20th century, B.S. 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, program-target management has been given various definitions, its principles have been singled out, 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 addresses the issues of application of program-targeted management at different levels, comprehends the conditions and boundaries of its implementation, the logic and methodology for developing and implementing development programs, options for the program-targeted management structure. At the same time, methodological, theoretical and practical aspects of program-targeted management are poorly disclosed in the pedagogical literature, which largely limits its application in the management of an educational institution.

In the concept of "program-targeted management" they can be broadly and narrowly interpreted. In an extended interpretation, according to V.G. Afanasiev, program-target management is a synthesis, an organic unity of program and target management, the integration of which enhances both 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, superimposed on the main one (270. P. 112). This option allows you to clearly identify goals, strengthens management, but also complicates it. E.P. Golubkov, A.M. Zhandarov and I.K. Uzhinsky program-target management is revealed as the impact of the subject of management on the object of management, developed on the basis of system analysis, while the means of achieving the goals are determined on the basis of them and the coverage of all stages of the reproductive life cycle (75. p. 12). G.S. Pospelov and V.A. Irikov believe that the program-target management is, firstly, the coordination of the constituent parts and the comprehensive provision of the problem-solving process at all levels of management, which is set with varying degrees of detail at different points in the complete problem-solving cycle; secondly, it is a complex of all coordinated 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 organizationally isolated, superimposed on the traditional management system, and complements it (13. p. 307). The above definitions reveal a holistic system, functional and process structure of program-target management and this indicates its close connection with the system methodology.

The term "program-target management" shows that its essence and features are made up of the interacting requirements of the target and program approaches and their imposition on general idea about management. Consideration of the essence of the target and program approaches and some derivatives of 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 the above terms as similar ones is allowed if they are specifically specified.

.Integrative-value renewal of an educational institution

The philosophy of the concept, model and organizational structure of program-targeted management has an integrative-value impact on the activities of managers and teachers at all stages of the development and implementation of the development program of an educational institution. On different stages 436 directors, 1108 deputy directors and heads of elementary schools of educational institutions of the Republic of Buryatia, Aginsky and Ust-Orda Buryat Autonomous Okrug. The process of developing and implementing the concept, model and organizational structure of program-targeted management involves urban and rural, basic and complete secondary schools, gymnasiums, lyceums, institutions of primary professional, secondary and structural divisions of an institution of higher education. special education. The provisions of the concept, model and organizational structure of program-targeted 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) in the Kizhinginsky Buryat secondary boarding school in the Kizhinginsky district of Buryatia; 195 3) in the Obusinsk Buryat secondary school of the Ust-Orda Buryat Autonomous Okrug; 4) in secondary school No. 56 in Ulan-Ude; 5) in secondary school-gymnasium No. 33 in Ulan-Ude; 6) at the National Professional Lyceum No. 24 in Ulan-Ude; 7) in the lyceum of traditional arts of the peoples of Transbaikalia No. 38 of the Ivolginsky district of Buryatia; 8) at the faculty of advanced training and retraining of educators and at the National Humanitarian Institute of Buryat State University.

The choice of these educational institutions and structural subdivisions of the university was due to their typical and specific differences from each other, direct and indirect belonging to the national-regional education system of the Republic of Buryatia, geographical location. The determining factor was the internal readiness and desire of managers and teachers for purposeful updates of the management system and educational institutions. Active cooperation with the leaders of the educational institutions listed above began in the 90s, when they were delegated the authority to develop educational institutions, when they were looking for a formal status for their search 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-targeted 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

Current page: 3 (total book has 6 pages) [accessible reading excerpt: 2 pages]

Font:

100% +

- implementation of integration in the training of personnel in secondary and higher pedagogical educational institutions on the basis of a multi-stage and multi-profile organization of their activities;

– Information Support management of professional pedagogical education;

- provision and development of various forms of social support and protection of subjects of the education system;

– creation of a regulatory framework for the implementation of innovations in the education system, granting greater independence to educational institutions, etc.

Third, the principle of consistency implies the establishment of horizontal and vertical links in the management of professional pedagogical education, thanks to which a pivotal support is formed, contributing to the preservation of the unity of the professional educational space of the region. Therefore, the "Program for the Modernization of Pedagogical Education in the Stavropol Territory for 2003-2006" is systematically "attached" to the federal program and is the basis for developing programs for the development of an educational institution.

And finally fourthly, the implementation of a systematically organized design of development programs is a prerequisite for mutually agreed planning of management activities.

II. IMPLEMENTATION PROGRAM-TARGET MANAGEMENT OF EDUCATIONAL SYSTEM STAVROPOL REGION

2.1. Application of the program-targeted approach in the management of teacher education

The program-target approach to education management, especially in the period of modernization, implies the presence of integrated management goals and a development program built in accordance with these goals. In theory, the educational goal acts as a foundation or backbone element in the construction of educational systems. The goal, the target order, along with the initial state of the system of teacher education, appear as the basis for the implementation of the program-target principle (approach). The foundations of the management system determine certain management strategies and tactics.

The foundations and the strategy in the aggregate are expressed in specific measures and steps - in the program for the development of the system of teacher education. In this sense, the development program is an organizational form of expression of the program-target approach in the management of teacher education.

According to a number of scientists (V.A. Irikov, D.A. Matsnev, G.S. Pospelov, S.A. Repin, N. Stefanov and others), the program-targeted approach is a synthesis of a number of approaches, since it is associated with the development highly qualified target programs (target and program approaches), activities (system approach) in the unity of its elements (structural approach) and functions (functional approach) in all areas of activity (comprehensive approach). Thus, in the program-target approach, integration and synthesis of the basic principles of management is carried out: targeted (focus on the final result), complexity, connection of goals and resources, specificity, unity of sectoral and territorial planning.

The main concepts of program-target management are "goal" and "program". The goal is the expected, desired state of the system, which necessarily implies the achievement of a predetermined result (12, p. 258). Clarifying this definition, V.G. Afanasiev calls the requirements for the goal: concreteness, reality, controllability. Since the goal is complex, parts are singled out in it, which have an impact on the preparation of target programs. V.G. Afanasiev describes this dependence as follows: “an accurate division of the main goal allows you to accurately and rationally distribute the responsibilities of organizations participating in the target program, establish the order and timing of the work assigned to them, and monitor the progress and results of the work” (12, p. 263).

The specificity of specific methods of program-target management is determined by the characteristics of target programs. The program is a multifaceted concept and is widely used in a wide variety of fields. human activity and depending on the field of application has a different semantic load, so different authors define and correlate the program and the plan in different ways.

For example, in the Great Soviet Encyclopedia, in relation to economic applications, such definitions are given as a program is a plan of activities, works; plan - a predetermined order, the sequence of performing any work, carrying out activities. Economist S.G. Strumilin interprets the plan as a specific program of action leading in this particular situation to the intended goal. His colleague N.N. Moiseev believes that the plan is a further development of the program. The latter is some purposeful, but relatively general, non-detailed set of actions. According to A.G. Aganbegyan, the program “is a more detailed planning document; it differs from the plan in that it indicates not only how much to produce, but also how to carry out production” (9, p. 126). In most publications on this topic, and this is important for our study, a special class of programs is distinguished - targeted complex programs (see Appendix).

The term "target complex program" has the most generalized meaning and includes all types of planning and management programs of various content, level and focus. V.G. Afanasiev defines this concept as follows: “A comprehensive target program is a directive document containing a set (system) of economic, technical and technological, research, design, organizational, ideological and other activities aimed at achieving a specific goal. Achieving this goal in a planned economy necessarily involves linking the goal and the resources needed to achieve it, linking the plans of industries, departments and organizations involved in the development and implementation of the program, plans for scientific and technical work, logistics, distribution and use of labor resources. The program is, ultimately, a tool for translating social goals into the language of plans, goals and objectives of individual industries and organizations” (12, p. 26).

The formation of the program is carried out according to the rules that are part of the program-target approach, and its content highlights the operations described above (defining the functions of management, building a system of goals, determining the necessary resources, setting deadlines for achieving the goal, distributing management and execution functions). Each operation is performed using a fairly complex system of rules.

Among these operations, specialists emphasize the construction of a system of goals (22, 25, 26, 27, etc.), for the formalization of which the rules for constructing a tree graph or constructing a special matrix are used. It is also possible to build an operational goal tree.

So, based on common approaches to key concepts, we characterize the essence of the application of the program-target principle in education management.

According to the provisions of the system approach, the foundations of the system in education predetermine the properties of the system and set its direction. A typical foundation in education is target order. The second base is initial state of the system(initial state).

In education, the goal of management can be oriented towards some given goals. However, it is additionally mediated by the goals of the subjects of management. Generally speaking, the goal is set on the basis of an assessment of the state of the system, and the goal-setting itself is already based on the results of diagnosis. This feature of the goals of education management is due to the strength of the influence of the "human factor" on all aspects of management.

With this approach, the goal is inseparable from management and in this sense is not only the basis, but also an attribute of management.

In the theory of education management, the goal is characterized from the standpoint of a systematic approach. The leading feature of the goal is its systemic nature. According to G.N. Serikov, the elements of this system are target installations, which can be divided into the following components:

– goals focused on taking into account the needs and interests of society;

- the goals of individual participants in education;

- goals expressing intentions to promote the development of a sense of purpose in the participants of education in achieving the interconnected unity of the first two components (48, p. 164).

The target settings of each group are fuzzy components of a certain system of goals. The ambiguity is due to a number of reasons. Firstly, there is a large measure of uncertainty in the impact on the educational system from the external plan. Secondly, uncertainty exists in the relationship between people. Third, each person is also unique and unpredictable in their behavior and goal setting.

Due to the property of refinement of target settings, it is possible to reduce their uncertainty (fuzziness), so the target settings do not remain scattered among themselves, but have the ability to systematize. Together they form the goals of system management. educational systems.

A purposeful analysis of the properties of the goals proposed by various authors allowed us to draw a general conclusion that the goals of education management have the properties of correspondence to the initial state of the educational system; decomposability and integrability; fuzziness and refinement; hierarchy, structuring; concreteness and temporal certainty; reality or attainability; controllability. Let us characterize these properties in detail.

The goals of education management are based on accounting initial state of the system. First of all, an a priori assessment is made of the natural trends in the development of the educational system, which hinders its further development, what shortcomings should be eliminated, what is the potential (personnel, material and technical, etc.) of the system in development in one direction or another, what are the personal goals of the subjects of education .

Decomposability And integrability- this, on the one hand, is a consequence of the complexity, the generality of the goal, the achievement of which requires the efforts of many subjects. On the other hand, the common goal itself synthesizes both the social order, and the goals of the development of the educational system, and the personal goals of the subjects in education. It is the result of their integration on a systemic basis in such a way that the community itself has the features of a system, in particular, integrity and indivisibility.

The social order expresses general requirements that should be specified in relation to the conditions of a given educational system. The personal goals of the subjects, generally speaking, are also amorphous and dis-coordinated. They are diverse for each of the subjects. Their synthesis requires, first of all, their hierarchization on a common basis and clarification of those goals that would be consistent with each other and would meet both the social order and the direction of development of the educational system. Thus, refinement acts as a means of coordinating disparate and fuzzy goals. Such is the relationship of properties fuzziness And refinement goals.

In the process of coordination, the leading, system-forming goal is revealed, the interconnections of other goals with the main one are established. Harmonization, reconciliation, integration of goals is related to their hierarchization And structuring generally. At the same time, the goals of the third type (48) become the leading ones, which specifically serve to develop the subjects' focus on coordinating all goals.

concreteness And temporal certainty of purpose indicate that the terms, conditions and subjects of its achievement are outlined (it is practically possible to do this).

Reality or goal attainability means that its formulation is consistent with the initial state of the educational system. At the same time, the potential of the system (personnel, material, information, etc.) is sufficient to achieve the goal. The available means of achieving the goal, which are outside, in the educational space, are also taken into account.

The ability to assess the degree of achievement of the goal indicates its controllability. For evaluation, dependent variables are usually introduced - parameters, a scale for their evaluation and data acquisition tools. Monitoring the achievement of the goal, therefore, means conducting research.

According to a number of scientists (I.O. Kotlyarov, S.A. Repin, R.A. Tsiring, etc.), the goals of managing the system of teacher education synthesize the goals of all subjects of all levels of management, and at each level and for each category subjects have their specific manifestations. Therefore, it makes sense to single out three components of target settings, each of which incorporates a set of target settings that determine the generalized direction of development of the sphere of teacher education. IN first component includes targets related to meeting the needs of society in qualified teaching staff. In second component generalized target settings are included, representing the needs of all participants in the educational process. Third component reflects the educational orientation of the system management of teacher education. In addition, all components can be specified at each stage of pedagogical education.

For example, at the stage of pre-professional training, students comprehend the essence of the teaching profession and the possibility of developing the abilities of students to master the program of professional and pedagogical education. This goal, when specified, includes goals such as:

– creation of conditions for a conscious choice of a profession to the maximum extent possible;

– development of students' motivation for the future professional activity;

- ensuring the level of education of students sufficient to receive professional education.

At the stage of secondary pedagogical education, the following goals are achieved:

- implementation of an individual choice of the direction and level of education and training received, satisfying the intellectual, social, professional needs of the individual;

– development of personnel qualification;

– training of a specialist with the expected (expressed in the social order) level of qualification. The main goal of this stage of continuing teacher education is to provide sufficient pedagogical activity in its entirety, the level of professional and pedagogical qualifications of employees of educational institutions of general education.

At the level of higher pedagogical education, the level of training of specialists should be focused on a promising model of education and science and be based on a fundamental analysis of pedagogical activity.

The main goal of the postgraduate stage continuing education- ensuring the training, retraining and self-education of pedagogical personnel, corresponding in terms of qualifications and the content of pedagogical activity to state, regional and individual orders for the education of the individual.

It is necessary to pay attention to the fact that any control action is generated based on the conditions in which the system is in currently time (at the time of the impact). The control action transfers the system to a new state, and this new state is the basis for developing the next control action. Taking into account this circumstance, the control decision is made taking into account the characteristics of the educational system.

At present, when there is no general theory of educational systems, it is difficult to single out any characteristics of the educational system. Thus, some general characteristics of educational systems are presented in the monograph by S.A. Repin (46).

Other works (41, 48) mainly analyze the states in educational systems of some particular types. V.S. Lazarev and M.M. Potashnik propose to carry out a problem-oriented analysis of the state of the educational system. Yu.A. Konarzhevsky considers the state of educational systems from the standpoint of a systematic approach. G.N. Serikov describes the educational space in four coordinates (48): normative-regulatory, perspective-oriented, activity-stimulating, communicative-informational.

Secondly, these are means, the use of which is aimed at motivated innovations that contribute to the development of one's own education and, consequently, to an increase in the level of professional and pedagogical qualifications. These are two groups of tools used by educators.

Thirdly, these are the means used by students in their acquisition of education. Especially in detail G.N. Serikov dwells on the methodological support of educational processes. Among their external manifestations, he calls:

- the presence of material carriers of material, scientific, methodological, legal security;

- the ability to use the means necessary for various educational purposes;

– the existence of information about the rights and obligations of participants in education; normative framework for the education of different categories of students;

- the opportunity for participants in education to appeal to the data of science for educational purposes;

- the practical possibility of implementing educational processes within the known methods, ways, algorithms.

It is obvious that the signs of each of these directions are somewhat modified and shifted hierarchically. Therefore, to describe regional educational systems, the following generalized formulations of the directions of the system's characteristics are usually chosen: material and technical base; personnel; contingent of students; state of culture; structure of education management; information structure in the region; social and production structure.

When developing targeted regional programs for the development of education, it is also necessary to take into account the traditions of the educational system; regional features of education leave a certain imprint on educational systems. The traditions of the educational system are intertwined with the cultural characteristics of the region (historical, national-ethnic, ecological, etc.). Describing the state of regional educational systems, it seems more appropriate to talk about cultural and national characteristics.

There is an objective need to take into account the trends in the development of the regional educational system, i. to carry out the development of the educational system in those directions that have naturally developed in the system, if they correspond to the development goal.

Development is not an artificially imposed process on the educational system. It is inherent in any system and is due to the contradictions that arise in it. Both the presence of contradictions and their subsequent resolution (during development) are objectively inherent in the system. Development is a means of resolving contradictions. When determining the directions of development, it is necessary to identify the contradictions existing in the educational system.

2.2. Some results of program-target management of the system of teacher education in the Stavropol Territory

The current state of research in the field of managing complex educational complexes, as well as the search for mechanisms to eliminate crisis processes that accompany their development, in global and domestic practice is still in its infancy, at the level of diagnosis and comprehension. Although, more than once, starting from the 30s of our century, information about crisis phenomena in education systems and their growing trends appeared in the scientific press of various countries.

There were even attempts, in particular in the United States, to solve problems by increasing funding and technical equipment for the educational sector. But, paradoxically, the results were negatively correlated. This state of affairs is explained by the still poor knowledge of the mechanism of formation educational technologies, corresponding to their content and construction of the social environment and the needs of the environment.

At the present stage of development of science, a limited amount of scientific and practical data has been accumulated on the socio-pedagogical processes taking place in a constantly changing society, which is not enough to make a breakthrough in this field of knowledge. As a result, there is a need to involve not only purely scientific means, but also administrative ones in the management of educational systems. In our case, as such an administrative resource, which allows to systematically manage the development of the educational complex of the region, the program-targeted approach was chosen (see Appendix).

Thus, the experimental base for the implementation of the proposed project and research is the Stavropol Regional Scientific and Educational Complex, which includes educational institutions of preschool, general school, secondary and higher and postgraduate professional education of the Stavropol Territory, in which the system-forming core, according to the proposed concept, is Stavropol state pedagogical institute (62, 63).

The subject of the study, in this case, is the backbone capabilities of a regional pedagogical higher educational institution in the formation of a regional scientific and educational complex of an open type and the role of a pedagogical university in modeling regional socio-pedagogical and socio-economic processes in a deeply crisis social environment. The technology of reconstruction of the regional educational system and system-wide mechanisms for the interaction of educational institutions are also being studied; the possibility of managing multi-level socio-pedagogical processes based on the program-target approach and the degree of interdependence and complementarity of the assumed (scientific-theoretical) and received (practical-stating) data.

In this case, the research is aimed at fundamental for all civilized mankind, the problems are the satisfaction of the needs of the individual in continuous intellectual, cultural and moral development; to overcome the crisis and reduce socio-economic tension in difficult social - pedagogical systems ah, the essence of which lies in the constantly emerging contradictions between the level of development of science and the content and forms of education, the needs of society in the training of personnel of a certain qualification and the goals of education of the individual himself, which may be indefinite. The relevance of such a study is also explained by the fact that the content and forms of education in the region and, especially, the timing of its receipt do not satisfy the individual today and, moreover, should not satisfy the state, since they make education expensive and knowledge obsolete.

In addition, the emerging global integration processes in science and the production and economic environment necessarily required qualitatively new performers, which, in turn, forces a critical analysis of the entire structure of personnel training.

A new (different) paradigm of education (and, especially, regional education) is required: a transition from the training of “narrow specialists” to the training of highly educated individuals. In a more general interpretation, the new paradigm aims to increase the stability of society, since in this case it receives individuals who are able to professionally adapt to the changing needs of society.

The specific fundamental task facing the research team, and to which the work is aimed, is the creation of a new type of scientific and educational complex in the conditions of the regional educational system, using program-targeted means in the conditions of the regional educational system, which allows solving a variety of managerial and experimental (in the context described - anti-crisis, modernization) issues and combining such qualities as openness, flexibility, mobility, modernity, relative independence.

In parallel, more specific tasks are being solved: the search for the optimal internal structure of educational institutions and the optimal structure of the entire scientific and educational complex, the design of flexible forms of relationships between educational institutions that are part of the scientific and educational complex; modeling of individual learning trajectories and individual training programs, learning intensification processes.

The spectrum of issues to be resolved also includes the patterns of formation in children at different stages of individual development of a sustainable interest in continuous learning as a necessary condition for successful socialization of the individual.

Theoretical and experimental testing of the regional model of the scientific and educational complex (shown in the figure) opens up the possibility, with the help of program-targeted management and scientific and pedagogical tools, to study the patterns of formation of the regional educational space and find external and proper - systemic mechanisms for managing socio-economic and socio-pedagogical multi-level processes that make it possible to overcome crisis phenomena in education associated with inconsistencies in the content and form of education with the needs of modern (and future) society and the impossibility of each individual to exercise the right of continuous (potentially throughout the entire professional activity) training in the chosen pedagogical specialty.

In parallel, the degree of correlation between the level of development pedagogical science, the content of education and the requirements that apply to a modern specialist.

Based on a comprehensive study of internal and external, objective and subjective complex-forming factors, an optimal (ideal) model of a flexible, mobile, easily restructuring regional scientific and educational complex with a system-forming core - a regional pedagogical university, in which maximum attention is paid to the processes of socialization of children, adolescents and youth with different levels of starting knowledge and mental states by immersion in a highly intellectual and deeply humane pedagogical environment.

The system of continuous pedagogical education in the structure of the Stavropol scientific and educational complex

The implementation of this study provides for the coordinated interaction of several components - these are:

Firstly, flexible and prompt scientific and managerial support of the project by a working group consisting of heads of educational institutions, scientists, innovative teachers;

Secondly, support from the Government of the Stavropol Territory, the Ministry of Economic Development, the Ministry of Education and the Ministry of State Property of the Stavropol Territory;

Thirdly, consent to participate in the study (confirmed by the conclusion of agreements on joint scientific and educational activities) of the heads of more than 30 different levels and different educational institutions in the region;

fourth, active use of the material and technical base and creative potential of the teaching staff of educational institutions participating in the experiment;

fifth, the creation on the territory of the Stavropol Territory of not only a single open educational space, but also a single open information (in the broadest sense of the word) field. This reorganization will facilitate the rapid exchange of scientific, educational, managerial and other information between institutions, the conduct of electronic (distance) forms of education and scientific and technical events (meetings, seminars, conferences, etc.), which will become possible due to the installation in each educational institution participating in the project of modern IBM - compatible computers and linking them into a single electronic, information network;

At sixth, operational replication, distribution and implementation of the results of the experiment (monographs, textbooks, scientific and methodological, educational and methodological, didactic, etc. materials) into the practice of pedagogical work of educational institutions in the region and Russia.

The study of the backbone capabilities of a regional pedagogical higher educational institution in the formation of a regional scientific and educational complex of an open type and the role of a pedagogical university in modeling and structuring regional socio-pedagogical processes is carried out taking into account all stages of modern methodology for studying complex and, in particular, complex social phenomena. The model of the experiment is based on a systemic-synergetic approach based on the principles of universal evolutionism and program-targeted management.

The starting point of the entire study was a deep comprehensive analysis of the patterns of program-targeted management of educational systems, the construction of social and pedagogical systems, taking into account the principles of historicism (with elements of methods historical reconstruction), multidimensionality and conceptuality. It is planned to widely use the methods of theoretical and experimental modeling, mathematical and statistical analyzes intermediate and final results, and the entire course of the experiment will be subject to continuous and selective monitoring.

The social and pedagogical components of the experiment are studied using a variety of private and general methodologies applied in social and pedagogical sciences.

The proposed methods and approaches for studying socio-pedagogical processes and the possibilities of managing and modeling them on the basis of a program-targeted approach do not contradict, and, at the same time, are not inferior to the world level, and in some aspects even outpace global trends. The very statement of the fundamental problem in this perspective is already inherently new, since we are talking about studying the capabilities of the system itself (scientific and educational complex) to self-govern, self-adjust and self-realize.

FAR EASTERN STATE UNIVERSITY PACIFIC INSTITUTE OF DISTANCE EDUCATION AND TECHNOLOGIES GRISHAN IP MANAGEMENT OF EDUCATIONAL INSTITUTIONS VLADIVOSTOK 2002 Topic 1. Formation of the science of intraschool management as a branch of scientific knowledge. Its subject, tasks, methods .............................................. ................................................. ......................3 1.1 Evolution of scientific management ideas social organizations. ...............................3 1.2 General theory management and development of problems of education management abroad. ................................................. ................................................. ................................................. ....7 1.3 The formation of intra-school management as a scientific discipline in Russia .............................. 9 1.4 The subject, tasks and methods of the science of school management .............. .................................................12 TOPIC 2. ORGANIZATION OF THE FUNCTIONING OF THE SCHOOL. .............................................................15 2.1 Designation of organizational activities ................................................. ......................15 2.2 The structure and educational system of the school ..............................15 ...............................................17 2.3 Features organizational structure depending on the size and type of school....19 2.4 Approaches to school management and its structure........................................... .................................................... 27 TOPIC 3. PLANNING THE EDUCATIONAL PROCESS IN THE SCHOOL.... ..................30 3.1. Planning the goals of education at school .............................................. ......................30 3.2. The basic curriculum is the basis for planning the educational process at school.................................................................. ................................................. ................................................. ............33 3.3. School Curriculum .............................................................. ................................................. 36 3.4 Developing the School Curriculum .................................. ................................................. .41 3.5. Scheduling your training sessions............................................................... .......................43 TOPIC 4. CONTROL OF THE FUNCTIONING OF THE SCHOOL.................................. ...........45 4.1. Subjects of intraschool control .................................................................. .................................45 4.2. Types and forms of control ............................................................... ................................................. ......46 4.3. Principles and methods of control ............................................................... ...............................................47 4.4. Intra-school control procedures .............................................................. ..............................50 TOPIC 5. SYSTEM MANAGEMENT OF SCHOOL DEVELOPMENT .............. .................................................54 5.1 Fundamental features of the system management of school development. ....................54 5.2. Systematic planning of school development: identifying and assessing problems .............................56 5.3. Systematic planning of school development: development of a conceptual project of the desired future.................................................................. ................................................. .........................................59 5.4. Systematic planning for school development: developing a strategy for change and a plan for its implementation .............................................................. ................................................. ......................................61 5.5. Program implementation management .................................................................. ...................................................63 Topic 1. Formation of the science of intra-school management as a branch of scientific knowledge. Its subject, tasks, methods. Educational questions: 1. Evolution of ideas of scientific management of social organizations. 2. General theory of management and development of problems of education management abroad. 3. Formation of intra-school management as a scientific discipline in Russia. 4. The subject and methods of the science of school management. The development of scientific approaches to school management abroad began in the 20s, and in our country in the 50s of the twentieth century. For a long time, this work in our country was carried out in isolation from what was being done in the world. If abroad, the search for ways to improve the efficiency of school management from the very beginning was based on the achievement of a general theory social management, then in our country it was based mainly on the provisions of pedagogical theory. However, since the mid-1980s, this gap has been rapidly decreasing. 1.1 Evolution of ideas of scientific management of social organizations. First scientific schools management At the end of the 19th - beginning of the 20th century. The industry has entered the era of mass production, in connection with which the tasks of enterprise management have become more complicated. The old methods of management were increasingly demonstrating their inefficiency. Awareness of the need for new forms and methods of management led to the emergence of management science. The first theory of scientific management was developed at the beginning of the 20th century by F. Taylor. Criticizing the management practices of that time, he argued that in order to be effective, management must be carried out on the basis of certain laws, rules and principles. And although his focus was on the management of enterprises, he believed that the same principles could be the basis of any social activity. He considered the main reasons for inefficient activity to be: the unwillingness of performers to achieve high results, their use of unproductive methods of work, poor management organization, which encourages performers to work “with coolness”. To eliminate these causes, management, according to F. Taylor, must be built on the basis of four "basic great principles": the development of true scientific foundations of production; scientific selection of performers; their scientific education and training; close friendly cooperation between the administration and the performers. The main tasks of management F.Taylor singled out in order to: divide the work evenly between the performers in accordance with their abilities; define clearly tasks; identify rational work technologies, train employees in them and ensure that everyone uses them and does not work “with coolness”; to provide financial incentives for the performance of tasks and at the same time establish a system of penalties for unproductive work, applying them dispassionately and fairly. The worker must be freed from thinking about how to do the job. The task of employees is to perform, and the administration must encourage or punish the employee, depending on the results. Therefore, F. Taylor considered clearly set tasks and bonuses to be the most important element in the mechanism of scientifically posed management. F.Taylor is called the father of scientific management. His merit and the merit of his followers: G. Gantt, F. and L. Gilbreths, S. Thompson and others is, first of all, that they practically showed that management, carried out on the basis of scientific principles, allows you to get more high results than management based on common sense and experience. However, his theory also has significant shortcomings. It is based on a mechanical model of organization, i.e. idea of ​​an ideal organization, working on the principle of a well-oiled clockwork. In such an organization, the influence of the individual characteristics of employees and their interests on the final result is reduced to zero. This theory is focused on the stable functioning of the organization and says nothing about the management of its development. It ensures the productive work of each performer, but if the common goals, then no matter how productive the work of the performers is, the organization as a whole will be ineffective. Almost simultaneously with F. Taylor, the Frenchman A. Fayol proposed his management theory. His work "General and Industrial Administration", published in 1916, is considered the first holistic theory of management, which later received the name classical. If the focus of F. Taylor's theory was the rational organization of the work of performers, then A. Fayol investigated the actual management activity and methods of rational organization of management systems. According to his theory, to manage means: to foresee (that is, to take into account the future and develop a program of action); organize (i.e. build a dual material and social mechanism of the enterprise); to dispose (i.e. to force the staff to work properly); coordinate (i.e. link, unite all actions and efforts); to control (i.e. to make sure that everything is done according to the established rules and given orders). He believed that there were general principles controls that are necessary to make the economy efficient. He included the following 14 principles among the main ones: division of labor; power and responsibility; discipline; unity of management (command); unity of command and control (only one boss can give two orders for one action, as well as one leader and one program for a set of operations pursuing the same goal); subordination of private interests to common ones; remuneration; centralization (the presence of a "think tank"); hierarchy; order; justice; the constancy of the composition of the staff; initiative; staff unity. In addition to the above principles, there may be others. In management, in his opinion, there should be nothing inflexible, absolute. You should always take into account changing circumstances, the difference and change of people and many other factors. That is, the principles must be flexible and one must be able to operate with them. Fayol's main contribution to management theory was that he was the first to consider management as a universal process and single out its components. But, just like F. Taylor, he did not consider the issues of managing the development of the organization. His theory is based on a simplified model of man. Behavioral approach to management In contrast to the rationalistic approach, in the early 1930s, a new approach was formed in management science, based on a fundamentally new understanding of the role of the "human factor" in the organization. The founder of this approach was the American sociologist and psychologist E. Mayo. In the course of studying the reasons for low productivity and staff turnover at the enterprises in Hawthorne, a group of scientists under his leadership, as well as in experiments, it turned out that the main factors influencing productivity were socio-psychological and, above all, relationships in the team. It was found that within the working groups there are their own norms of behavior and values ​​that affect the results to a greater extent than the norms and rules established by the administration. Based on the results of the famous Hawthorne experiments, E. Mayo developed a management theory called "the theory of human relations." If in the center classical theory If there is a formal structure, then at the center of his theory is the informal structure, which he defined as a set of norms, informal rules, values, beliefs, as well as a network of various connections in and between groups, centers of influence and communications. They cannot be regulated within the framework of a formal structure, but they essentially determine the behavior of people in an organization. The activities of the administration, according to this theory, should be focused primarily on the interests of the people. These interests are not limited to material interests. The motives of people's behavior are more diverse and leaders must understand them in order to create conditions for their satisfaction. Fear of punishment is a bad motivator. The followers of E. Mayo subsequently conducted numerous studies of the mechanisms of human motivation, factors of production efficiency. This theory became especially popular in the West in the 1950s. However, the practical implementation of its provisions did not produce the expected results. She failed to offer effective methods impact on employee motivation. One of the largest authorities in the field of management, P. Drucker, noted that the basic ideas of the doctrine of human relations are the main foundation in the management of an organization, but they do not form a building. Awareness of the limitations of this doctrine initiated a more in-depth study of the factors that determine human behavior in an organization. An important difference in the assumptions in the study of these factors was the recognition that the organizational behavior of people depends not only on the nature of the informal structure, but also on the formal structure and psychological characteristics of the person himself. The most prominent representatives of the behavioral approach are K. Argiers, F. Gelzber, R. Likert, R. Blake, D. McGregor, J. Mouton, F. Fidler. In the 60s, these scientists carried out a number of studies to assess the motivational mechanisms of human behavior, the relationship between satisfaction and labor productivity, the effectiveness of leadership styles, the impact of organizational structures and the nature of communication in an organization on organizational behavior, etc. Based on them, recommendations were developed for managers that received widespread in management practice. Many ideas of the behavioral approach to management have not lost their significance in our time. System approach to management The system approach arose in the early 60s, on the one hand, under the influence of the system movement that was widespread in science at that time, and on the other hand, the desire to combine the advantages of rationalistic and behavioral approaches and overcome their limitations. Ch. Barnadr, G. Simson, R. Ackoff, S. Optner, D. Cleland, W. King and others made a significant contribution to the development of the ideas of a systematic approach. as a system (set) of parts so connected and interacting with each other that in this case a whole arises that has its own qualities, different from the qualities of its constituent parts. From the standpoint of a systems approach, an organization is open system . It interacts with the external environment, exchanging energy, information, materials with it, and its effectiveness is determined not only by systemic qualities, but also by environmental conditions. These conditions are constantly changing, therefore, in order to remain effective, the organization must develop and acquire new qualities. Changes in any part of the organization should not occur in isolation. They will inevitably require concerted changes in other parts. With a systematic approach to management, the decision-making process is in the center of attention. Decisions are made at all levels of the organization, incl. and at the worker level. Thus, the organization is represented as a set of decision-making centers interconnected by communication channels. The main thing is that at each level of the organization decisions should be made that correspond to its interests and are coordinated with each other. Differences in modifications of the systems approach are determined by the initial models, on the basis of which the organization is considered as a system. The following are most often distinguished as components of the system: goals, objectives, strategy, structure, resources, technology, people. Goals are usually recognized as the central component of the system. Technology, structure and other components depend on their nature. In turn, goals cannot be set arbitrarily, they also depend on the properties of other components. For example, goals can only be those provided by technology. To achieve other goals, it is necessary to change the technology. The ideas of a systematic approach had a great influence on the development of managerial thinking. Its importance is especially great for management at the upper levels of the organization in the development of decisions of a strategic nature. However, the implementation of this approach places very high demands on the thinking of managers, which is a significant limitation for its wide distribution. Situational approach to management Its main ideas were developed at about the same time as the system approach. The desire to find a universal management approach to any organization and the conditions of their activities, the shortcomings of the classical and human approach to management, forced us to look for more acceptable approaches to managing organizations. Proponents of the situational approach see their task in establishing which management models, under what environmental conditions, are the most effective and, on the basis of this, offer managers the most effective standard solutions for building management systems for specific conditions. The first attempt at such a study was made by the English scientists T. Burns and G. Stalker. They examined several firms from diverse industries and found that, depending on whether the external environment is stable or changing, rigid (mechanical) or flexible (organic) management structures are more effective. At about the same time, the American scientist F. Fiedler published the results of studies in which he showed that there is no one best style of activity (it was believed that such is democratic) and that the effectiveness of the leadership style depends on the structure of the task solved by the team, on the volume authority of the leader and his relationship with subordinates. The authors of the situational theory in its modern sense are American scientists P. Lawrence and J. Lorsch. They developed specific characteristics describing the situation and organizational structure, and conducted research to identify the relationship between these characteristics for well-performing organizations. The main conclusion from these studies is that the characteristics of the external environment are the main factors determining the effectiveness of organizational differentiation and integration. In another management theory popular in the 80s by T. Peters and R. Waterman (known as the “C-7” theory), seven interrelated components of the organization are distinguished, changes in which must be coordinated in order to ensure the effectiveness of the organization: strategy; structure; system; staff; qualification; accepted values; leadership style. The situational approach does not contradict the system approach. He rather complements it. Process approach to management This approach, which I also call functional, develops the ideas of classical management theory, enriching them with the ideas of behavioral, systemic and situational approaches. Management is considered by representatives of this approach as a holistic process of implementation managerial functions, among which various authors distinguish: planning; organization; motivation; management; coordination; communication; control; making decisions; analysis; grade; selection of personnel, etc. Most often, among other management functions, the main ones are distinguished: planning, organization, leadership and control. The control system, from the standpoint of this approach, is presented as a hierarchical structure of interrelated processes for the implementation of control functions. In order for the management process to be effective, the structure of the management system (composition of bodies, distribution of powers and responsibilities, ways of coordinating communications, communication networks) and management methods must comply with both internal and external conditions of the organization. Thus, in contrast to the system approach, which bases the control system on a generalized model of the decision-making process, the process approach solves this problem based on a set of models for implementing control functions. It also assumes that in the implementation of each management function, various decisions are made, but these decisions are developed according to different schemes. The ideas of situational management are reflected in the process approach in that it is recognized that there is no one best composition of management functions for different management systems, and there is no better way implementation of functions of different types. Supporters of the process approach recognize both the formal and informal structures of the organization as equally important. Therefore, when researching and developing models of control systems, they widely use models and methods developed within the framework of the behavioral approach. 1.2 General theory of management and development of problems of education management abroad. The Origins of Scientific Management of Education Abroad Two years after the publication of F. Taylor's work in 1911, an article by F. Bobbitt, professor of educational administration at the University of Chicago, "Some General Principles of Management Applied to Urban School Systems" was published. In it, he recounted his experiences with scientific management ideas applied to school systems. In the same year, the superintendent of schools in Newton, Massachusetts, made a presentation at a national conference on the application of the principles of scientific management in the schools of the city. In the 1920s and 1930s, experiments in the use of scientific methods expanded significantly, primarily in the United States, but then in Europe - England, Germany, France, Switzerland. The first steps of scientific management (1912-1930) of education were influenced by classical management theory. Although the influence of this theory continued in subsequent years. Many principles of the classical theory still play an important role, and in the 1980s and 1990s there were often works based on this theory. The second phase of the development of the theory of school management in the West is associated with the dissemination of the ideas of the theory of "human relations". This period, which lasted until about the 1950s, was characterized by a significant increase in attention to the human factor, it was often called a turn towards democratic governance. The work of J. Koopman "Democracy in School Management" and W. Yoh "Improving Human Relations in Education Management" had a significant impact on the turn towards the human factor. Development of education management problems based on the concepts of social sciences. In the second half of the 1950s, the third period of development of the theory of education in school management began, which lasted until about the 1970s. This period is characterized by the substantiation of the theory of management from the standpoint of the social sciences - sociology, psychology, philosophy. An important role in recognizing the importance of the social sciences in school management was played by national structures and education, primarily in the United States: the National Conference of Professors in Educational Management (1947 ), Cooperative Program for Educational Administration (1950), University Council for Educational Administration (1956). Subsequently, the social science approach to educational management spread to Canada, Australia, New Zealand and, later, to England. A significant contribution to this movement was made by the works of J. Beron and W. Taylor "Educational Management and the School Environment" (England, 1969) and R. Glatter "The Development of Management for the Educational Profession" (USA, 1972). Educational institutions and their management began to be considered from positions of the sociological theory of organization. In the 1950s and 1970s, works appeared that either popularized the theory of management in relation to educational institutions, or analyzed educational structures as social systems. There are still different opinions on the use of sociological theories in educational systems in the West. If some authors believed that management is essentially the same process for all organizations, be it educational, industrial or ecclesiastical, then others, disagreeing with this, believed that there are specific characteristics of educational systems that make them in some cases different from other organizations. These specific characteristics included: a more difficult definition of the tasks and goals of an educational organization due to its special service nature; lack of a single source of policy formation; difficulties in evaluating survey outcomes; the existence of a special close relationship between teachers and students as primary clients. The Concept of Targeted Management in Education One of the most popular approaches to management in the 1960s and 1970s was the concept of management by objectives (MBO - management by objectives). Its main ideas were formulated by the greatest authority in the field of social management P. Drucker. MVO is a results-oriented management philosophy. It provides for the focus of the head on the development of goals agreed at various levels of the organization and the development, together with subordinates, of decisions on the means of achieving and evaluating them. The application of the concept of MVO was widely practiced in the 70s - 80s in Canada, the USA, Great Britain. It was mainly used in intra-school management and planning, as well as in the training of educational personnel. A systematic approach to education management In the 1970s, the ideas of a systematic approach had a significant impact on the development of education management. This approach was applied in analyzing the situation and solving managerial problems at various levels of management and even to individual aspects of management. M. Johnson (USA, 1974) suggested using a general model of education management, and D. Haag (Switzerland, 1976) used a systematic approach to analyze the management of school education. Due to its complexity, the application of a systematic approach to the management of educational institutions was not widespread. Nevertheless, this approach was quite actively used in studies on education management in the 80s and 90s. An example of the successful use of this method is the book translated into Russian by the Dutch scientists A. De Kaluve, E. Marx, and M. Petri "Development of the School: Models and Changes" (1993). It implements the basic principle of a systematic approach - Interaction and interconnectedness of all components of an educational organization in the context of development. Development of educational management problems abroad in the 1980s and 1990s In the 1980s, along with the growing interest in the theory and practice of management in general, the interest in school management in particular also increased. At this time, there was a noticeable shift in emphasis in public policy development of education: the quantitative expansion of educational systems in the 1960s and 1970s was replaced by an orientation towards improving the quality of education in accordance with the requirements of a post-industrial society. Raising the level of intra-school leadership, democratization of the school are reflected in school legislation. Along with this, the development of educational institutions has led to the emergence of large educational institutions with thousands of students, hundreds of staff and huge annual budgets. Under these conditions, traditional methods of education management turned out to be insufficient to solve the problems of improving the quality of education. The period of the 1980s was also characterized by the implementation of major educational reforms in a number of countries. In many countries, decentralization of management was carried out, the strengthening of the autonomy of educational institutions, which required the development of the principle of participation: in the new conditions, schools could no longer manage with authoritarian management systems, they needed more advanced structures and management mechanisms. All this led to the intensification of scientific research on education management, both theoretical and applied. At the same time, research and development was carried out based on the classical, human, behavioral, systems and situational approaches. It is typical to use, as a basis for research, a variety of philosophical schools, trends and concepts from positivism to subjectivism and neo-Marxism. In the 80s - early 90s, a number of major theoretical works were published, aimed either at developing the theory of education management itself, or at generalizing its state and popularizing what has already been developed for practical workers. For example, the works of T. Bush "Theories of Management in Education" (England, 1986); P. Silver "Management of Education" (USA, 1983); K. Evers and G. Lakomsky “Knowing the management of education. Controversy and research” (Australia, 1991); W. Rast "Management Guide for Teachers" (England, 1985); the work of English managers - practitioners J. Dean and R. Bletchford "Management of the secondary school" (1985); N. Adams "Secondary School Management Today" (1987) and others. In the same years, they emerged as a separate area of ​​research in the field of assessing education personnel and managing the development of education. Until the mid-1980s, research in the field of education management concerned mainly the management of the functioning of educational organizations. However, due to the constant and sometimes abrupt changes in the socio-economic sphere that took place in society, researchers and educational organizations at the turn of the 80s and 90s and especially in the early 90s began to turn to methods of strategic planning and development management. As can be seen from the above, the theory of education management abroad is an intensively developing, practice-oriented area of ​​scientific knowledge, actively assimilating general management approaches and developing special models and methods on their basis to improve the efficiency of management activities in the field of education. 1.3 Formation of intra-school management as a scientific discipline in Russia Statement of the problems of school management in pre-revolutionary Russia social institution. This was required by the tasks of recruiting personnel, remunerating teachers, controlling the quality of students' knowledge, maintaining discipline, and so on. Initially, these questions were decided on a purely empirical basis. However, with the accumulation of knowledge, the growth in the number of educational institutions and the contingent of students, it became necessary to generalize the experience of managerial activity and systematize it. A number of school management issues are reflected in the works of the outstanding Russian teacher KD Ushinsky. In the article "Three Elements of the School", he singled out the main components of the school's activities - administrative, educational and educational. He believed that the head of the school should be both an administrator and a teacher: the main subject of his activity is the content of teaching, the choice of teaching methods, exams, the choice of textbooks, teachers' conferences and personal example using the most efficient methods. The problems of intra-school management were further developed in the works of N.F. Bunakov, A.N. Korf, N.I. Pirogov and other famous teachers of the 19th century. N.F. Bunakov paid great attention to the organization school life, creating a favorable psychological climate in an educational institution, combining exactingness with respect for the personality of the student. He resolutely opposed the official, formal-bureaucratic approach to control, in favor of involving parents and the local population in controlling the activities of the school. A.N. Korf in his writings also consistently developed the idea of ​​the need to democratize control over the work of the school. He considered the main criterion for the work of the school - the results of learning, the depth and strength of students' knowledge. An important contribution to the formulation of problems of school management was made by the outstanding surgeon and teacher N.I. Pirogov. He formulated the requirements for intra-school management, which should be presented to the school leader. At the same time, the requirements of professionalism, competence, and the ability to reckon with the opinion of teachers are brought to the fore. N.I. Pirogov considers the teachers' council to be the most important body of collegiate school management. The director has no right to cancel his decision - he can only apply with such a request to a higher management body. The issues of school management for the well-known teachers listed above were not the subject of independent research, they were considered by them in a complex of organizational and pedagogical conditions of the educational process. In the second half of the 19th and early 20th centuries, attempts were made to publish books on the organization of school affairs (“Educational Studies” by N. Solonin, 1879 and under the same name by M.S. Grigorovsky in 1916). But even these works cannot claim the status of scientific research. In fact, they were collections of official instructions and recommendations on the organization of school work. Thus, we can state the fact that in pre-revolutionary Russia the need for intra-school management as scientific discipline was not realized. The Formation of School Studies in the Post-Revolutionary Period The February Revolution of 1917 gave rise to hopes for specific democratic changes in the education system. However, the subsequent October Revolution and the civil war created a fundamentally new situation. Instead of reforming the school system, the question was raised of demolishing the old school and replacing it with a school that was supposed to express and protect the interests of the proletarian state. June 18, 1918 The Council of People's Commissars approved the regulation "On the organization of the case public education in the RSSR. In more detail, the policy in the field of education is reflected in the "Regulations on the Unified Labor School" and "Basic Principles of the Unified Labor School". In these documents, vigorous attempts were made to democratize the process of managing school education. Electiveness of school leaders was established, school councils were created, which were endowed with broad powers. At the same time, it should be noted that the school management system that was being created had a clearly defined class character, its main task was to carry out the policy of the ruling party, strict ideological control over the education system. “Red directors” sometimes came to manage the school, most of whom had neither a pedagogical education nor work experience. In the 1920s, the problem of training and advanced training of personnel in the public education system became extremely acute. The first step in solving this problem was the opening in 1921 of the Central Institute of Organizers of Public Education. E.A.Litkens. The institute was a higher educational institution. Academic work in it they sought to give a search,

1

The article deals with the essence educational environment university, its connection with the social situation of development and its importance in managing the professional development of students. The concept of the educational environment in the concept of project-target management of the professional development of students is revealed in the process of substantiating three models of the organization of the educational environment of the university: monopolar, binary and project. The essential features of each model of the educational environment of the university are identified: for the monopolar model, such features are a fairly rigid relationship between the goal and the result, achieved with the help of technologies aimed at the assimilation of the content of education by students, controlled by educational standards, the regulation of the content and the process of interaction; for the binary model - the development of independence and subjectivity of the student; for the project model - harmonization of the goals of interaction, central idea which is the correlation of the values ​​of the profession with the values ​​of the individual, revealing the value aspect of the content of the educational project. Monopolar and binary educational environments have the same target - improving the quality of professional training of students as the quality of mastering the educational (subject) content of education, but differ in the means of achieving it. The target orientation of the project educational environment is the individuality and the process of individual professional development of the student, achieved in the process of assimilation by him of the value ("non-subject") content of the profession and higher education.

professional personal development

educational project

project-target management of personality development

university educational environment

"non-subject" content of the profession and higher education

1. Mitina L.M. Psychology of personal and professional development of subjects of education. - M., St. Petersburg: Nestor-Istoriya, 2014. - 376 p.

2. Zeer E.F. Psychology of professional development. – M.: Academy, 2009. – 239 p.

3. Isaeva N.I. Psychological criteria assessment of the educational environment of the university // Modern problems of science and education. - 2014. - No. 6; URL: https://www.?id=16751 (date of access: 01.10.2017).

4. Isaeva N.I. Theoretical foundations of modeling project-target management of the development of students' professional competence / N.I. Isaeva, S.I. Mamatova // Society: sociology, psychology, pedagogy. - 2016. - No. 11. - S. 79-82.

5. Novikov V.N. The educational environment of the university as a professionally and personally stimulating factor // psychological science and education: electronic journal. - 2012. - No. 1 [Electronic resource]. - URL: http://psyedu.ru/journal/2012/1/2776.phtml (date of access: 11/01/2017).

6. Bekuzarova N.V. Binary interaction in the system of higher education // Bulletin of the Dagestan State Pedagogical University. Psychological and pedagogical sciences. - 2011. - No. 1 (14). - S. 27-30.

The problem of managing the professional development of a personality is one of the leading problems of pedagogy, developmental psychology and acmeology. Within the framework of this article, the works of foreign (A. Roe; D. Super) and domestic researchers (Mitina L.M., Zeer E.F.) in the field of professional development, self-determination and labor psychology are of interest for theoretical analysis of the problem. In particular, the definition of professional maturity introduced by D. Super regarding a person whose behavior corresponds to the tasks of professional development characteristic of a given age served as one of the theoretical provisions of the developed concept of project-target management of professional development of a person. Compliance of the professional development of the student's personality with the level that is achievable at this age at the stage of mastering the profession is considered as a criterion of professional maturity, and its establishment - as one of the principles of project development management.

Creating conditions for the development of professional maturity, the basic components of which, following many researchers, we consider autonomy, the ability to correlate professional information with one’s characteristics and capabilities, the ability to predict and plan one’s own activities, make decisions, emotionally getting involved in appropriate situations, and be responsible for the result , with the need to turn to the study of the educational environment in the context of the implementation of the project-targeted approach to the professional development of students. The condition for achieving professional maturity, on the one hand, and the mechanism for implementing project management of professional development, on the other, is the need for self-development, the desire for self-improvement and self-actualization. Thus, the achievement of professional maturity by a student is possible only in a certain way organized educational environment.

The primary tasks, the solution of which determines the readiness of students to solve new life tasks in the future, are the tasks of mastering the basic values ​​of the profession and its operational characteristics.

Mastering the values ​​and operational characteristics of the chosen profession, in fact, is the task of the process of developing the student's personality as a subject of professional development. In the psychological literature, the issues of professional development of the personality based on the subject-activity approach, the fundamental provisions of which were laid down in the works of B.G. Ananyeva, L.S. Vygotsky, A.N. Leontiev, S.L. Rubinstein. Within the framework of the project approach, subjectness is considered as a function of the psyche, which provides not only adaptation, but also the transformation by students of the external, educational, and internal environment.

This provision determined the subject-activity approach as one of the basic approaches to the definition of the educational environment in the concept of project-target management of students' professional development. The implementation of project management of students' professional development involves the creation of such an educational environment that involves students in activities and objectively contains the resources for the development and formation of the personal and professional experience of all participants in the educational process. At the same time, the quality of the educational environment of the university is created by the peculiarities of relations in the "student-teacher" system and is determined by the value-oriented unity in relations with oneself, others, activity and approaching harmony in the "I-I" and "I-Other" systems.

In the process of purposeful professional training in the system "I-I" ("to be - to become"), the student realizes the development of professionally oriented psychological structures personality. At the same time, the success of the process of professional development is mediated both by the individual characteristics of the student and by the characteristics of the social situation of development. Understanding the social situation of development as a relationship between the individual and the social environment, specific for each age (L.S. Vygotsky), allows us to consider interaction as the path of development that leads to the emergence of professionally oriented psychological structures of the individual.

An analysis of the primary tasks of professional development allows us to define the content of the student's interaction with the teacher as "non-subjective". The term "non-subject content" in the work refers to the content of the student's interaction with the teacher, related to the value issues of professional development and self-development. Within the framework of project-targeted management of professional development, the interaction of a teacher and a student not only ensures coordination, regulation and consistency of actions, but also changes the structure and nature of the pedagogical activity of the teacher, the educational and professional activities of the student and their communication. In the process of interaction, there is a bilateral purposeful improvement and development, the successful movement of both students and teachers towards the set goals of professional development. The technology for creating a professionally stimulating interaction (the educational environment of a university) is a set of means and methods for the joint activities of teachers and students in designing, requiring their activity in development and self-development.

Understanding the essence of the educational environment in the context of the concept of project management of the professional development of students is associated with the selection of its models such as monopolar, binary and project model of interaction.

Objectively, relations in the "student-teacher" system are regulated by a set of certain rules that regulate the behavior of both students and teachers. One of the regulatory regulators is the Federal State Educational Standards, which presents competencies, the development of which is "forced" directed by the activities of both teachers and students. Competences are a guideline for graduating departments in the development and implementation of the main educational program in a particular area of ​​training or specialty and for each teacher in the development and implementation curricula. The purpose of the interaction of teachers with students is to give a certain direction in their professional development.

The results of surveys of students and teachers regarding whether they know what competencies (abilities and readiness) are aimed at developing both the whole process of studying at a university and teaching individual academic disciplines. The majority of Belgorod university professors surveyed (more than 73%) found it difficult to name the competencies that they “should” develop in students in accordance with the Federal State Educational Standards, explaining this, as a rule, by “the number of disciplines taught” (more than 2) and “teaching the subject at different courses or directions of training. Despite this, they are confident in their competence in creating conditions for the professional development of students. Students, regardless of the course of study, to the question “What personal or professional characteristics is the learning process aimed at developing?” they named those abilities and skills that reflected their own ideas about the future profession and professional based on a subjective understanding of the essence of the chosen profession, and not on the basis of the requirements of the Federal State Educational Standard. A comparative analysis of the responses of teachers and students allows us to speak about a certain monopolar model of the educational environment of the university, in which the interaction between teachers and students is based on a fairly rigid hierarchy of roles, on the ordering of functions, on the regulation of the content and process of interaction.

In recent years, in connection with the reorientation of the educational paradigm from the principle of adaptability to the principle of competence in the didactics of higher education, psychological and pedagogical studies of the binary, or communicative, approach to learning, in which the emphasis is placed on the subjectivity of both students and teachers, have intensified. The binary model of interaction is considered as a special form of organizing the learning process (binary lecture, binary seminar, etc.) to solve various didactic purposes, including through the integration of theoretical and practical training. The binary model of the educational environment reflects the transition to a humanitarian paradigm, in which the goal of professional education in a university environment is the personal and professional achievements of students. If the monopolar model of the educational environment (interaction) implies a fairly rigid relationship between the goal and the result, achieved with the help of technologies aimed at the assimilation of the content of education by students, controlled by educational standards, then the binary model assumes the development of independence and subjectivity of the student's personality.

When implementing the monopolar model, the main attention of teachers is focused on improving learning and managing the educational activities of students, while implementing the binary model, on joint activities aimed at revealing and developing the subjective potential of the student's personality. Thus, the binary model of the educational environment contains the personification of students' professional training, which significantly distinguishes it from the monopolar model. With a significant difference, these models are united by the desire of teachers to manage the educational process in order to improve the quality of assimilation by students, first of all, of the educational (subject) content of education.

The organization of the educational process in modern higher education, as well as the logic and technology of accreditation of universities, testifies to the existence of such a widespread illusion as: all the rules for organizing the educational process are the same for all students. This is manifested, on the one hand, in a rather rigid regulation of the life and activities of both students and teachers. On the other hand, in the belief that the correct organization of the relationship in the "teacher-student" system is a function of the teacher's pedagogical activity. Take into account with such a model of the educational environment individual characteristics students, the level and dynamics of the development of their abilities and readiness not only for mastering, but, most importantly, for the implementation of future professional activities and themselves as its subject, is objectively impossible.

The idea of ​​revealing and developing the personal potential of a student as a subject not so much of the qualitative development of the culture of the profession, but of self-development of professional competence, is embedded in the design model of the educational environment of the university. The design model of the organization of the educational environment has its own specific features. Within the framework of project management of professional development, the target guideline for the activities of teachers and students and their interaction is the individuality and the process of individual professional development of students. From the point of view of technology, the interaction between a teacher and a student is based on the principles of cooperation pedagogy and represents the integrity of such stages as self-diagnosis based on receiving "I-messages" - goal setting - design - correction. Such interaction presupposes the existence of an individual educational project built on the basis of the graduate model developed by the department and aimed at internalizing the culture of the profession into an individual professional culture of the individual.

The content of the educational project is essentially a system of values ​​of the profession and personal values ​​of the student. M. Rokeach gave the classic definition of the concept of “value”, defining it as a person’s persistent belief that a certain way of behavior or a certain ultimate goal is preferable from a personal or social point of view than the opposite or reverse way of behavior or the ultimate goal of existence.

A change in the social situation of development when entering a university leads to a restructuring of students' personal values. The restructuring of dominant values ​​is associated with the formation of the value of higher education and the value of the profession, which begin to determine the nature of the perception and attitude of students to various aspects of studying at a university, to the profession being mastered and to themselves as a subject. In turn, internalized values ​​are either confirmed in the process of learning and interaction between the student and teachers, or they are refuted, receiving their justification in situations of choice. The value prism through which the student perceives and evaluates everything that happens to him in the process of mastering the profession, reflects the internal preferences of what is significant and desirable for him. What is significant and desirable for a student in the process of studying at a university is exteriorized both at the verbal and at the behavioral level. According to the current professionally oriented value orientations of the student, one can also judge the dominance of pedagogical attitudes among teachers, that is, in practice, the influence of teachers on the student and the student on teachers. The successful personal and professional development of a student testifies to how much he not only accepted the values ​​of higher education and future profession, but realigned his priorities in favor of professional and personal self-development.

The system of values ​​of higher education and the profession is developed by the graduating department and is reflected in the model of the graduate. As for the value of higher education, the graduate model reflects, in fact, the beliefs of teachers that the value of higher education is at least in its focus on self-education and the development of systems thinking. Unfortunately, we have to state that the majority of university students want to get a higher education, but at the same time they do not make serious efforts for this, but state of the art higher education weakly stimulates students to self-development. This is evidenced by at least two facts. Firstly, students often come up with a request for “educational services”, which is not associated either with the acquisition of professional knowledge and skills, or with their personal changes. Related to this are typical, essentially rhetorical questions, such as: why study for a master's degree, if after completing a bachelor's degree, you can work successfully? What does postgraduate study give as the 3rd level of higher education, if you can work as a university teacher even after a bachelor's degree (as evidenced by data from a number of universities)? Is future profession requires so many hours and time/years to study? Why study for 4-6 years if you can get a diploma by studying remotely for 1 or several months? Why master complex programs in full, if employment prospects are vague? And so on.

Secondly, students are not ready for personal and professional self-development and self-improvement, as evidenced by the results of the survey. To the question "Do you know what personal and professional qualities you need to improve or develop in the learning process?" the majority of students (58%) answered "I don't know" or "I find it difficult to answer", 27% - "I can almost imagine" and 15% - "I know". To the question “If you know, are you engaged in self-education, self-development?” the following results were obtained: 76% answered that they are not engaged, but are ready for such activities, 13% are not engaged in self-education and did not even think about it, and 11% indicated that they are trying to develop certain qualities in themselves, although the experience of working on they don't have themselves.

The results of the survey confirm the need to create a project-based educational environment at the university, which will help students to realize and understand not only the value of higher education and the chosen profession, but also the personal significance and usefulness of both of them for themselves.

The role of teachers in the context of managing the professional development of students is to create conditions for the realization of students' opportunities to accept the values ​​of higher education and the profession, understand their priorities and how to change them in the learning process. All this, perhaps, in the context of the implementation of the project-target approach to managing the professional development of students requires from teachers not only the ability to organize collective and individual work with students on the basis of an educational project represented by a system of unified values ​​of the profession and individual personal and professional values ​​of the student. Today, students have knowledge and skills to learn, as well as professional knowledge and skills formed in the learning process, are necessary, but not sufficient for personal and professional development. More important are attitudes and values ​​that are compatible with the values ​​and attitudes of higher education and the profession.

The effectiveness of project management of professional development is determined by the extent to which teachers and students are united in assessing the values ​​of the profession being mastered, how effectively they use their own resources to achieve educational goals, and, in particular, how much students are motivated for self-realization and self-development, and teachers are able to create motivational-need situations. The essence of the project educational environment is reflected in the harmonization of the goals of teachers and students as interacting subjects. The goal of the student, as the goal of his life and self-development in the conditions of the project educational environment, is to efficient use own resources to be yourself, becoming a professional; the goal of the teacher, as a pedagogical goal, is to create facilitating conditions conducive to the manifestation of individuality, harmonization of personality, creative self-realization and professional growth.

The article was prepared with the support of the Russian Foundation for Basic Research (project 16-16-31009) and the government of the Belgorod region (agreement No. 9-gr dated July 3, 2017).

Bibliographic link

Isaeva N.I., Mamatova S.I. ON THE CONCEPT OF EDUCATIONAL ENVIRONMENT IN THE CONCEPT OF PROJECT AND OBJECTIVE MANAGEMENT OF PROFESSIONAL DEVELOPMENT OF STUDENTS // Modern Problems of Science and Education. - 2017. - No. 6.;
URL: http://?id=27247 (date of access: 02/01/2020). We bring to your attention the journals published by the publishing house "Academy of Natural History"