Opinion on the development of the regional education system. Characteristic features and problems of managing the education system in the region

B. Education System Founded in 1874, Battle Creek College was the first institution of higher education of the Seventh-day Adventist Church. Its successor, Emmanuel Missionary College, developed beginning in 1901 as a missionary training center in Berrien Springs,

Structure of the federal system of additional education for children of the Russian Federation

The modern structure of the Federal education system of the Russian Federation includes:

• - federal state educational standards and federal state requirements, educational standards, educational programs of various types, levels and/or different directions;
• - organizations carrying out educational activities, teaching staff, students and parents (legal representatives) of minor students;
• - federal state bodies and government bodies of the constituent entities of the Russian Federation, exercising public administration in the field of education, and local government bodies, exercising management in the field of education, advisory, advisory and other bodies created by them;
• - organizations providing educational activities, assessing the quality of education;
• - associations of legal entities, employers and their associations, public associations operating in the field of education.

Education is divided into general, vocational, additional and vocational training, which ensures the possibility of realizing the right to education throughout life (lifelong education).

The Federal Law “Law on Education in the Russian Federation” dated December 26, 2012 in Article 75 states that additional education for children and adults is aimed at the formation and development of the creative abilities of children and adults, the satisfaction of their individual needs for intellectual, moral and physical improvement, the formation of a culture of healthy and safe lifestyle, health promotion, as well as the organization of their free time. Additional education for children ensures their adaptation to life in society, professional guidance, as well as the identification and support of children who have demonstrated outstanding abilities. Additional general education programs for children should take into account their age and individual characteristics.

The modern system of additional education for children in the Russian Federation is presented in Fig. 1.

The diagram shows the relationship between the federal, regional and municipal systems of additional education for children. The work of the entire system is coordinated by the Ministry of Education and Science of the Russian Federation, represented by the Department of State Policy in the Sphere of Education of Children and Youth. The main powers of the Department are the development and implementation of state policy and legal regulation in the field of additional education for children, youth policy, education of children and youth; carrying out jointly with other structural divisions of the Ministry, Rosobrnadzor and Rosmolodezh, executive authorities of the constituent entities of the Russian Federation exercising management in the field of education, monitoring law enforcement in the field of additional education for children, upbringing and youth policy, etc. The Ministry of Education and Science of the Russian Federation is the founder of the Federal state budgetary educational institutions of additional education for children in the main areas of activity presented in Fig. 1. State policy in the field of additional education of children is implemented locally through educational authorities of the constituent entities of the Russian Federation and municipal authorities.

The regional education system is a set of educational institutions and mechanisms for implementing interaction between these institutions. It includes municipal educational systems, educational authorities, educational institutions of various types: preschool, general education, vocational, additional education, etc.

At the level of constituent entities of the Russian Federation, there is approximately the same model for coordinating the development of a system of additional education for children, as in Fig. 1. When considering the regional system of additional education for children, it is necessary to keep in mind that, due to its specifics, each region, based on national traditions, capabilities and needs of a particular society, builds its regional system on the basis of the Law “On Education in the Russian Federation” and the Model Regulations about the educational institution of additional education for children.

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Today, the preschool education system acts as a resource for regional development, the goal of which is to create an integral educational space in an administrative-territorial subject that provides a comprehensive solution to educational and socio-pedagogical problems, taking into account the individual characteristics of children through the integration of basic and additional education.

Development objectives:

• 1. Maintain and develop a network of institutions for additional education for children within the regional education system.
• 2. Develop additional education in educational institutions of other types, develop a legislative framework for the functioning and development of a system of additional education for children in different types of educational institutions.
• 3. Create a dynamic system of connections and interactions between various institutions implementing additional educational programs.
• 4. Provide regular training, retraining and advanced training for school teachers and additional education teachers on the development of modern technologies for pedagogical support of children at the stages of their search and project activities, self-realization and reflection.
• 5. Create a unified educational and methodological complex of variable programs, manuals, textbooks for additional education, providing teachers and parents with the opportunity to work with children at different levels, as well as the integration of basic and additional education.
• 6. Involve parents and the general public in co-creative activities with children on the basis of secondary schools, institutions of additional education, culture, and other social institutions.
• 7. Create conditions for the formation of the professional orientation of adolescents, the organization of their professional tests and pre-professional training.
• 8. Find ways to integrate socially disadvantaged children and adolescents into the system of additional education.
• 9. Develop methods for regular monitoring of the development of the regional education system based on strengthening the dominant role of additional education, as well as a database on its results.

Development factors:

• - material: opening new educational institutions, equipping workshops, gyms, updating the material and technical base of educational institutions in the region;
• - financial and economic: improvement of budget financing of the system of additional education for children, development of grant support for this system, introduction of paid additional educational services;
• - personnel: training, retraining and advanced training of personnel on issues of additional education;
• - methodological: development of methodological complexes for providing additional education to children in the region;
• - psychological: creation of socio-psychological centers, socio-psychological support for children in the system of additional education, incentives for employees of educational institutions of various types to organize additional education;
• - informational: studying the social order for additional education of children, constantly informing about the development of additional education in the media, creating information stands and information banks;
• - regulatory: creation of a regulatory framework for additional education of children in the regional education system, educational institutions of various types.

Subjects of development:

• 1. Managers at various levels (education management, educational institutions, structural divisions).
• 2. Pedagogical workers of various positions (additional education teachers, teachers, educational psychologists, social educators, educational organizers, etc.).
• 3. Children and their parents.

Development structure- inclusion of various educational institutions, children's associations, and subjects into the region's additional education system.

Development results- the emergence of new connections, projects, elements, associations in the regional education system through the use of the potential of additional education for children.

The most important conditions the conditions for realizing development are:

• - ensuring the effective organization of the process under study (creation of a system of methodological support for integration processes, development of integrated programs for additional and other areas of education, etc.);
• - aimed at special training of participants in the pedagogical process to implement the integration of additional and other spheres of education (training teaching staff and improving their qualifications in this direction, stimulating teachers in various fields of education to implement integration);
• - ensuring effective management of the process of integration of additional and other spheres of education, which is associated primarily with the formation of integration ideas, the target function of managing the regional education system Additional education of children as a factor in the development of the regional education system: collective monograph / ed. A. V. Zolotareva, S. L. Paladyeva. -Yaroslavl: YAGPU Publishing House, 2009. - 300 p.

In the conditions of variability and decentralization of general education, which became established in the education system in the 1990s, one of the priority areas of pedagogical science was the development of conceptual approaches to the standardization of general education. These problems are highlighted in the works of V.I. Bidenko, E.D. Dneprova, V.S. Ledneva, M.V. Ryzhakova, S.E. Shishova and others. Pedagogical aspects of standardization of general education in the aspect of its regionalization were developed by M.N. Kuzmin, M.V. Ryzhakov, O.Yu. Strelova and others. Problems of the development of historical education in the context of a multi-ethnic society in Russia were considered at the All-Russian conference "The content of historical education in the context of the modernization of a multi-ethnic society in Russia" (Moscow, April 10-11, 2003) The content of historical education in the context of the modernization of a multi-ethnic society in Russia : Materials of the All-Russian Conference (Moscow, April 10-11, 2003). - M.: Nauka, 2003. - P. 30. .

In 2001-2003 an attempt was made to create a new generation of standards. New authors were involved in the development of standards. This effort culminated in the development of a federal component of the standards. At the beginning of 2004, the document was approved by the Ministry of Education of the Russian Federation, but it remained a departmental document, causing very contradictory assessments from the pedagogical community.

The education system has always played a primary role in educating the younger generation. Education is one of the basic and inalienable constitutional rights of citizens of the Russian Federation. The fundamentals for regulating the principles of state policy in the field of education are formulated in the federal laws “On Education”, “On Higher and Postgraduate Professional Education”, as well as in the National Doctrine for the Development of Education, approved by the Decree of the Government of the Russian Federation.

Citizens of the Russian Federation are guaranteed the opportunity to receive education without any conditions or restrictions, regardless of gender, race, nationality, language, origin, place of residence, health status, etc. The state guarantees citizens universal access and free primary general, basic general, secondary (complete) general education and primary vocational education, as well as, on a competitive basis, free secondary, higher and postgraduate vocational education in state and municipal educational institutions within the limits of state educational standards, if education This is the first time a citizen has received this level. State educational standards make it possible to maintain a unified educational space in Russia. They represent a system of norms that determine the mandatory minimum content of basic educational programs, requirements for the level of training of graduates, and the maximum volume of students’ teaching load.

The implementation of state guarantees of the right of citizens to education is ensured by creating a system and appropriate conditions for receiving education. Currently, the concept of “education system” is interpreted as a set of factors that ensure the implementation of its social functions: a network of educational institutions; educational standards; educational programs; resource support - personnel, scientific, methodological, material, financial; cooperation with other social sectors; management Novikov A.M. Russian education in the new era / Paradoxes of heritage, development vectors. - M.: Omega-L, 2007. - P. 48. .

management education system region

Recently, special attention has been paid to the principle of regionalization of education. The main features of the regional education system from the point of view of its organization are: a set of educational institutions in the region, providing the opportunity to differentiate education and training in accordance with the interests of citizens and their level of preparedness; training programs reflecting the scientific, cultural, demographic and economic characteristics of the region.

The municipal system includes the characteristics of the regional one, but the role of local governments, which can create additional conditions for the functioning and development of the education system at the expense of funds and local budgets, is especially emphasized.

From the standpoint of resource provision, a system that is financed from the regional budget is considered regional, and a system financed from the budget of a local government is considered municipal.

General education programs include preschool education, primary general education, basic general education and secondary (complete) general education. They are aimed at solving the problem of forming a general culture of the individual, its adaptation to life in society, creating the basis for choosing and mastering professional educational programs. General characteristics of the education system / Internet source http: //www.finekon.ru/obshhaja%20harakteristika. php.

An educational institution is one that carries out the educational process, i.e. implementing one or more educational programs and (or) providing maintenance and upbringing of students and pupils. Educational institutions, according to their organizational and legal forms, can be state, municipal, or non-state. Depending on the educational program being implemented, the following types of educational institutions are created:

· preschool;

· educational, including three levels: primary general, basic general, secondary (complete) general education;

· primary, secondary, higher and postgraduate professional education;

· additional adult education;

· additional education for children;

· special (correctional) for students with developmental disabilities;

· for orphans left without parental care (legal representatives);

· other institutions carrying out the educational process.

The scheme of education in the Russian Federation is shown in Figure 1. The specific names of institutions are determined in accordance with the levels of educational programs being implemented and areas of activity.

Figure 1. Education system in Russia

Each educational institution is created by one or more founders who finance its activities. The owner of state and municipal educational institutions is the state represented by federal, regional and local government bodies.

In accordance with this, the basis of state guarantees for a citizen to receive education within the standards is state or municipal funding. The volume of budget funds is one of the main indicators characterizing the scale of state regulation of the education sector.

Currently, the share of the federal budget in total expenditures on education is about 20%, while regional and local budgets account for about 80%.

The degree of participation of the budget of one level or another in financing expenses depends on a number of factors, including: the state structure and the general system of public administration; legislative distribution of responsibility for types of education; established traditions, etc. Our country combines sectoral and territorial management principles. This allows us to classify the structure of financial flows for the maintenance of education by budget levels. The federal level includes the following areas of financing expenses:

· to finance federal institutions, mainly vocational education institutions;

· for the implementation of federal educational target programs, such as “Orphans”, “Youth of Russia”, Education Development Program, etc. General characteristics of the education system / Internet source http: //www.finekon.ru/obshhaja%20harakteristika. php

In recent years, there has been a tendency towards targeted allocation of funds, for which various funds are being created at the federal level, including for the financing of federal mandates. Since the right to education is one of the basic constitutional rights of citizens of the Russian Federation, if the regions have insufficient funds, it is planned to use the system of co-financing of education more widely in the future.

Currently, the system of private entrepreneurship in education reflects the public reaction to new directions of development of the state economy. The educational services market is designed to satisfy not only the state order, which is provided by budgetary allocations, but also the social order of various population groups and enterprises. The educational processes involve both the emerging class of entrepreneurs and representatives of various movements, national associations, and religious communities. The desire to reform the education system in their own interests encourages them to open alternative non-state educational institutions and provide financial support to public ones. In turn, government institutions have the right to offer a wide range of educational services to the population on a paid basis. Attracting additional sources for education can be done in two ways:

· entrepreneurial, conditionally entrepreneurial and specific activities of the educational institution itself;

· interaction with legal entities and individuals capable of carrying out charity in favor of an educational institution.

In the context of the transition of domestic education from the traditional to the personality-oriented paradigm, the development of variability, multiculturalism, democratization, humanization, greening, etc. In education, the regionalization of the Russian education system, liberating it from excessive centralization, strengthening national and regional components of content, expanding the independence of educational institutions, as well as a person’s capabilities in the free choice of educational and vocational educational programs required in the conditions of a particular region, are of particular importance.

The concept of “regionalization of education” is a recognized scientific and pedagogical principle for the development of world education and is not a reflection of the modern political situation. The relevance of the idea of ​​regionalization is determined by global trends in the sociocultural development of humanity, aimed at recognizing the intrinsic value, uniqueness of national and regional varieties of cultures, their unity, integrity and significance as an integral part of universal human culture Shabalin Yu.E. Development of regional educational space / Internet source http: //region.edu3000.ru/favorite.htm.

Currently, the regionalization process is taking its first, albeit rather confident, steps. In essence, regionalization of education is a continuation of its differentiation, only at a different level. Regionalization is an objectively necessary process that contributes to solving the problems of modernization of Russian education and the transition to a personality-oriented educational paradigm. The result of regionalization should be the formation of an education system that optimally reflects the uniqueness of the educational situation of each Russian region of the Russian Federation.

The regional educational space is understood as a set of scientific, educational, cultural and educational, economic institutions (state and non-state, official and unofficial), mass media focused on education, the public involved in solving educational problems, as well as socio-psychological stereotypes regulating behavior of people in relation to education operating in a particular region. “In essence, the educational space is all individuals and legal entities of the region, the entire region, only taken in a certain aspect - in relation to education” Novikov A.M. Russian education in the new era / Paradoxes of heritage, development vectors. - M.: Omega-L, 2007. - P. 149. .

The regional educational space is a type of complex social system that develops according to its own laws, which have both a subjective and objective nature. In each region of the Russian Federation there is an educational space that uniquely reflects the characteristics and specifics of a particular region, its traditions, culture, national and religious composition of the population, level of economic development, etc. The unity of the federal educational space is determined by those common elements that are inherent in the entire educational space of the country and take place in each of the regional educational spaces.

The term “regional educational space” seems more appropriate in this case than the concepts used in a number of works: “educational environment”, “marketing environment of education” and its level “macroenvironment of an educational institution”. The marketing environment is “a set of factors that actively operate and influencing market conditions and the effectiveness of marketing subjects” Management, marketing and economics of education / Edited by A.P. Egorshin. - N. Novgorod, 2005. - P. 314. The use of these terms, wittingly or unwittingly, exaggerates the marketability of education, puts an equal sign between the relationships in the “student-teacher” and, for example, “hairdresser-client” systems. Knowledge, abilities, skills, worldview and the system of life values ​​and relationships formed in the education system can, of course, be considered as a product, and the process of their formation and development as the provision of services, but only with a very high degree of assumption and simplification.

The relationship between an educational institution, especially the education system as a whole, and the environment is noticeably different from the relationship that exists between the consumer and the producer of goods and services. There are quite a lot of similarities between these relationships, but they are still specific and a simplified understanding of them is permissible only in some special cases. And we do not know the limit of these assumptions, beyond which this model of describing reality ceases to be adequate to reality.

The use of the term “environment of an educational institution” is acceptable and justified, but only in the context of a single educational institution operating in a limited educational space. In this case, the marketing mesotherm of an educational institution should be understood as the level of an urban area (in a large city), city (small and medium-sized cities, towns, bush in rural areas), and as an external macroenvironment - the city as a whole, a rural area, and so on.

The attempt to consider education exclusively as a service sector, and the pedagogical process as a process of providing educational services, also suffers from incompleteness. Such a model is self-sufficient from a certain, limited point of view, but its truth in other situations and with other approaches has not been convincingly proven.

Education, as a sphere of human activity, is too specific to apply principles developed for other spheres of activity here, without some boundary conditions. In the end, no one tries to use chemical laws to describe physical phenomena and processes, although there are quite close, contiguous areas between chemistry and physics. The sphere of education remains a separate specific sphere of human activity, which has its own patterns of development.

Without losing sight of the specificity of the marketability of the education sector, it should be recognized that in a generalized form and at a certain level it can be considered as a sphere of special educational services, with all the consequences arising from this fact. Among the consequences that have received insufficient attention so far, we highlight one: the service is accepted if it is necessary. This should fully apply to education. It is impossible to provide unnecessary services under normal market conditions. Consequently, the education system, as a service sector, will function as long as there is a demand for its services.

Building an education system in which the main guideline for development is the “market”, “national economy”, “social order” is not promising: the demand for specialists of a certain profile and level of specialization changes very quickly. The education system, by definition, is not capable of changing at the same speed. Therefore, the orientation of education towards satisfying the “order” is initially doomed to failure. The education system itself, chasing the situation, will inevitably degrade and, over time, will cease to meet any requirements at all.

Over the past fifteen years, educational standards for Russian schools have been the focus of attention of both educators and the general public. Questions about the nature and content of standards, especially in the humanities (history, literature, etc.), have aroused and are arousing the keenest interest not only of teachers, but also of the public and the media. These problems are widely discussed in the press.

Currently, the focus of discussions has shifted towards discussing the effectiveness of the Unified State Exam in various subjects, the degree to which the concept of constructing test and measurement materials is implemented in it. Regarding the standard of general education, the intensity of the debate has noticeably decreased, since public attention is focused on the Unified State Examination, the quality of textbooks, and the formation of a new political course in the field of education, including regional ones.

Thus, an analysis of current trends indicates that the educational space of the regions is developing in the same direction, although the pace of development and its depth differ significantly. However, this unevenness should not be surprising, since it is a consequence of the general unevenness of regional development. Today we can name the following directions of this development.

1. Increasing demand from regional business, production and management for personnel of the highest level of qualification.

2. Increasing the number of specialties in demand in the regions, including the level of primary and secondary vocational education.

3. Strengthening regional demand for specialists who were previously classified as elite (international relations and trade, banking, state and municipal administration, etc.).

4. Increasing demand for multi-level training of specialists at all levels of education.

5. A kind of “educational boom” that covered all levels of education and a significant part of the regional population.

These development trends have led to changes in attitudes towards education in the regions:

· awareness of the importance of education has grown, both for the future of an individual and for the future of the region as a whole;

· there is a clear tendency for business leaders to understand the importance of highly qualified personnel for the development of their enterprises and their ability to withstand competition;

· education itself begins to be perceived as a certain value (which is in blatant contradiction with the previous period);

· parents are ready to invest financial resources in the education of their children, and there is practically no correlation between the level of income and this readiness;

· students’ attitudes towards learning are changing, an increasing number of schoolchildren and students are showing educational initiative and independence;

· the nature of interaction between the educational space and the regional education system is changing;

· many adults begin to spend personal funds on their own retraining and retraining Management, marketing and economics of education / Edited by A.P. Egorshina. - N. Novgorod, 2005. - P. 315. .

Thus, it can be stated that the development of the regional educational space is an objective consequence of the transformations currently taking place in the country. In the course of these transformations, the development of the educational space takes on a different character and direction. At the same time, the process of development of regional spaces proceeds unevenly and spontaneously, which affects the state of education in general and regional education in particular. The most important development trend is the growing influence of the educational space on the regional education system, on the one hand, and the influence of the education system on the regional educational space, on the other hand. It is obvious that as this mutual influence grows, the nature of the interaction between education and space will change; it will become active, noticeable and influential. This is a positive trend, as it will make it possible to more accurately take into account the educational needs and interests of the region’s citizens, and to build an education system in the region that is focused on the individual, and not on fulfilling some “social order.”

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Introduction

1. Theoretical foundations of the organization and management of the education system at the regional level

1.1 Essence and structure of the education system

1.2 Organization and implementation of management activities over the education system

1.3 Powers of state authorities of the constituent entities of the Russian Federation in the field of education

1.4 Regulatory legal acts of federal executive authorities adopted on education issues

2. Educational management: problems and main areas of improvement

3. Assessment of foreign experience in the development of the education system

Conclusion

Bibliography

Introduction

Education solves such a main state task as the reproduction of human capital. This means it must be affordable, high quality and competitive. It is education that determines the state of the labor market and the level of socio-economic development of society.

One of the primary tasks of modernizing the education management system is the redistribution and clarification of powers between central, regional and local government bodies. On the one hand, expanding the rights and increasing the responsibility of regional and local authorities and educational institutions themselves, and on the other, strengthening the responsibility of federal authorities for the optimal functioning of the education system in the Russian Federation.

The main direction of activity of regional government bodies- development of regional educational systems based on state requirements, local socio-economic conditions, national and cultural-historical characteristics, the need for various types and types of educational institutions and services.

The Minister of Education and Science of the Russian Federation, Dmitry Livanov, at a conference on October 4, 2012, invited his colleagues from the regions to discuss the draft of the new State Federal Program “Development of Education” for 2013-2020.

The program consists of four “subroutines”:

- “Development of professional education”;

- “Development of preschool, general school and additional education”;

- “Development of a system for assessing the quality of education and information transparency of the education system”;

- “Involving youth in the social policy of the state.”

By 2020, at least 5 universities should appear in Russia that will be among the top 100 in the world rankings.

Secondary vocational education has been transferred to the regional level. It is the regional authorities who will have to develop a program for the development of Suzy, based on the needs of their own labor market. For the Vladimir region, specialties in the following areas will be relevant:

Conservation, protection and reproduction of forests, sets the tasks of personnel and resource support for the industry (foundation of the state program “Development of forestry in the forest fund in the Vladimir region for 2014-2020”, approved by the governor of the region);

Improving personnel, analytical and methodological support for managing the development of the region’s tourism complex (foundation of the State Program of the Vladimir Region “Development of Culture and Tourism for 2014 - 2020”, approved by the governor of the region) and others.

It is planned to increase the accessibility of education for people with disabilities through distance learning, to increase both the number of students doing internships at leading foreign universities and the number of foreign students studying in Russia.

1 . Theoretical foundations of organization and management of the education system at the regional level

1.1 Essence and structure of the education system

education system region

Education is a single purposeful process of upbringing and training, which is a socially significant benefit and carried out in the interests of the individual, family, society and the state, as well as the totality of acquired knowledge, abilities, skills, values, experience and competence, of a certain volume and complexity for the purpose of intellectual , spiritual, moral, creative, physical and (or) professional development of a person, satisfying his educational needs and interests. (Law of the Russian Federation dated December 29, 2012 N 273-FZ “On Education” Art. 2 Chapter 1)

The education system creates conditions for lifelong education through the implementation of basic educational programs and various additional educational programs, providing the opportunity to simultaneously master several educational programs, as well as taking into account existing education, qualifications, and practical experience when receiving education. (Law of the Russian Federation dated December 29, 2012 N 273 - Federal Law “On Education” Art. 10 Chapter 2):

Continuing educational programs of various levels and orientations, federal state educational standards and federal state requirements;

Networks of educational institutions and scientific organizations implementing them;

Bodies exercising management in the field of education, and institutions and organizations subordinate to them;

Associations of legal entities, public and state-public associations operating in the field of education.

1.2 Organization and implementation of management activities over the education system

Management is the purposeful activity of management subjects at various levels, ensuring the optimal functioning and development of the managed system (subject), transferring it to a new, qualitatively higher level of actually achieving the goal with the help of the necessary optimal pedagogical conditions, methods, means and influences.

The object of management is the education system operating on the scale of a country, region, region, city or district.

The subjects of management of the education system in this case are the Ministry of Education and Science of the Russian Federation, the education administration of the region, region or city.

Management of the education system in the Russian Federation is carried out at three levels:

Federal;

Regional;

Municipal.

The first two levels are levels of government in the field of education. In each of the constituent entities of the Russian Federation there is an executive body that carries out management in the field of education (ministry, department, main department) within the boundaries of the corresponding region. Resolution of the Government of the Russian Federation of January 9, 1992 No. 21 “On the system of public administration of education in the Russian Federation”( as amended on May 18, 1998)

Control and supervisory functions within the framework of the powers granted to the constituent entities of the Russian Federation by current legislation can be carried out both by the education management body itself and by a separate specialized executive body of the constituent entity of the Russian Federation.

In municipal districts and urban districts, management in the field of education is carried out by the relevant local government bodies.

Certain management issues are within the competence and responsibility of the educational institution. Each level has its own powers in terms of managing the education system.

1.3 Powers of state authorities of the constituent entities of the Russian Federation in the field of education

Authority is the right to carry out certain actions or pursue a particular educational policy, fixed by law. Authority can be delegated, i.e. the right to perform specific actions, to carry out a certain educational policy can be transferred from one level of management, which has these powers, to another level of management, which does not yet have such powers.

At the same time, it is very important to understand that authority is also the right to finance certain actions; therefore, when delegating authority from one level of management to another level of management, the first and second are also transferred the financial resources necessary and sufficient for the second to fulfill the powers delegated to it.

Possession of certain powers also means that a higher level of management cannot determine the procedure and rules for the implementation of these powers, but only recommend their implementation in one way or another, unless otherwise specified by current legislation.

Given the presence of a large number of subsidized territories, in Russia there is a practice of subsidizing by a higher level of management of a lower level of management in terms of the latter’s implementation of the powers it has to manage the education system.

The powers of state authorities of a constituent entity of the Russian Federation in the field of education include the Law of the Russian Federation of December 29, 2012 N 273 - Federal Law “On Education, Article 8 Chapter 2:

The powers of government bodies of the constituent entities of the Russian Federation in the field of education include:

1) development and implementation of regional programs for the development of education, taking into account regional socio-economic, environmental, demographic, ethnocultural and other characteristics of the constituent entities of the Russian Federation;

2) creation, reorganization, liquidation of educational organizations of the constituent entities of the Russian Federation, implementation of the functions and powers of the founders of educational organizations of the constituent entities of the Russian Federation;

3) provision of state guarantees for the implementation of the rights to receive public and free preschool education in municipal preschool educational organizations, public and free preschool, primary general, basic general, secondary general education in municipal general educational organizations, provision of additional education for children in municipal general educational organizations through the provision of subventions local budgets, including costs for wages, purchase of textbooks and teaching aids, teaching aids, games, toys (except for costs of maintaining buildings and paying for utilities), in accordance with standards determined by government authorities of the constituent entities of the Russian Federation;

4) organization of the provision of general education in state educational organizations of the constituent entities of the Russian Federation;

5) creation of conditions for the supervision and care of children, maintenance of children in state educational organizations of the constituent entities of the Russian Federation;

6) financial support for obtaining preschool education in private preschool educational organizations, preschool, primary general, basic general, secondary general education in private educational organizations carrying out educational activities according to basic general education programs that have state accreditation, by providing subsidies to these educational organizations to reimburse costs, including expenses for wages, purchase of textbooks and teaching aids, teaching aids, games, toys (excluding expenses for maintaining buildings and paying for utilities), in accordance with the standards specified in paragraph 3 of this part;

7) organization of the provision of secondary vocational education, including provision of state guarantees for the implementation of the right to receive public and free secondary vocational education;

8) organization of the provision of additional education for children in state educational organizations of the constituent entities of the Russian Federation;

9) organization of the provision of additional professional education in state educational organizations of the constituent entities of the Russian Federation;

10) organization of provision of municipal educational organizations and educational organizations of the constituent entities of the Russian Federation with textbooks in accordance with the federal list of textbooks recommended for use in the implementation of state accredited educational programs of primary general, basic general, secondary general education by organizations engaged in educational activities, and teaching aids, approved for use in the implementation of these educational programs;

11) ensuring monitoring in the education system at the level of constituent entities of the Russian Federation;

12) organizing the provision of psychological, pedagogical, medical and social assistance to students experiencing difficulties in mastering basic general education programs, their development and social adaptation;

13) exercise of other powers established by this Federal Law in the field of education.

1.4 Regulatory legal acts of federal executive authorities, etc.employees on education issues

This exceptionally numerous and varied array of normative legal acts can be grouped as follows:

1) regulatory legal acts of the Ministry of Education and Science of the Russian Federation (until March 9, 2004 - the Ministry of Education of the Russian Federation) (order of the Ministry of Education of Russia dated March 25, 2003 No. 1154 “On approval of the Regulations on the procedure for conducting internships for students of educational institutions of higher professional education”, etc. .);

2) regulatory legal acts of other federal executive authorities, including:

a) “profile”, i.e. adopted to regulate relations that develop exclusively in the field of education (joint order of the Ministry of Justice of Russia No. 31 and the Ministry of Education of Russia No. 31 dated 02/09/1999 “On approval of the Regulations on the procedure for organizing the receipt of basic general and secondary (complete) general education by persons serving sentences of deprivation freedom in correctional colonies and prisons) and

b) “non-core”, which contain only certain provisions directly or indirectly related to the problems of education (order of the Ministry of Health of the Russian Federation dated July 26, 2000 No. 284 “On special exams for persons who received medical and pharmaceutical training in foreign countries”, order of the Minister of Defense of the Russian Federation dated December 10, 2000 No. 575 “On the training of national military personnel and technical personnel of foreign states in military units and organizations of the Armed Forces of the Russian Federation”, etc.).

The activities of state and municipal educational institutions are also regulated by the following regulatory documents:

Model regulations on educational institutions of relevant types and types, approved by the Government of the Russian Federation. For non-state educational institutions, standard provisions on educational institutions serve as exemplary provisions;

The charters of these educational institutions developed on their basis;

Other regulatory documents establishing the procedure for solving specific problems in the field of education.

Separately, it is necessary to highlight legislative and regulatory acts that are not directly related to the education system, but determine the conditions for the functioning of educational institutions and organizations. These primarily include documents on tax regulation, organization of budget financing, accounting and reporting, etc.

Thus, the entire set of existing legislative and regulatory acts determines the conditions for the functioning of education. And they, of course, must be taken into account in practical activities by all educational organizations, regardless of whether they are state-owned or not.

2 . Educational management: problems and main areas of improvement

Market competition that has arisen in our country allows the development not only of state and municipal educational structures, but also creates the opportunity for the development of non-state education, which is an integral part of education as a whole and has become an objective reality that cannot be ignored when implementing targeted social policy of the Russian state. At the same time, as domestic practice and foreign experience show, non-state education is not accidental or transitional, but a natural structural element of the entire education system. In many ways, non-state secondary education also needs regulation.

When exploring the problem of education management in general and a particular region in particular, it is necessary to proceed from the nature, essence of education and the expected image of a person in the new century. The approach to managing any social systems is quite fully presented in the works of P.K. Anokhina . The ordering and system-forming factor of any system, according to P.K. Anokhin, is a useful result, the content and parameters of which are formed by the original system and are given to it from the outside in the form of a specific model. Transitions of a system from one state to another become expedient only when they are correlated with goals and results.

The cyclical nature of management is closely related to the cybernetic approach. The latter interprets management as a process of regulation and transformation of information in systems, and considers information itself as the main factor of management.

Considering management as a decision-making process does not contradict this approach. In this case, management comes down to organizing joint actions in all structural elements of the system. It is this approach that reflects one of the characteristics of a self-organizing system.

You can find the definition of the management process as ensuring optimal communications and communication channels in a functioning system. It is also noted that the management process is reduced to performing functions of monitoring the state of the system. It is clear that under current conditions this approach is hardly acceptable.

In the works of V.S. Lazareva, M.M. Potashnik are being considered five stages of management structure: target, descriptive, prescriptive, implementation, retrospective. Each of these stages, taken separately, represents a relatively separate part of management, in the sphere of which certain procedures, actions, and operations are carried out.

Target stage begins with clarification of the problem and awareness of the need to solve it and ends with the formation of a goal.

At the second stage, information is collected and processed for the purpose being realized.

At the third stage, descriptive information is transformed into prescriptive or command information. The main thing at this stage is the development and adoption of a decision as a project of action.

Implementation stage responsible for the implementation of the decision made in real conditions. The retrospective stage completes the cycle. Its main content comes down to the analysis and generalized assessment of the actual result achieved and its comparison with the given one. An assessment of the actual result provides the basis for a new management cycle.

In the management cycle in science, it is customary to distinguish the following main components : motive, goal, planning, information processing, operational image, conceptual model, decision making, action, checking results and correcting actions. There is an approach when three stages are distinguished in management: diagnostic, creative and organizational. To a certain extent, they integrate the stages we discussed above in a more generalized form. The diagnostic stage is associated with the formation of an information model, or image, of the management situation, as well as the management object itself, which serves as the information basis for the second, creative stage. The creative stage determines the process of finding solutions, which is implemented at the organizational stage, which determines the implementation of the decision made.

The regional education system is a relatively isolated set of interconnected educational, support, innovation and management processes implemented by educational and other institutions on the territory of one of the constituent entities of the Russian Federation. In general, the boundaries of the education system do not necessarily coincide with the boundaries of the administrative-territorial division, but in any case, its isolation presupposes the presence of common goals that integrate the efforts of all people and institutions included in it into a single whole.

The main management modes in the education system are the operating mode and the development mode. During the functioning of the educational system, the capabilities available in it are used: financial, personnel, programmatic, methodological, material and technical, etc., and with development, these capabilities are increased and the efficiency of their use increases. From a management point of view, the processes of functioning and development are to some extent contradictory to each other, and finding a balance between these two states is an important part of the tasks associated with management. In addition, these modes, each being an object of control in itself, have their own specifics and require different functions and control mechanisms.

Such management is generally necessary because all processes carried out within the regional educational system must be coordinated with each other in terms of inputs and outputs, and internal balance and sustainability of each process must be ensured. It is necessary to promptly and coordinatedly solve problems that impede this and open up new opportunities for development, put forward both general goals that integrate the education system into a single whole, and private goals of individual subsystems and institutions that contribute to the achievement of common goals. These functions in any organizational system are performed by management, which plays the role of the main system-forming factor. Management involves the collection, processing and redistribution of information and is implemented through the special activities of managers and specialists, structured within various authorities (management institutions). Management has a hierarchical structure and is carried out at the regional level, municipal level and the level of educational institutions.

Management can be presented as an interconnected set of cyclically repeating processes for the development and implementation of decisions aimed at the stable functioning and effective development of the education system and its main parts. Management as a process includes planning, organization, leadership and control, determines the functioning and development of basic educational and support processes, as well as continuous self-development .

The input of the management process (i.e., the conditions and resources necessary for its operation) can be called regulatory and regulatory and organizational documentation, material and technical base, organizational and computer equipment, and personnel.

The output of the management process is strategic, tactical and operational management decisions, regulatory and organizational decisions that ensure the functioning and development of the education system. Since management processes within the regional educational system are carried out at several levels, one of the main conditions for effective management of education in the region is the rational distribution and clear delineation of areas of responsibility and control, and, consequently, areas of the total objects of management of the functioning and development of education between regional, municipal and self-government educational institutions.

On the other hand, management can be looked at as an organization, since management processes are implemented through the joint activities and interaction of people (managers, specialists, teachers, public representatives, etc.) organized in various temporary or permanent management institutions at all levels . From this point of view, education management in the region appears as a complex hierarchical organizational and structural unity, within which, as relatively separate, the following are distinguished: the organizational structure of regional education management, the corresponding municipal organizational management structures, as well as the organizational management structures of educational institutions themselves.

Based on systems theory, the pedagogical system itself should be considered a complex, open, purposeful and multifunctional system. Municipal, as well as regional territorial systems, are essentially supersystems, and the federal level is a highly complex, multi-level hierarchical metasystem .

Another view of management is possible: as a system.

Management processes, information about their objects, conditions and results, together with the institutionalized authorities and people implementing them, form the corresponding management subsystems at each of the indicated levels: regional, municipal and management subsystems within educational institutions. An interconnected set of multi-level management subsystems forms a general management system within the regional (municipal) educational system. To describe a management system means to consistently characterize, first of all: management tasks; management objects; management functions; organizational structure of the management system; organizational structures of its constituent management institutions; organizational management mechanisms.

The main place in the objects of municipal management of functioning is occupied by support processes. These are the exploitation and use of resources, restoration, maintenance and disposal of resources. Among such processes there are those that are not fully carried out by the municipal educational system: for example, the training of teaching staff or the publication of educational and methodological literature and the production of school equipment can be considered as objects of indirect control.

In the case when we are dealing with another state of the educational system, namely its development, i.e. state when changes occur in all its parts due to the creation and application of new conditions, resources and ways of working, we have the right to highlight the innovative processes themselves as objects of development management. More specifically, these are the processes of development, dissemination, assimilation and application of innovations within the educational system.

Control function- this is a periodically repeated, relatively isolated basic or partial management action, allocated in the system of activities for the development and control over the implementation of decisions that correct the state of a certain management object and make the necessary changes to it .

The basic actions when managing any object are planning, organization, leadership and control, forming a complete management cycle.

A comprehensive analysis of the educational system as a socio-pedagogical phenomenon made it possible to highlight its integrative properties - continuity of education and its inertia, predictability, adaptability, flexibility, dynamism, multi-criteria, as well as such criteria for the effectiveness of functioning as humanization, differentiation, individualization, democratization, integration. At the same time, it should be noted that they reflect to a greater extent a view of the pedagogical system precisely from the standpoint of structure, but not its functions. This is due to the fact that the problem of the functioning of the pedagogical system in this case is considered without analyzing the final goals (through which the functional aspects are clearly analyzed).

Development of the Russian educational system is largely determined by the extent to which the adopted legislative acts and management decisions are socially and economically developed and implemented locally, directly in regions and municipalities. Analyzing the emerging socio-economic situation from the perspective of the development of the educational system as a whole, it can be stated that each region needs to develop the education system taking into account a unified state policy. When choosing an educational strategy and tactics, it is necessary to act in accordance with your socio-economic, geographical, natural resource, national, cultural and other characteristics. This is the most important factor in the development of society as a whole, its education system, and, in particular, any educational institution.

We can identify seven main directions of formation of the educational system and “reference points” of development in each direction .

First direction - organizational and managerial. Specific organizational and managerial measures (distributed according to implementation periods and implementing entities) are implemented at two main levels: the level of the city’s educational structure and the level of individual educational units.

“Reference points” of the first direction:

· creation and coordination of the activities of a system of institutions and city structures necessary for the development of the municipal education system;

· transition to a program-targeted model of education management;

· introduction of adequate forms of management;

· development of a “formula for interaction” between the head of the Center and the heads of incoming structures;

· development of a system of “relations of responsible dependence” in the city’s educational system according to the principle of delegation of powers “top-down”, “bottom-up” and “horizontally”;

· establishing relations between the Center and teaching, educational and management teams for joint design and research work, and the implementation of transformative actions;

· creation (or reorganization) of municipal education services (certification and diagnostic, information, etc.).

The second direction is the “market of educational services”. This direction involves the formation of a flexible infrastructure of educational institutions, a socio-educational environment capable of creating a situation of a wide choice of paths, forms and content of education, taking into account the needs of the individual in the general context of the characteristics of the socio-economic development of the region.

The third direction is staffing the educational space (system of continuous pedagogical education). This direction is caused by the need to bring personnel policy in line with the needs of the development of the education sector, to create a multi-level system of teacher education in the city based on the concept of new content. Staffing requires multi-stage teacher education.

The fourth area is social support. This direction involves the creation of a system of social guarantees for subjects of the educational system: children, educational institutions and their employees.

The fifth direction is scientific and methodological support for the innovative process of education. This direction is associated with scientific and methodological support of innovative processes: the study and “certification” of samples of innovative pedagogical experience, the launch, support and analysis of project developments.

Sixth direction - logistics. This direction involves the creation of the material and technical base necessary for the formation and development of the educational space.

The seventh direction is informatization of the educational space. The direction is focused on creating a program for informatization of the educational system into a single computer information network with access to external sources of information.

The process of stabilization and development of education is characterized by a transition to a qualitatively new level in the implementation of federal, regional and municipal programs for the development of education, which is largely associated with the creation of centers for the development of education directly on the ground, allowing to take into account local characteristics when developing a strategy for the development of the socio-educational system of the subjects of the federation, municipalities.

Improving the management of the municipal education system requires the development of a development mechanism and a set of indicators that would be accepted by all members of the teaching community. These indicators should be not only ideal guidelines and goals for the development of the system, but also criteria for assessing its practical effectiveness. The functioning of educational systems and their quality management take place in specific existential circumstances offered by reality, which are not always favorable.

Thus, the goal of modern education management is to create a set of socio-educational conditions that make it possible to ensure:

a) continuity of development based on the unity of operational and long-term planning, based on scientific forecasts;

b) the overall methodological, material, technical, financial and economic basis for development;

c) rational organization of labor of participants in the pedagogical process, their training, retraining with the leading trend in training management personnel;

d) sustainable and dynamic functioning of the educational system.

The work of the State Department of Education of the Vladimir Region is aimed at implementing the Priority National Project “Education”, the national educational initiative “Our New School”, a set of measures to modernize the regional general education system, the main provisions of the National Doctrine of Education, the Russian Federation Law “On Education”, decrees and orders The Government of the Russian Federation, the Federal Program for the Development of Education of Russia, regulatory documents of the Ministry of Education and Science of the Russian Federation, decrees and orders of the Regional Administration, the work plan of the State Education Administration, the regional target program “Development of the education system of the Vladimir region for 2013-2015”.

The main goals and objectives of the State Department of Education of the Vladimir Region:

Implementation of state policy in the field of education while maintaining a single educational space of the Russian Federation;

Providing the necessary conditions for the implementation of state guarantees of the rights of citizens to receive education;

Carrying out analysis, long-term planning and forecast for the development of the regional education system, identifying tasks and priorities for the development of the regional education system;

Creating conditions for the functioning and development of the regional education system, including the development of the material base, coordinating the construction, reconstruction and major repairs of educational institutions and monitoring the development of the material base;

Development of cooperation with other constituent entities of the Russian Federation, international relations in the field of education;

Organization and coordination of activities in the region for training, retraining and advanced training of personnel in the field of education.

The main goals of the Directorate’s activities are the implementation of state policy in the field of education while maintaining a single educational space of the Russian Federation, providing the necessary conditions for the implementation of state guarantees of the rights of citizens to receive an education.

Thus, in the Vladimir region, the development of a vocational school is aimed at optimizing the network, developing various models for integrating primary, secondary and higher vocational education, ensuring a real multi-level vocational education, and creating university complexes.

One of the priority tasks of the regional educational policy represented by the education department is to improve the social status of education and science workers. For this purpose, medium-term and long-term forecasts for the development of the personnel component of the region’s education system are being developed, and the educational level of teachers is increasing.

The system for improving their qualifications is being improved, a set of measures is being implemented to attract young specialists into the education system, and contract-targeted training of teaching staff is being carried out.

3 . Assessment of foreign experience in the development of the education system

Educational systems in different countries are as diverse as the countries themselves. The educational system is affected by the established historical traditions and modern realities of the country, the peculiarities of the state structure, the position and role of the country in the modern system of international relations.

Let's consider the most interesting approaches to organizing the education system of foreign countries.

The UK has one of the oldest education systems in the world. During its existence, it has undergone a huge number of changes that have made it extremely high quality and effective.

In this country, not only the state sector, but also the sector of private educational services provided on a paid basis is extremely developed. Education in the UK is compulsory for English children and teenagers aged five to sixteen.

Due to the peculiarities of the country's government education system in England is divided into subsystems, different for England and Wales, Northern Ireland and Scotland. There is also a division into four traditional levels - primary education ( Elementary School 5-11 years), average ( Secondary School 11-16 years old), after school ( Further Education 16-18 years old), higher education ( Higher Education).

The peculiarities of the US government imply the absence of a unified education system. However, most states follow a traditional four-tier education system with preschool, secondary, vocational and higher education. The peculiarities of education in the USA include twelve-year schooling and four-year (bachelor's) education in most universities.

America has one of the strongest schools of business education. People also come here to practice American English and study contemporary music, art and design.

IN America's education system includes:

I. Preschool education

For children aged three to five years.

II. Secondary education

1. primary school from first to eighth grade for children aged 6-13 years.

2. secondary school, grade 9-12, age 14-17.

III. Professional and higher education

1. regional and technical colleges, primary education colleges

2. technical and vocational education

3. four-year colleges and universities

The German education system is one of the oldest in the world. It successfully combines centuries-old university traditions with the latest trends in education. Perhaps it is these features that make Germany so attractive for students from abroad: according to some estimates, more than one hundred and fifty thousand foreigners study here. And receiving education in Germany for Russians students is no longer something unattainable.

In the German education system there is a traditional division into primary, secondary and higher educational levels. School German education is universal and free; Despite this, in addition to state educational institutions, there are a large number of private schools and universities in the country.

The French school has three levels, two of which are compulsory for all citizens - primary school and the so-called college. In total, training at these stages takes nine years. The highest level of school education is the lyceum, where education lasts two to three years.

French children attend primary school until they are 14 years old; At this stage, lessons in all subjects are taught by one teacher. Upon completion of training, students take final exams and receive a corresponding certificate.

College in French educational system refers to secondary education; Within the college, training is divided into three separate cycles. The highest class of college is the first, that is, the “countdown” of classes is carried out in reverse order.

The highest level of school education in France is the Lyceum. Essentially, it is a preparatory stage before entering a higher education institution. Moreover, studying in one of the general education or technical areas gives the right to take the exam for the award of a bachelor's degree.

Education system in Australia at the same time combines the features of two other major systems - American and British. In Australian education, there are four main levels of education, corresponding to preschool, school, vocational and higher education in Russia. There are also special English course programs for foreign students.

Australia has an extremely developed MBA business education program - one of the most famous specialized business programs in the world. Those wishing to study in Australia in the MBA system can study in one-year and two-year programs.

Of particular interest at the present stage of development of the education system is the implementation of the Bologna process in Russia.

Since 1999, the year the Bologna Declaration was signed by the ministers of education of 29 European states, the Bologna process has come to be called a movement whose goal is to harmonize education systems, primarily higher education, in European countries.

A single educational space should allow the national education systems of European countries to take the best that their partners have - by increasing the mobility of students, teachers, management personnel, strengthening ties and cooperation between European universities, etc. It is for this purpose that levels of education and curricula are being unified, a single format of diploma and diploma supplement is being created, knowledge of foreign languages ​​is becoming a mandatory requirement for university graduates, the quality of education is being equalized in different universities and in different countries, and control of this quality is being strengthened. As a result, a united Europe will become more attractive in the global education market.

To ensure harmonization, higher education systems must become “transparent”, as comparable as possible, which can be achieved through the widespread dissemination of similar educational cycles (bachelor's - master's degrees), the introduction of unified or easily recalculated systems of educational loans (credit units), identical forms of recording received qualifications, mutual recognition of academic qualifications, developed structures for ensuring the quality of training of specialists, etc. .

In September 2003, at the Berlin Conference of Ministers of Education of the countries participating in the Bologna Process, by that time already 33, the Russian Federation, represented by the Minister of Education of the Russian Federation, signed the Bologna Declaration, thereby committing to implement the basic principles of the Bologna Process by 2010 . This means that Russia ceases to be isolated and gains the opportunity to influence decisions made by participants in the Bologna process. The Concept of modernization of Russian education for the period up to 2010, approved by the Government of the Russian Federation, contains significant “fields of convergence” with the Bologna process. This applies to the analysis of global trends, and to the proposed model of a specialist, and to the creation of an independent system of certification and quality control of education, and to strengthening orientation in the labor market, and to the return of the state to education, and to the formation of new economic relations in the educational sphere and etc. .

Russia, which, as a participant in the process of forming a pan-European higher education space (since 2003) shares common agreed goals, in the new decade should more effectively use the Bologna process and its mechanisms to solve national problems of multi-level internationalization of the higher education system and positioning Russian programs in the regional and the international market of educational services. Russia's participation in the Bologna process will help improve the competitiveness of Russian educational services and the workforce of teachers and researchers.

Thus, the education system of each country also develops under the influence of historical experience and national traditions in the field of education. This is expressed, for example, in the practice of separate or coeducational education for boys and girls in some Muslim states, in different levels of secondary school, etc. Thus, in a number of countries, primary education covers six grades, while in others it covers five or four grades. In all these differences, traditional features in education play a significant role.

Conclusion

The role of education at the present stage of Russia's development is determined by the tasks of its transition to a democratic and legal state, to a market economy, and the need to overcome the danger of the country lagging behind global trends in economic and social development.

The current estimated procedure for budgetary financing of educational institutions largely limits the possibilities and

incentives to improve the quality of services and the efficiency of their provision.

The imperfection of the regulatory framework governing the receipt and expenditure of financial resources from extrabudgetary sources by educational institutions often leads to their ineffective use and does not make it possible to fully utilize the mechanisms for attracting private investors to the field of education.

In the current conditions, there is an urgent need to develop and implement new instruments for financing education, which should be formed in the course of general budget reform.

The financing of the education system should be based on the principle of “results-based management”. It is necessary that any program for the development of educational activities financed from budgetary funds contains a clear list of performance indicators. The use of indicative results management will improve the efficiency of spending budget funds.

The complexity of the system, its multifunctional, multi-purpose nature make the use of one or a small number of budget financing instruments ineffective, necessitating the use of various financial instruments used in a single system and in optimal combination. The use of a system of tools will improve the efficiency of spending budget funds allocated for the development of education.

The problems of transition to normative per capita financing are largely related to the lack of the necessary legislative framework and accepted methods for calculating standards for levels of education, types and types of educational institutions.

The development of relevant regulatory legal acts and their adoption, as well as the ongoing reform of the budget sector should help resolve this issue. The introduction of a regulatory per capita financing mechanism in modern conditions will improve the efficiency of using the total resources of educational institutions and the education system as a whole.

Another instrument of budget financing should be financing the development of the education system based on medium-term programs.

Financing educational institutions on the basis of medium-term programs should also provide favorable conditions for the implementation of large projects for the development of educational and scientific activities of educational institutions, their socio-cultural infrastructure.

Implementing the principles of a program-targeted approach in the work of the Education Administration of the Pskov Region, medium-term programs should be focused on clearly defined goals and described results.

As an example of a medium-term program within the framework of this work, a project was proposed in the system of improving general education in the Pskov region, which will help solve a number of problems of inclusive education, namely, the inclusion of children with special educational needs in the educational process of a general education school on equal terms with ordinary children.

Bibliography

1. Anokhin P.K. Selected works. Philosophical aspects of the theory of functional systems. - M., 1978.

2. Lazarev V.S. Educational management on the threshold of a new era // Pedagogy. 1995. No. 5. P.12-18; School development management / Ed. MM. Potashnik, V.S. Lazarev. - M., 1995.

3. Moiseev N.N. Development algorithms. - M., 1997. P. 143; School development management / Ed. MM. Potashnik, V.S. Lazarev. - M., 1995.

4. Innovations in municipal education management: A manual for managers and employees of municipal education management bodies. /Edited by N.D. Malakhova. - M., 1997.

5. See: Region: education management by results. Theory and practice. - M., 2001. P. 262.

6. Barinova N.Yu. Management of innovative projects of the educational system in interaction with authorities. // Public service: state, development trends and current problems: Collection of articles. scientific-practical conf. BAGSU. - Ufa, 2004. P. 209.

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Objectives of the regional education system

at the present stage.

General civilizational factors of human development, such as globalization, the transition to a post-industrial information state, which determine the features of modern society, have objectively placed education at the center of many social, economic, political problems, persistently demanding the improvement of spiritual and moral foundations, ensuring not only the formation of a community of people adequate to their time, but also the development of man himself based on humanistic ideals.

Education is increasingly becoming a broad social practice, setting new forms of social life, ensuring the development of one’s district, region, and country as a whole. However, the solution to this problem is possible only under one condition - the consolidation of the people on a single basis acceptable to everyone - on the basis of humanistically organized interaction. In our opinion, the innovative education system must and can teach this interaction.

Throughout almost the entire 20th century, education was modernized, reforms were carried out that partially improved it and adapted it to changing socio-economic conditions. However, during the period of dramatic changes at the end of the 20th and beginning of the 21st centuries in Russia, the traditional education system turned out to be unable to provide an adequate response to the demands of the time. At the beginning of the 21st century, the education system cannot be improved through individual improvements within it. Systemic changes in education are required. In this case, it becomes innovative in essence, since fundamental changes affect all, without exception, components of the educational sphere.

Considering humanization as a systemic phenomenon of civilization of the 21st century, scientists note its decisive influence on all spheres of life: politics, economics, science, culture, education. The humanization of education is carried out at its various levels, the most important of which is regional, since in the conditions of the region a systematic solution to this most important problem is possible. Regionalization of education turns out to be the leading principle of socio-political, socio-economic, spiritual, moral, cultural and educational development of human potential.

In the course of analyzing the state and problems of education in Russia in the 21st century, significant contradictions between:

• the objective nature of the development of global trends in the humanization of education and the largely spontaneous nature of their adaptation and implementation in the management of regional education, in the plans and programs of educational institutions in new socio-economic conditions;
• the need to strengthen the humanistic essence of education and the lack of real management mechanisms that ensure the innovative development of the regional education system based on a humanistic approach;

• the need to create a broad innovative field for the development of the regional education system with the participation of the entire teaching community and its insufficient competence in matters of innovative development of education on a humanistic basis;
• the need for comprehensive development of innovation processes in the system of municipal and regional education and the insufficient level of theoretical justification for the humanization of innovations, the lack of development of their scientific foundations and pedagogical conditions;

• the orientation of modern educational institutions towards the formation of innovative educational programs and the insufficient scientific validity of their implementation based on a humanistic approach.

The identified contradictions made it possible to identify a special problem field modern theory of pedagogy is the identification of conceptual and theoretical-methodological provisions for the innovative development of the regional education system based on humanization and the formation of time-appropriate programs, projects and technologies for their implementation in practical activities.

Leading Idea The research is that the innovative regional education system, developing in the context of general civilizational challenges of globalization, is an integral educational and sociocultural space where the human potential of the 21st century is formed, providing the humanistic foundations for the development of the global world through the humanization of all components of the innovative development of the regional educational system.

In this regard, it is necessary to identify conceptual approaches to the development of innovations in the regional educational system that are adequate to modern theory and practice of education and to justify its construction on the basis of the humanization of all components, improving the management of innovative development of the educational system, ensuring the development of the individual, his freedom, mobility, tolerance in real educational practice of the early 21st century .

Research hypothesisis based on the assumption that the innovative development of the regional education system based on a humanistic approach will become a real fact in the modern conditions of creating an information society in Russia if:

• the logic of managing the innovative development of the regional education system will be determined by general civilizational processes (informatization, globalization, intellectualization, etc.), as well as trends in the economic, cultural, socio-demographic development of the region;
• based on theories of innovative development and humanization of the education sector, a conceptual model of innovative development of the regional system will be developed, the real mechanism for its implementation, principles, goals, objectives, factors and conditions for its development will be determined;
• as a conceptual basis for the innovative development of the regional education system based on humanization will beprotrude system-synergetic approach;
• a program for the development of education in the region will be developed, allowing for the implementation of a model of innovative development of the regional education system based on systemic-synergetic and humanistic approaches;
• a system of organizational support for the process of innovative development of education in the region will be scientifically substantiated based on the restructuring and optimization of the management system, structuring the network of educational institutions, humanization and humanization of the educational process.

Education is a socially conditioned process, caused by the need for the reproduction of a person as a subject of social relations. The content of education is one of the components of the educational process. The content of education should be understood as that system of scientific knowledge, practical skills, as well as ideological and moral-aesthetic ideas that students need to master in the learning process; this is that part of the social experience of a generation that is selected in accordance with the goals of human development and in the form of information is transmitted to him. What should be the content of education? What should schoolchildren be taught? What to develop and educate? These questions have always occupied great teachers, scientists, representatives of pedagogical science, such as Locke, Pestalozzi, Kant, Herbart (supporters of the theory of formal education), Spencer, Huxley and others (supporters of the theory of material education). These theories are constantly criticized for their one-sidedness (K.D. Ushinsky, N.A. Dobrolyubov, Yu.K. Babansky, I.F. Kharlamov). The one-sidedness of these approaches lies in the fact that they absolutize certain aspects of education. Thinking cannot be separated from knowledge, but at the same time, knowledge should not be the dominant goal of the school: the goal is the child himself, and knowledge should become a means of his development.

Modern world education consists of many national educational systems that differ in their cultural traditions, in the level of goals and objectives, as well as in their quality. At the same time, the desire to overcome professional isolation and cultural limitations in education is characteristic of the entire world community. In this regard, it becomes important to unite the efforts of all interested countries in finding answers to questions regarding the content of education and understanding them in order to determine their own guidelines. However, the accumulated experience does not always become the property of other countries, which to a certain extent hinders the development of a unified educational space.

In Russia, serious changes have recently occurred in the field of educational content. In the context of modernization of the content of education, the problem of analyzing, adapting and using the educational experience of other countries, integrating it into the content of Russian education, turns out to be very significant. Insufficient study of this problem in science and the state in school practice suggests that this problem is relevant.

The goal of modern education is to develop the personal qualities necessary for him and society to be included in socially significant activities.

In the concept of the structure and content of general secondary education (in a 12-year school), adopted in 2000 at the All-Russian Conference of Education Workers, the main goal of general education is formulated as follows: the formation of a well-rounded personality capable of realizing creative potential in dynamic socio-economic conditions both 15 own vital interests and in the interests of society (continuation of traditions, development of science, culture, technology, strengthening the historical continuity of generations, etc.).

The national doctrine of education in the Russian Federation, adopted at the same meeting, also formulated strategic goals of education that are closely related to the problems of development of Russian society, namely:

• overcoming the socio-economic and spiritual crisis, ensuring a high quality of life for the people and national security;
• restoration of Russia's status in the world community as a great power in the fields of education, culture, science, high technology and economics;
• creating the basis for sustainable socio-economic and spiritual development of Russia.

The education system is designed to provide:

• historical continuity of generations, preservation, dissemination and development of national culture;
• education of Russian patriots, citizens of a legal, democratic social state, respecting individual rights and freedoms and possessing high morality;
• versatile and timely development of children and youth, formation of self-education and personal self-realization skills;
• the formation of a holistic worldview and a modern scientific worldview among children and youth, the development of a culture of interethnic relations;
• systematic updating of all aspects of education, reflecting changes in the field of culture, economics, science, engineering and technology;
• continuity of education throughout a person’s life;
• the variety of types and types of educational institutions and the variability of educational programs that ensure the individualization of education;
• continuity of levels and stages of education;
• development of distance learning, creation of programs that implement information technologies in education;
• academic mobility of students;
• development of domestic traditions in working with gifted children and youth, participation of teaching staff in scientific activities;
• training of highly educated people and highly qualified specialists capable of professional growth and professional mobility in the conditions of informatization of society and the development of new knowledge-intensive technologies;
• environmental education that shapes the population’s caring attitude towards nature.

The content of education is a pedagogically adapted system of knowledge, skills, experience in creative activity and an emotional and value-based attitude to the world, the assimilation of which ensures the development of the individual. Special education gives a person the knowledge and skills necessary in a specific field of activity. The content of general education ensures the participation of schoolchildren in social, non-professional activities, forms their worldview, a system of values ​​and ideals that determine the civic position of each individual, his attitude to the world and the determination of his place in it Lerner I.Ya. Contents of education // Russian Pedagogical Encyclopedia: In 2 volumes. M., 1999. Vol. 2. P. 349.

The specific content of education depends, first of all, on the student population: junior schoolchildren or high school students, preschoolers or students. The goals, and then the content of education, are specific in each case. And if the contingent is already known, then depending on the goal, the specific content of education and training is determined.

The content of education is one of the components of the educational process. The content of education is often understood as a system of knowledge, skills and abilities. But they are not the only things that make up education. The content of education also includes the social experience accumulated by humanity. An educated person is a knowledgeable, developed and educated person. Most modern schools focus their efforts on providing students with as many subjects as possible to study simultaneously, which increases the volume of information, overwhelms students, and does not contribute to their overall development.

Today, it is obvious that the entire education system is gradually acquiring a professional orientation. The education system is being oriented towards the labor market. The future of a person, first of all, is associated with the need to find one’s place in the world of professions - prestigious professions that are needed by society.

Orientation towards the labor market displaces from the educational sphere an understanding of the uniqueness of the human personality, its high purpose, the presence of talents and abilities. Modern education is becoming impersonal. The purpose and meaning of human life are reduced to the usefulness of a person in a specific economic and political system, which naturally leads to specific pedagogical goals, among which social adaptation and professionalization are decisive. In such an education system there is practically no place for general education or university training and spiritual and moral education. The first is replaced by obtaining the necessary initial literacy and various levels of competence, the second by communicative training and communication technologies.

There is a principle in pedagogy: the connection between the school and the life of society. But there must be a principle of connection between the school and the child’s life. The absolutization of the first principle led to the so-called sociocentric type of thinking (only the interests of the state and society are put at the forefront). The criteria for selecting educational content should include not only the needs of society, but also the needs of the individual. The content of education is considered as a pedagogical model of social order addressed to the school. But it is also necessary to take into account a person’s educational needs for his existence. Both positions need to be taken into account.

Firstly, the content of education is designed to ensure the transfer and mastery by the younger generation of the social experience of older generations, the content of social culture for the further development of the acquired experience. It has been established that it is unlawful to limit social experience to the amount of knowledge to be acquired. This experience includes four elements, each of which represents a specific type of educational content:

Knowledge about nature, society, technology, thinking and methods of activity;

Experience in implementing known methods of activity;

Experience in creative, exploratory activities to solve new problems that require independent implementation of previously acquired knowledge and skills in new situations, the formation of new methods of activity based on already known ones;

The experience of a value attitude towards objects or means of human activity, its manifestation in relation to the surrounding world.

Secondly, the content of education carried out in the learning process is designed to provide an individual way of existence for a person: to promote the development of all basic areas and should include:

A system of pedagogical tools aimed at the development of intellectual and other spheres;

A system of pedagogical means that contribute to the adaptation of a young person, his freedom (autonomy) and integration with society, that is, facilitating the process of socialization of the individual.

Each academic subject must contribute to the mastery of all these elements.

The formation of the content of general secondary education in accordance with the theoretical considerations expressed above must satisfy the following requirements:

Compliance with the social order of society;

Meeting student needs;

Compliance with the criteria for selecting educational content (scientific and practical significance, compliance of the content with the age capabilities of schoolchildren, compliance of the volume of content with the available time, compliance of the content with the existing educational, methodological and material base).

It is known that about a third of school graduates enter universities. Considering only this fact, many foreign schools introduced a system of elective subjects; it was possible to reduce the requirements for “non-university” students. The result was ominous: a decrease in the overall development of students and the level of their general education preparation. The second mistake is that, while strengthening the humanitarian aspect of educational content, schools at the same time pay less attention to the basics of science. As a result, there was a decrease in the physical and mathematical training of students.

To avoid these and other errors when selecting educational content, the education standard should provide for:

Identification of the core of education, compulsory for all schools;

Strengthening the importance of humanitarian aspects of education content;

Maintaining attention to the natural and mathematical cycle of subjects;

Increased attention to the development of schoolchildren;

Orientation of educational content towards universal human values.

Minimum general secondary education does not guarantee continuation of education at a university, but is mandatory for mastering working professions and sufficient for inclusion in working life. Maximum general secondary education guarantees the opportunity to continue education at a university in one of the selected study profiles. The requirements for the level of preparedness of schoolchildren who have successfully completed maximum general education are determined by the level of requirements for applicants to the corresponding universities.

A school graduate must have the required level of development in all major human spheres.

In basic school, upon completion of which students first have the right to choose a profession, they are given the opportunity to try their hand at different types of activities and fields of knowledge. At this stage, differentiation of teaching develops, which, however, does not affect the basic core of educational courses, which is common to all schools in the country. Thus, the basic school is not yet profile differentiated.

Thus, the content of education in Russia at the present stage needs more careful study, more attention should be paid to the comprehensive development of the individual, along with the orientation of the content of education to the labor market and the creation of a competitive personality. The standard should more clearly define the mechanisms for achieving the goal, control, and sanctions for non-compliance with standards. The goal, according to the new reform, is to educate a patriot, but by what means the goal can be achieved must be decided by the educational institution itself

The primary objectives set forth in the Action Plan for the modernization of general education for 2011 - 2015, approved by Decree of the Government of the Russian Federation of September 7, 2010 No. 1507-r (plan), in the direction of “Development of independence of schools” is the expansion of economic independence and openness of activities educational institutions:

1. ensuring compliance with the principle of state-public governance in the activities of educational institutions, including the development and implementation of basic educational programs;
2. ensuring the financial and economic independence of educational institutions based on the introduction of new financial and economic management mechanisms;
3. creating conditions for minimizing reporting while increasing responsibility through the introduction of electronic school document management, the development of an open electronic monitoring system and mandatory public reporting of educational institutions.

The following quantitative values ​​are planned for key performance indicators for the implementation of this direction for 2013:

An increase in the number of educational institutions that have switched to a new results-based remuneration system - from 20 to 100%, while according to the electronic monitoring system for 2012, this figure was 97.5%;

An increase in the number of educational institutions that annually present to the public a public report that ensures openness and transparency of educational and economic activities - from 10 to 90% (as of January 1, 2013, according to monitoring data, this indicator was 89.22%);

An increase in the number of non-state educational institutions that have access to budget funding according to the standard - from 5 to 80% (for 2012 this figure was 56%);

The increase in the number of general education institutions that have become budgetary institutions - from 0 to 50%, as well as autonomous institutions - from 1 to 15%. According to the electronic monitoring system, the share of budgetary educational institutions is 64.91%, the share

autonomous institutions - 5.2%;

The main groups of regional tasks in the direction of “Developing the independence of schools” during 2013 include solving the following tasks and meeting indicators.

1. Improving the existing wage system in institutions.

2. Establishing a relationship between increasing wages for employees and achieving specific indicators of the quality and quantity of services provided and work performed.

3. Introduction of a unified information system for the provision of public services, integrated with a distance learning system and a regional portal of digital educational resources.

4. Further development of forms and mechanisms of direct participation of state and public education management bodies in the activities of schools, aimed at expanding openness and increasing the efficiency of institutions, including the conclusion of a professional and social agreement.

5. Creating conditions for minimizing reporting while increasing responsibility through the widespread use of electronic school document management, the development of a system of open electronic monitoring and mandatory public reporting of educational institutions.

6. Increasing the social efficiency of educational institutions through improving forms of state and public management, involving social partners in solving problems of the education system.

7. Improving the system of incentive payments based on the need to link increases in wages with the achievement of specific indicators of the quality and quantity of municipal services provided (work performance).

8. Increasing the share of autonomous and budgetary educational institutions of general education.

Objectives and prospects for the implementation of the national educational initiative “Our New School”

Key directions for further work on the implementation of the national educational initiative “Our New School”.

1. Systematic introduction of the Federal State Educational Standard for primary general and basic general education:

from 2013 - in all 3rd grades, in 5th, 6th, 7th grades - as soon as they are ready,

from 2014 - in all 4th grades, 5th, 6th, 7th grades - as soon as they are ready.

2. Preparation for the introduction of the Federal State Educational Standard of basic general education in the normal mode and as readiness in high school (development of the basic educational program, advanced training of teachers and administrators, creation of conditions):

from 2015 for all students in grades 5, in grades 6, 7, 8, 9 - as soon as they are ready,

from 2016 - in 7th, 8th, 9th, 10th grades - when ready,

from 2017 - in 8th, 9th, 10th, 11th grades - when ready,

from 2018 – 9th, 10th, 11th grades – when ready,

from 2019 - in 10th and 11th grades - as soon as they are ready.

3. Improving the qualifications of teaching and management staff of schools to meet the requirements of the Federal State Educational Standard at the levels of general education - systematically within the framework of regional sets of measures to modernize regional general education systems.

4. Increasing the availability of high-quality general education - as part of the implementation of regional packages of measures to modernize regional general education systems, as well as regional “road maps” of changes in sectors of the social sphere aimed at increasing the efficiency of education and science.

Tasks:

1. Institutional consolidation of proven mechanisms and tools.

2. Dissemination and testing of innovative practices.

3. Stabilization, consolidation, and transfer to normal operation of the achievements of the “modernization period.”

4. Bringing the average teacher salary in all constituent entities of the Russian Federation to the level of the average salary in the region.

5. Introduction of an effective contract in general education institutions.

6. Improving the quality of general education.