Monitoring as a means of managing the quality of education
An important role in the effectiveness of school management is played by monitoring, which creates the necessary information support for the educational process. “Monitoring is the observation, assessment and forecast of the state of the environment in relation to human activities (Big Encyclopedic Dictionary, p.831” The terms “pedagogical monitoring”, “quality monitoring” have appeared in the field of education relatively recently. There are several definitions of the term “pedagogical monitoring” "" Pedagogical monitoring "is a system for organizing the collection, storage, processing and dissemination of information about the activities of the pedagogical system, providing continuous monitoring of its status and forecasting its development." Pedagogical monitoring "is an organized targeted, systematic monitoring of the quality of education in the system of educational institutions , which allows tracking both the deviation from state educational standards and the level of satisfaction of the educational needs of the population.Each author defines pedagogical monitoring and implies a specific type of activity (managerial, pedagogical, methodological esky). The objects of pedagogical monitoring are all participants in the pedagogical process (teachers, students, class teachers and the pedagogical process itself). Monitoring studies are possible in three stages:Stage 1. Preparatory1. Setting a goal.
2. Definition of an object.
3. Setting the dates.
4. The study of relevant literature.
5. Development of tools for educational monitoring.
2 stage. PracticalCollection of information:-surveillance
interview
-testing
-anquest
-exit to lessons
-test papers
3 stage. Analytical1. Systematization of the information received.
2. Analysis of the data.
3. Development of recommendations and suggestions for the next period.
4. Conclusions.
During the analysis, a combination of textual analytical information, charts, graphs, tables, diagrams, etc. is possible. At the final analytical stage, it is necessary to draw a conclusion and develop recommendations. Pedagogical monitoring provides teachers and administration with high-quality and timely information necessary for making managerial decisions. How rational are the pedagogical tools implemented in the educational process, how didactic tools (forms, teaching methods, academic hours, etc.) are adequate to the stated goals and age characteristics of schoolchildren, and the specifics of their living environment. That is, a clear organization of work on the basis of consistent actions in conducting monitoring contributes to its effectiveness. Management is effective if it relies not only on information at a fixed level of quality of education of students at a given time, but also involves an analysis of the reasons for its non-compliance with certain standards and the search for reserves to increase the effectiveness of the educational process. Such an analysis requires consideration in unity of the following monitoring components: “conditions”, “process”, “result”.
Requirements for the organization and conduct of pedagogical monitoring
1. Availability of a monitoring research program
2. The set and form of monitoring indicators should be limited and constant over a specified period of time.
3. Indicators should be of an evaluative nature of education quality management.
4. The results of pedagogical monitoring are drawn up in the form of diagrams, charts, graphs, a written analysis with recommendations
5. When conducting pedagogical monitoring, the following conditions must be observed:
Systematic
-time duration
-comparability
-objectivity
-comfortability
1. It is necessary to determine areas of activity for the organization and conduct of monitoring:
In accordance with functional duties
-in accordance with the innovative, experimental activities of this educational institution
- in accordance with the goals and objectives of this educational institution
2. When organizing and conducting monitoring, it must be borne in mind that the main goal is to continuously monitor the results of the quality of knowledge and the effects of the educational process on the personality of the student
3. At the beginning of the school year, it is necessary to conduct introductory (zero) sections to determine the quality of knowledge of students in subjects and other areas.
5. A schedule is made for the slice, which is approved by the director of the educational institution
6. The slice is carried out and checked by the assistant, the results are analyzed, conclusions and suggestions are discussed with teachers and students
7. Analysis of the results of the slices must be used when choosing an adequate teaching methodology, the formation of students' motivation, correction of the educational process
8. In the plans for intra-school control, it is necessary to plan the time for the intermediate and final sections.
An intermediate section is necessary to assess the success of students in the subject area; on the basis of these sections, the teacher assesses the success of the choice of his teaching methodology, adjusts the educational process, the selected approaches and teaching methods. The final cut is carried out according to the results of training two weeks before the end of the school year. The results of the final section are analyzed in accordance with the results of the current sections.
9. For successful tracking of the level of training, the quality of the formation of general educational skills, general educational mental skills, it is necessary to formulate the content of education in such a way that general educational, special skills and students' skills
10. To monitor the level of training on key points of the training material at each stage of training, which provide a sufficiently successful assimilation of the material and, as a result, advancement in the practice of its application
11. To obtain objective results of the level of training to conduct tracking on three indicators: compliance with the standard (percentage of achievement), the quality of knowledge (percentage of the quality of knowledge), the degree of training of the class
12. Analysis of the level of training carried out taking into account all levels
An essential feature of monitoring is the determination of the general schooling of students.
According to A.K. Markova, learning - these are the characteristics of mental development that have developed as a result of the previous year of study, i.e. stock of knowledge today.
L.N. Zasorina believes that learning is an in-depth characteristic of the learner’s personality and at the same time an indicator of the success of mastering the ZUN, readiness for continuing education.
V.N. Maksimova claims that training is a student’s possession of a system of knowledge and skills for a certain period of study. All functions and stages of the monitoring process, i.e. all its elements are structurally and functionally interconnected and represent a single cycle of pedagogical monitoring. The loss of any of these components from the system of actions of teachers either makes pedagogical monitoring of low value and poor quality, or destroys the entire system. Of course, this cycle is filled in each case with different content. The implementation of the full cycle of pedagogical monitoring helps to increase the effectiveness of the pedagogical process in the "teacher-student" system.
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about undergraduate practice
in the Liven branch of the Federal State-Funded Educational Institution of Higher Professional Education “State University - UNPK
- INTRODUCTION
- 1 THEORETICAL ASPECTS OF FORMATION OF EDUCATION QUALITY MANAGEMENT SYSTEM
- 2 COMPREHENSIVE ANALYSIS AND ASSESSMENT OF THE STATE OF THE MUNICIPAL EDUCATION SYSTEM
- 2.2 Problems and prospects of development of the municipal education system
- 2.3 Analysis of the educational activities of the Livensky branch of FSEI HPE "State University - UNPK"
- 2.4 Analysis of Russian and foreign methods for assessing the quality of education
- CONCLUSION
- LIST OF USED SOURCES
- Applications
INTRODUCTION
The special role of education in society is confirmed by the evolution of all human civilization. Human capital is an important factor in social production and an element of national wealth, investment in which gives a very high return.
At the present stage of development of the world economy, in the conditions of its innovative orientation and the expansion of globalization processes, when developed countries are already competing not in the sphere of production, but in the field of knowledge and technological ideas, the education sector is generally recognized as an industry that provides conditions for sustainable socio-economic development state, and the intellectual capital created by it - as a strategic factor that determines the prospects for its development and increase competitiveness. In this regard, the challenge facing our state is to enter the top 50 countries of the world in terms of competitiveness and imposes qualitatively new requirements on the education and science system, translating the problems of the quality of knowledge into the plane of their “capitalization”.
At the same time, it is the sphere of education, responding to the problems of society and civilization, that is capable and obliged to have a significant impact on the development of positive trends in society, support them, and find specific possibilities for resolving emerging social contradictions.
The trends in the development of education, due to the processes of globalization, suggest the formation of adequate systems for providing quality educational services and competitive knowledge. Today, the country's economy, which is focused on knowledge and the effectiveness of their capitalization, also presents new requirements for the quality, content of education and the mechanisms for its monitoring and evaluation.
The importance of the role of education in the development of human society, the problems of its quality, as well as the solution of these problems, requires an in-depth analysis of the status and mechanisms of regulation of education and are relevant for this topic.
The aim of the practice is to study the theoretical and methodological foundations of organizing an education quality assurance system focused on adapting to market requirements and develop recommendations for improving the assessment and mechanism of education quality management.
The objectives of the study are:
1 study of the theoretical aspects of the formation of the education quality management system;
2 to research and summarize foreign experience in ensuring the quality of education and the possibility of its adaptation to the conditions of activity of domestic universities;
3 on the basis of a comprehensive analysis of the state of the higher education system to identify trends in its development and regulation.
1. THEORETICAL ASPECTS OF FORMATION OF EDUCATION QUALITY MANAGEMENT SYSTEM
1.1 the essence of the education quality management system
The issues of the quality of education at any level have always been and remain in the spotlight scientific research and education management practices.
Education as a system is a multitude of educational institutions that differ in a wide variety of characteristics, primarily in terms of level and professional direction. But, this is not just a combination of educational objects, components, phenomena, processes, but interconnection and interaction, in which the educational system acquires new qualities: flexibility, dynamism, variability, stability, prognosticity, continuity, democracy.
Currently, the Russian education system is presented as follows:
Preschool education;
Elementary education (elementary school);
Incomplete secondary education;
Full secondary education or technical and vocational education;
Higher education.
Now in Russia there is a universal 11-year school education.
In recent years, the diversity of types and types of schools at the basic level of education has increased significantly. All schools are responsible for mastering basic programs; a certificate obtained by a graduate is recognized in all regions of Russia. Opportunities for early specialization are provided by gymnasiums and lyceums.
Among the modern types of educational institutions, the most common in Russia are secondary schools, lyceums and gymnasiums.
Having common features with gymnasiums, lyceums, however, fundamentally differ from them in that they interact with universities and have by now acquired signs of training aimed at the individual development of the individual.
For the implementation of the education quality management system in the municipality, several priority blocks are defined, namely pre-school and primary education, ensuring compulsory basic general education, ensuring the preservation of children's health, scientific and methodological support for assessing the quality of education, information and analytical activities, and the existence of the necessary regulatory framework for the functioning of institutions.
Quality is determined by the action of many random, local and subjective factors. To prevent the influence of these factors on the quality level, a quality management system is needed. What is needed is not separate disparate and episodic efforts, but a combination of measures of constant influence on the product creation process in order to maintain an appropriate level of quality.
Managing the quality of training of specialists is a complex process, including the selection of indicators of quality, content, forms, methods and means of training, organizational, technical and other aspects of management using international standards ISO 9000 series and methods of universal quality management (TQM), which are the basis of models European and Russian awards in the field of quality.
It should be noted that the international standards of the ISO-9000 family describe the elements that a quality system should include, and not how they are implemented by a particular organization.
Effective management in each system begins with top-level competency. Top management is obliged to proceed from the strategy that the university is capable of more than the past. The organizational structure of the university may include special units that coordinate the work of quality management.
The quality system of education at a university should guarantee the provision of requirements for university graduates in accordance with state educational standards by creating the necessary conditions. Ensuring and managing the quality of student training should be designed so that deviations from the requirements are warned in advance, and not corrected after they are discovered. The reputation of the university as a reliable supplier of high-quality specialists with minimal risk for those enterprises that can be considered customers should be consolidated in the market of educational services.
The goal of a university when creating a quality system in accordance with the requirements of international standards ISO 9000 series is to ensure the implementation of the following quality aspects:
Quality determined by the determination of demand for products;
Quality due to product design;
Quality due to product conformity with the project;
Quality due to staffing;
Quality due to logistics;
Quality due to financial security.
The key objectives of the university in the field of quality are as follows:
Achieve, support and strive for continuous improvement of the quality of their work in all areas of activity in order to satisfy all the established and expected requirements of consumers and other interested parties;
Provide confidence to the administration and all employees that the quality requirements are met and maintained and that quality is constantly improving;
To guarantee to consumers and other interested parties that the requirements for the quality of all work are being achieved or will be achieved in the delivered products and services.
Quality management is based on documentation in which all processes (procedures) are described (documented), as well as the actions of process participants to achieve the required level of quality.
According to the modern version of the ISO-9000 standard, the quality system is interpreted as a quality management system, which consists of three subsystems: a quality management system, a quality assurance system and a quality confirmation system.
It is necessary to begin with ensuring the quality of specialist training. Documentation for quality assurance management is available at each university, since it is, first of all, technological documentation (educational programs) that governs the provisions on structural units and provisions for the implementation of various functions, as well as quality plans and programs, internal audit plans, work plans, etc. .d.
The quality management system documentation includes: a quality management policy, quality guidelines for areas of activity, university standards, methodological instructions for areas of activity, and a number of others.
The quality confirmation system should include: regular self-assessments according to certain criteria; surveys of employees, graduate students, consumers; determination of the level of mastering by students of academic disciplines; state certification of graduates.
And of course, a quality management system will be effective if all participants in the educational process are united by a common goal to achieve a high level of specialist training.
When developing a quality system, it is necessary to create methodologies for accurately determining the requirements for the performance of work in the following areas of the university: educational; scientific; informational; administrative; social; financial.
In September 2003 At the Berlin Conference, the Russian Federation joined the Bologna Process, pledging to implement the basic principles of the Bologna Process until 2010.
The main goal of the Bologna process is to create a single pan-European education system that meets the requirements of ensuring the economic potential of a united Europe. The main features of a single educational space:
The quality of higher education, including the quality of content, fundamental nature, universalization and conditions for the implementation of educational programs, as well as the level of professional preparedness of graduates;
Mobility of students, teachers, researchers in a single educational space and free movement with the employment of graduates in the labor market;
The diversity and flexibility of the content and technologies for implementing educational programs, taking into account the traditions, autonomy and academic freedoms of European universities;
Openness and accessibility of education provided by mobility, mutual opening of branches of universities in different countries and the introduction of technologies and organizational structures of distance learning.
The proposals considered in the framework of the Bologna process are as follows:
Introduction of two-level training;
Introduction of a credit system;
Quality control of education;
Expansion of mobility;
Providing employment for graduates;
Ensuring the attractiveness of the European education system.
However, activities related to the implementation of these proposals give rise to conflicting assessments. An analysis of the ways and means of optimal integration of Russian higher education into the European educational space is needed.
Among the tasks of the Bologna process, the main one for Russia is the transition to a two-level system. The introduction of a two-level system provides for the first stage - a bachelor, the second stage - for a master, but in Russia the introduction of a two-level system has encountered serious problems.
The transition to a two-stage system of higher professional education requires a relicensing of all higher education institutions, the development of new criteria for the implementation of bachelor and master programs, the calculation of the specific cost of training bachelors and masters in various areas of training, the organization of a real competitive selection for master training with equal rights for graduates of other universities, determining the required amount of training for masters.
Russia needs transformations, but due to internal reasons, the concentration of funds for this is extremely difficult. The inclusion in the Bologna process helped to focus on the problems of strengthening the position of the Russian education system in the world. The creation of an educational structure compatible with the educational structures of European countries allows us to build an education system in Russia that is more understandable for foreign citizens.
At the same time, the goals of the Bologna process do not fully correspond to global trends; therefore, all reforms cannot be reduced to it. Russia should have its own national educational policy and in parallel with participation in the Bologna process, shape its specific education system based on domestic needs and focusing on world trends.
The Bologna process is a good travel companion, providing a solution to the tactical challenges facing Russian education.
New approaches and methods of a single pan-European educational space are based on the formation of a common understanding of the content of qualifications and degree structures of graduates - specialists and include the following priority areas of work of higher educational institutions:
Determination of the general and special competencies of graduates of the first and second training cycles (bachelor, master);
Harmonization of curricula in terms of program structure and teaching methods;
Definition of special competencies of graduates;
Development of a methodology for the analysis of common elements and special areas training specialists.
The participation of our country in the Bologna process was given to students by the recognition of diplomas received abroad, on the territory of the states that signed the Bologna Declaration. It follows from this that graduates of Russian universities have real chances to find work abroad in their specialty. It also facilitated the simplification of trips of Russian students to study in Europe. There was an opportunity to study remotely in foreign universities.
The development of the Bologna process is a tool for harmonizing the higher education systems of the participating countries and a mutually beneficial way to form a single European market for highly skilled labor and higher education. The inclusion of Russian education in the pan-European Bologna process has made it possible to achieve a competitive position of our universities and specialists not only in the European but also in the international community, to solve the problem of recognition of Russian diplomas and strengthen our position in the global educational services market.
The main goal of building a quality system in a university is to ensure the competitiveness of the university in the market of educational services, to enter the international markets of educational services due to the high quality of the educational process, the quality of training of specialists. It is also necessary from the point of view of harmonization of education within the framework of the Bologna process, where one of the key points is the introduction of common quality assurance mechanisms.
Mechanisms and ways to improve quality - this is a largely intra-university problem, therefore, further work in this direction remains for the university.
Quality management of education is the entire university management system through the prism of approving a new quality of the system, process, and educational outcome, aimed at meeting the needs of consumers, scientific achievements, and developing the ability to meet new challenges. Management of the quality of education presupposes such an approach to university management, when quality indicators of all aspects of the institution’s activities are put at the forefront, and innovative and motivational management methods are used.
Management of the quality of education at a university is an effective management of an educational organization based on scientific achievements, market mechanisms, enthusiasm and creative abilities of all educational entities, their cooperation and partnership, new information Technologyaimed at providing the conditions, process, results of such training, education and development of students that will form their properties, allowing them to work successfully in material and spiritual production, live in a dynamically changing world, actively and creatively express themselves in the development of new knowledge and skills , meet the requirements and challenges of the future social time in which current students have to live.
Effective management is based on the established system of controls. Quality management of education is a special management organized and aimed at achieving certain, previously predicted results of education, and goals (results) should be predicted in the zone of potential development of a student (graduate) of a university.
The main tool for evaluating graduates at present is their assessment in a diploma. However, a clear interaction with consumers is needed, which should give an assessment to graduates. Not all consumers want a university graduate to be able to think creatively, solve non-standard tasks, have computer skills, communicate, have a certain cultural level, and know foreign languages. For some, traditional knowledge and current skills are sufficient.
Thus, the negative aspects in the system for assessing the quality of education are currently as follows:
There is no clear terminology, that is, an unambiguous definition of "quality of education";
Accordingly, there is no goal and tasks of assessing the quality of education;
Indicators assessing the quality of education are unsystematic, fragmented (depending on the developer), their quantitative assessment is absent;
The indicators in the considered methods do not take into account one of the most important factors - the complex requirements of employers and the need for knowledge and skills for the future of society, not only for today and the coming years;
The ability of students to work independently (making decisions, innovative approaches, processing the necessary literature and choosing the optimal solution) is not taken into account;
In the considered methods, if any specific indicator is calculated, then separately, that is, there is no comprehensive assessment of specialists.
At the present stage of modernization of Russian education, the priority areas of state education policy are:
Formation of a modern system of continuing professional education;
Improving the quality of vocational education;
Ensuring the accessibility of quality general education;
Improving the investment attractiveness of education.
This will ensure the further implementation of the tasks in modernizing Russian education and solving the problems facing the education system.
The development of the system of lifelong education will create the conditions for the formation of flexible educational trajectories, will ensure the reaction of the education system to the dynamically changing needs of the individual, society, and the economy. At the same time, there will be opportunities for equalizing access to quality education at all levels. educational system.
Improving the quality of professional education in modern conditions is possible only on the basis of the activation of innovative processes in this area, ensuring the integration of educational, scientific and practical activities. This will remove the problem of the isolation of the education system, open it to external influences, and lead to the constant updating of the content of education and teaching technologies.
Ensuring the accessibility of quality general education in the first place should be aimed at equalizing the starting opportunities for obtaining general education. This will reduce social differentiation, lay the necessary foundation for improving the quality of education, social, territorial and educational mobility of children and youth.
Increasing the investment attractiveness of the education system will solve the problem of the shortage of qualified personnel in the education system, increase its managerial potential, ensure the development of the resource base, as well as the introduction of new technologies in the educational process.
To ensure quality at all levels of education, the creation of an adequate legislative, organizational, methodological and material base is necessary.
Understanding the university activities and the above problems from the perspective of the criteria of International Standards allows:
To develop up-to-date normative and working documentation for all areas of activity;
Exclude duplication of procedures;
Create a control system based on quality plans;
Increase efficiency organizational structure;
Clearly distribute the powers and responsibilities of all levels of leadership;
Clearly formulate goals and highlight key processes;
Manage resources more efficiently.
And most importantly, the introduction of a management system in a university based on quality allows us to engage the entire team, including students, in ensuring high results in educational and scientific activities.
Thus, the management of the quality of education is an active way of influencing the quality of education in general, as well as the educational institution.
1.2 Legal regulation of relations in the field of education
The current system of sources of law that regulate relations in the field of education includes two levels of legal regulation: “internal”, Russian regulatory legal acts, and “external”, international legal acts.
In turn, the system of “internal” Russian acts is represented by regulatory legal acts adopted at the federal level and including federal laws and by-laws.
The legislative framework for the legal regulation of relations in the field of education is presented:
The Constitution of the Russian Federation;
Federal Law of April 24, 2008 No. 125-ФЗ “On Higher and Postgraduate Professional Education”;
Other "specialized" federal laws, i.e. laws adopted to regulate relations arising exclusively in the field of education;
- “non-core” laws containing separate rules governing relations in the field of education.
Constitution of the Russian Federation.
Article 43 of the Constitution of the Russian Federation is entirely devoted to education. It enshrines the right of everyone to education. With regard to higher education, this norm is concretized as follows: “Everyone has the right to receive higher education on a competitive basis at a state or municipal educational institution and at an enterprise”. Moreover, the Russian Federation “establishes federal state educational standards, supports various forms of education and self-education”.
Along with Art. 43 of the Constitution of the Russian Federation, certain provisions governing relations in the field of education are also contained in other articles of the Constitution of the Russian Federation: so, in art. 72 (p. 1) general issues entities referred to the joint jurisdiction of the Russian Federation and constituent entities of the Russian Federation; in Art. 114 it is established that the Government of the Russian Federation ensures the implementation in the Russian Federation of a unified state policy in the field of education.
The Federal Law "On Higher and Postgraduate Professional Education" regulates various types of public relations related to obtaining higher professional education, postgraduate and doctoral studies, the conferment of academic degrees and the awarding of scientific degrees, etc. It contains legal rules governing the following main areas in the field of higher and postgraduate education:
The system of higher and postgraduate education and the management of this system;
The status of subjects of educational and scientific activity in the system of higher and postgraduate education;
Economics of higher and postgraduate education;
International and foreign economic activity of higher educational institutions.
The new Law of the Russian Federation “On Education” is called the Law of the Russian Federation dated February 2, 2011 No. 2 “On Amending the Law of the Russian Federation“ On Education ”and Articles 11 and 24 of the Federal Law“ On Higher and Postgraduate Professional Education ”in part Improvement of the unified state exam regulates the system of public relations in education, by which the legislator understands "a purposeful process of education and training of a person, society, state, accompanied by a statement of the achievement by a citizen (student) of educational levels established by the state (educational qualifications)."
The Law of the Russian Federation “On Education” regulates issues common to all elements and levels of the education system in the Russian Federation, and also contains rules directly related to higher and postgraduate education (for example, Articles 24, 25).
Other "specialized" federal laws.
In the system of acts of Russian legislation regulating relations in the field of higher and postgraduate education, along with the Law on Higher Education and the Law of the Russian Federation “On Education”, there are other legislative acts adopted to regulate relations taking shape exclusively in the field of education. For example, Federal Law of April 10, 2000 No. 51-ФЗ On Approving the Federal Program for the Development of Education, dated July 12, 1995
"Non-core" laws containing legal norms that govern relations in the field of higher and postgraduate education.
These laws occupy a special place in the mechanism of legal regulation of relations in the field of higher and postgraduate education. A large number of such laws, their “diversity” (some laws contain one, two articles on educational issues, others contain entire chapters), frequent cases of collisions of the norms of such laws with those contained in the “relevant” laws on education, these and a number of other reasons make the task of systematization of legislation in the field of education very urgent.
Numerous "non-core" laws can be tried to combine, with a certain degree of conventionality, in the following groups:
a) federal laws, which govern general issues of the organization of higher and postgraduate education in the Russian Federation;
b) federal laws that contain rules on special types (areas) of education;
c) federal laws, which establish various benefits for participants in educational relations;
d) federal laws governing labor relations and determining the procedure for social security of subjects of educational relations;
e) federal laws governing relations in the field of economics and finance of higher and postgraduate education.
By-laws and regulations.
By-laws and regulations governing relations in the field of higher and postgraduate professional education can be combined on the principle of diminishing legal force into the following groups.
1. Decrees of the President of the Russian Federation, among which are:
a) decrees adopted solely to regulate relations in the field of higher and postgraduate professional education;
2. Decisions of the Government of the Russian Federation, which may also be devoted entirely to the regulation of higher and postgraduate professional education, or may contain separate provisions governing certain relations in the field of higher and postgraduate professional education.
3. Normative legal acts of federal executive bodies adopted on higher and postgraduate professional education.
This numerous and diverse array of regulatory legal acts, in turn, can be conditionally grouped into the following groups:
1) regulatory legal acts of the Ministry of Education and Science of the Russian Federation;
2) regulatory legal acts of other federal executive bodies, including:
a) “profile”, that is, adopted to regulate relations that develop exclusively in the field of higher and postgraduate professional education;
b) “non-core”, which contain only certain provisions directly or indirectly related to the problems of higher and postgraduate professional education.
International legal acts in the field of education.
The development of scientific and cultural exchanges, academic mobility and the intensification of student exchanges, as well as other reasons contributing to the expansion of international cooperation in the field of education, determine the inevitability of international legal regulation of educational relations.
To date, a significant block of international legal acts in the field of education has already been formed.
The rules governing educational relations can be contained both in international treaties and agreements governing exclusively educational relations, and in various treaties and agreements in which educational issues are directly or indirectly addressed, along with other issues.
An example of the latter is the International Covenant on Economic, Social and Cultural Rights. Another example is the Convention on the Rights of the Child. A number of articles of this Convention also affect education.
Separate norms can be contained not only in bilateral treaties, but also in multilateral conventions (treaties, agreements). Among the latter we can distinguish:
International legal acts of a universal nature, many of which were adopted under the auspices of the United Nations, the United Nations Educational, Scientific and Cultural Organization (UNESCO), International organization labor (ILO), etc .;
The so-called regional international legal acts adopted in the framework of the Council of Europe, the CIS, regional conventions of UNESCO.
Norms governing educational relations may be contained in international legal acts, the main content of which is not directly related to the field of education: for example, the Framework Convention for the Protection of National Minorities. Various agreements on cooperation in the field of education are concluded at the bilateral level: for example, the Agreement between the Government of the Russian Federation and the Government of the Italian Republic on cooperation in the field of culture and education; Agreement between the Government of the Russian Federation and the Government of the United Kingdom of Great Britain and Northern Ireland on cooperation in the field of education, science and culture; Agreement between the Government of the Russian Federation and the Government of the Republic of Uzbekistan on cooperation in the field of higher education, etc.
At the bilateral level, issues of cooperation in the field of education may be raised, in addition to intergovernmental agreements in other legal and diplomatic acts, such as memoranda, protocols, etc.
In development of bilateral agreements, the contracting parties may adopt programs of cooperation in the field of education (for example, the Program of cooperation in the field of culture, education and science between the Government of the Russian Federation and the Government of the Republic of Macedonia).
Agreements on the development of cooperation can be reached not only at the intergovernmental, but also at the interdepartmental (ministerial) level: Protocol between the Ministry of Education of the Russian Federation and the Ministry of Education and Research of Romania on cooperation and exchanges in the field of education, Agreement between the Ministry of General and Professional Education of the Russian Federation and The Ministry of Education of the Republic of Moldova on cooperation in the field of preschool, general, primary vocational and teacher education, etc.
Local regulations containing norms governing educational relations.
1. Organizations engaged in educational activities, adopt local regulations containing rules governing educational relations (hereinafter - local regulations), within their competence in accordance with the legislation on education. In cases provided for by this Federal Law, other federal laws and other regulatory legal acts of the Russian Federation, when adopting local regulatory acts, the opinion of the self-governing body of the educational organization and (or) the representative body of workers studying (if there are such bodies) shall be taken into account.
2. The norms of local regulations that worsen the situation of students or employees in comparison with the established legislation on education, or adopted in violation of the established procedure, shall not be applied. In such cases, the provisions of the legislation on education apply.
3. Local regulatory acts of an organization engaged in educational activities may not contradict its charter.
Having analyzed the system of regulatory legal acts in the field of education regulation, we can conclude that today an extensive regulatory framework has been formed in this area. However, many issues still remain unresolved, in particular, one of the most urgent tasks to improve the regulatory framework of education is the need to bring the domestic legislation of the Russian Federation as soon as possible in accordance with the norms of international treaties of the Russian Federation.
1.3 Foreign experience in the formation of effective education management systems (for example, Germany, France, Great Britain, Denmark)
The German model of vocational education is a dual system. It is based on a firm tie of the vocational training system to the enterprise. System regulation is carried out within the framework of corporate standards. The list of educational programs implemented within the dual system is determined on the basis of the needs of the economy and in close cooperation between the federation, the states and social partners.
According to official data, the trajectory and content of the educational program are guided by the requirements that are subsequently presented to a potential employee at the workplace. Dual education in Germany is, in fact, a state program, has budget funding, but on an equal footing with enterprises. The training of specialists in the dual education system is implemented through parallel training at the enterprise and at a vocational school. Vocational training at the enterprise is monitored and regulated by the federal governing bodies, and training in vocational schools relates to the subject of individual territories (lands). They are regional educational institutions of the general and vocational education system. The main purpose of training in a vocational school is to supplement the training directly at the enterprise with special theoretical knowledge (two-thirds of the time) and to increase the general educational level of the student (one-third of the time). Upon receipt of professional education, a visit to such a vocational school is mandatory, this is enshrined in the relevant territorial laws. Obtaining practical skills directly at the enterprise is carried out either in training workshops and at the workplace in large enterprises, or only at the workplace in small enterprises.
Another participant in the system is the so-called inter-production training centers. Their function is the same as that of enterprises, practical skills training. Most often, such centers are accepted for training in the event that the enterprise has a very narrow specialization and cannot provide the student with the appropriate workplace. In addition, certain stages of training can take place at other enterprises of the earth.
In the federal states of Baden-Württemberg, Berlin, Thuringia and Saxony for young people with completed secondary education, there is an additional way of dual education - professional academies. They conclude an agreement with the enterprise and go to study at a professional academy, jointly financed by the state and a private enterprise. The Academy is responsible for the theoretical, and the enterprise for the practical training of the student. The technical academy mainly teaches technical disciplines, economic subjectsas well as social courses. Students receive the usual professional qualifications after 2 years, and an additional diploma of the professional Academy after 3 years of study. In practice, engineers with higher education often work at the middle managerial level under the supervision of graduates of such academies. Such specialists are moving fast enough in their careers.
In general, graduates of professional Academies are a reserve of managerial personnel in Germany. Such a system of vocational education in Germany, which has developed over many decades, successfully provides the training of highly qualified specialists for the needs of our own and European enterprises. Joint activities of government agencies, the Federal Institute of Vocational Education, land institutes in charge of pedagogy and education, various public organizations, allowed to develop quality criteria for the training of specialists in many professions and to develop a vocational education system, supplementing it with a new element - lifelong learning.
An example of a tightly regulated vocational education system tied to an educational institution is the vocational education system of France. In France, as in Russia, until now there is a fairly rigid centralized system for managing education in general and vocational education in particular, which determines the priority interest in France for studying the problems of organizing and managing vocational education. Over the past two centuries, according to experts, France has developed one of the most advanced educational systems in which vocational education and training are traditionally considered a means of social advancement of citizens and therefore are considered as an important factor in personal development.
At present, in France, vocational training is one of the factors for the growth of labor productivity and economic development. In this regard, investment in this area is a priority and is supported by the state.
Among the main directions of development of the vocational training system in France are identified such as:
Expansion of access to professional lyceums;
Access to undergraduate degrees, higher education;
Simultaneous preservation of a wide range of studied disciplines and the completeness of their content;
Further expansion of the autonomy of vocational education institutions.
The main trend in the development of education in general, including vocational education in France, can be considered decentralized management of educational institutions. Its result was a significant limitation of the functions of the center, as well as a clear definition of the basic goals of general and vocational education and the directions of its development. In addition, by reducing the functions of the central governing bodies, the powers of the territories have been expanded. The administrations of the regions and municipalities were transferred the rights to activities in the field of organizing various types of training, organizing and conducting certification of teaching staff, etc. Also, the training of young people and training for qualifications were assigned to the powers of the regions, i.e. vocational training.
The result was the implementation of active programs; employment and vocational training. These programs, in particular, are addressed to young people who graduated from high school without qualifications, as well as to those who have difficulties in terms of integration into the world of work, and represent the possibility of choosing individual learning paths. Such opportunities are created through the so-called initial assessment of candidates, after which individual training programs are developed for them, which are implemented under the supervision of a group of teachers. At the end of the training, accreditation of the acquired qualifications takes place.
The processes of decentralization of management in the educational system of France go hand in hand with the expansion of the field of independent decision-making for state educational institutions of vocational education. Thus, the Board of Trustees of an educational institution may legitimately limit the authority of a director of an educational institution appointed by the state. Also, educational institutions were able to more freely dispose of the funds received, while having the opportunity to earn them additionally and spend them at their discretion.
At the same time, the transfer of powers to the territories and the expansion of the independence of educational institutions do not mean at all that the state completely relieves itself of responsibility for the state of education. In system government controlled Vocational education in France continues to prioritize:
Support and stimulation (including legislative) of improving the quality of vocational education and expanding the introduction of educational innovations in accordance with the degree of their importance for increasing the competitiveness of the economy as a whole and optimizing the means invested in education,
Active market adjustment through the purchase of educational courses.
An example of a vocational training system, mainly regulated by the market, is the British system of national vocational qualifications.
In this system, five levels of vocational education are distinguished. Graduates of the first stage receive vocational education at school, in out-of-school educational institutions or at the enterprise. Theoretical knowledge and professional skills are communicated to a limited extent, so a graduate can only realize the simplest types of work, i.e. controlled development of the simplest work operations takes place. The second stage of education includes a comprehensive school and vocational training, when a graduate receives a specific specialty. The third stage consists of school training, vocational training and further training. Here the level of general theoretical training is higher, the graduate also acquires managerial skills. A fourth-level graduate receives the entire complex of the previous level of training and a separate complex of the direction of training related to the level of higher education (but does not master the scientific foundations of the profession). At its core, he is a mid-level managerial employee. A fifth-level graduate graduates from a general or vocational educational secondary school and receives a higher education in absentia, mastering the scientific foundations of the profession, the skills of a manager, a leader, bears personal responsibility for the results of work, i.e. gains the right to occupy positions involving the most complex managerial functions. The national certificate of professional qualifications in accordance with educational levels also has five levels.
Thus, professional qualifications developed from the first level for graduates of training centers, schools, colleges of further education to the fifth - for graduates of universities and some colleges of the system of further education, give the certificate holder the opportunity to find a job and build a career.
The basis of the National Qualification Requirements is the concept of professional competence, the ability to fulfill standard requirements in work and adapt to ongoing changes.
In France, all issues of educational policy, with the exception of assessing the quality of education, are the responsibility of the Ministry of Education, Research and Technology. A positive aspect in the system of state control over the quality of education in France is the wide publicity of the results of testing and evaluating the activities of universities, which makes it possible not only for the state, but also for society to judge the academic level of higher education institutions.
In the UK, full-scale modular courses for vocational education certificates have been introduced.
In the UK, along with state certification of vocational education, there is also a private system. Certificates issued by private educational organizations, regardless of their authority, are not of particular value to the public sector due to the lack of state control methods, and since rarely are directly related to public sector employment. According to this system, as a rule, personnel are trained for a particular enterprise or individual sectors of the economy.
Most secondary and higher education institutions are state-owned. They are subordinate to the Ministry of Education or the Ministry of Culture. In Denmark, three types of post-secondary education are distinguished:
Higher (academic and non-academic);
Continued
Open.
Higher academic education is represented by universities. Non-academic higher education is provided by the so-called higher institutions that implement university-level educational programs in the field of architecture, music, economics, engineering, etc., as well as non-academic higher education institutions that provide training in non-academic specialties - journalism, pedagogy , sociology.
Continuing education in Denmark can be obtained at university centers that implement one-, two-year courses in basic training and pre-university orientation (similar to Russian preparatory courses and preparatory departments).
Open education is an education for adults, working people in need of a change or advanced training. Open education is only paid. It consists in the study of individual specialized disciplines. The results of intermediate, final and qualification tests (examinations) in the open education sector are equated with exam results for graduate university programs.
An analysis of the quality control systems of higher education existing abroad shows that, despite the diversity and specificity of the powers of organizations involved in its provision, the set of goals and objectives they implement traditionally includes: ensuring and / or improving the quality of educational activities in the economic, social and cultural context of their countries; providing support to higher education institutions to improve the quality of teaching and learning; dissemination of existing experience and exchange of information on quality problems, which are at the same time their main functions.
Thus, a comparative review of higher education assessment systems abroad shows that there are various approaches to how and on what grounds to evaluate the activities of higher education institutions. World experience shows that university assessment can be carried out for different purposes, but in any case it should have a clear academic focus in order to be aimed at improving the quality of education.
municipality
2. COMPLEX ANALYSIS AND ASSESSMENT OF THE STATE OF THE MUNICIPAL EDUCATION SYSTEM
2.1 General characteristics of the educational services market
Currently, such a product as education is becoming an element of market relations. It acts as a seller of educational services, and as a public institution for the formation of a market consciousness of society.
The market of educational services has formed in our country relatively recently, in the process of instilling the principles of a market economy in the system of socio-economic relations and in the process of reforming the education system, the formation of the market for educational services takes place. Educational institutions of various forms of ownership, of various types, have appeared on the educational services market, providing a wide range of educational services, which creates enormous competition between them.
The definition of the educational services market is ambiguous and has different approaches.
The first approach, the market for educational services is a market in which the demand for educational services from the main business entities (individuals, enterprises and organizations, the state) and their offer by various educational institutions interact.
The second approach, the market for educational services is a system of economic relations regarding the sale of educational services that are directly in demand by both collective and individual consumers.
The third approach, the market of educational services is the material interaction of participants in the educational process: students, organizations providing educational services, individuals and organizations paying for these services.
Based on the above concepts, we can formulate the following definition of the educational services market. The market of educational services is the material relationship of participants in the educational process: students, organizations providing educational services, individuals and organizations paying for these services.
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1 Intra-school education quality management system in an educational institution: design, assessment Moscow Center for Education Quality Poroshinskaya L.G. 1
In the 40s, America had military heroes; in the 60s, cosmonauts were role models. At present, experts in the field of quality should be considered heroes, since their contribution to future development and prosperity may be even greater than the outstanding personalities of the past. "J. Harrington, 1990" Quality Management in American Companies "2
3 The state policy in the field of education should guarantee the necessary conditions for a full-fledged quality education, take into account the interests and abilities of the individual, ensure the achievement of a competitive level for all levels of education. The main task of the Moscow educational policy is to ensure high quality education based on maintaining its fundamental nature and meeting current and future needs. personality, society and state. “The quality of Russian education is a key aspect of its development strategy” -A. Fursenko Quality education is a resource for sustainable development of society. ” The quality of life and the quality of education are the main guidelines of the UNESCO and UN policies. The Berlin Declaration (d) defines what should ensure a national system for guaranteeing the quality of education
4 TRENDS IN THE FIELD OF ENSURING THE QUALITY OF EDUCATION TRENDS IN THE FIELD OF THE QUALITY OF EDUCATION EDUCATION Development of common criteria and standards for the quality of education Development of uniform criteria and standards for the quality of education Creation and development of national accreditation systems for educational programs European countries Creation and development of national systems of accreditation of educational programs in European countries Construction of quality management systems for the educational process on the basis of quality management Construction of quality management systems for the educational process on the principles of quality management Development and implementation of IC OS based on various models of the quality system, including requirements International Standards The development and implementation of SC OS based on various models of the quality system, including the requirements of International Standards, will form a center of gravity transfer from the procedures of external quality control. process and its r-tov on the basis of the system of certification and accreditation on ext. self-assessment of OS The transfer of the center of gravity from the procedures of external quality control will form. process and its r-tov on the basis of the system of certification and accreditation on ext. DU self-esteem
6 To manage means, first of all, to purposefully act on all components of the managed system to achieve predetermined results. In other words, managing an organization as a process includes people, material, financial and other resources. Administration - the style of activity of any body, official, characterized mainly by the publication of directive acts, orders, orders. Leadership is the impact on people, the purpose of which is that they perform work in a quality manner, in accordance with the standard, that is, manage people but not resources
7 The purpose of the management is to change the existing conditions (processes, mechanisms) to achieve the goals - new results Management objects - processes of activity Management goals (idea, purpose, mission, strategy) - which define the vision of future results, the purpose of the organization, content of its activities. The main management functions: analysis, planning (setting strategic goals, developing a development program, implementation plan), organization (distribution of powers, consolidation of the functions of joint activities, staff motivation) and control.
11
Planning organization Management management control 5 Analysis 5 Analysis of the goal of the goal Information management support Management decision
13 As you understand the essence of the concept of “intraschool education quality management”, the education quality management system is the quality management of the educational process and other activities that ensure the formation of competencies of students and school graduates. Education quality management is the management of quality assessment and quality control mechanisms. The education quality management system is the organized in-school control and planning of the school’s work on education quality issues. The quality management system is the totality of the organizational structure, methods, processes and resources necessary for the implementation of general quality management
14 Management of the educational process information about the process of education Indicators of the educational process Indicators of the educational result Customer satisfaction Resources The main activity of the process is the role of the consumer result Control points of the process correction input Scheme of the educational process
15 What ensures the student's educational result in the quality management system Organization of the educational process Improving the competence of teachers Educational, methodological and material and technical resources Public management Independence and openness of the educational institution Implementation of the mission, goals and objectives of the development program Organizational culture of the educational institution aimed at supporting the strategy Shelter Social Partnership New approaches to the system of assessing the quality of education The essence of the result Social order: a successful graduate control External and internal examination
16 New accents in the assessment system. Transition from assessment as an instrument of control - to assessment as an instrument for managing the quality of education. Transition from ascertaining assessment - to formative, programmed self-development of a student, teacher, school. Transition from assessment of exclusively substantive training - to assessment of educational results in general.
Intra-school education quality management system - an internal quality assurance mechanism for education as a whole. Requirements for the national education quality system are defined by directives and quality standards in the European Region and can be considered as basic for public institutions. When developing an intra-school quality management model, it is recommended to use: PRACTICAL RECOMMENDATIONS FOR CHOOSING A TYPICAL MODEL OF EDUCATION QUALITY MANAGEMENT SYSTEM FOR HIGHER EDUCATION INSTITUTIONS AND HIGHER EDUCATION INSTITUTIONS ”(Federal Education Agency 15% of deviations in quality depends on performers and 85% of defects are determined by deficiencies in Edwards Deming management 15% of deviations in quality depend on performers and 85% of defects are determined by performers and Edwards Deming management Deming 18
19 concept of integrated quality management (Totel Quality Control), proposed by Armand Feigenbaum- Methods to improve personality quality, proposed by Klaus Möller: Basic principles of AQI: Joseph M. Jurana “Quality Management Guide” Recommended for use in the development of an Education Quality Management System Recommended for use in the development Education Quality Management Systems Principles of American Edward Deming Quality Management Theory
20 Basics of process control Determining the desired result measuring the “input” and “output” of the process; Attention at the stages of the process, its resources and assessment Attention at the decision-making process Consistency with the capabilities of the OS Assessment of barriers and failures Clear distribution of authority and responsibility The concept of integrated quality management
21 Factors determining the success of public education (research by the European Commission) Financial independence High level of autonomy of public education High level of competitiveness within the system High level of management in public education High level of education quality control
22 Studies that determine the effectiveness and quality of the impact on education Strength of the effect General effect Average value Satisfaction of the student’s important personal expectations with quality tasks 1.13 Student motivation (value-based orientation on achievements) 1.04 Educational effectiveness of the elements of education (educational process) 1.00 Educational space, allowing to organize the student’s self-education in accordance with his abilities 0.84 Direct influence of the teacher through direct training instructions 0.82 Intensification (inclusion of additional programs, uv. rate of passage of programs) 0.72 Home factors (living conditions, influence of parents) 0.67 The presence of feedback and corrective support (performance results that initiate special assistance) 0.65 A work uniting research published by the University of Auckland
23 Studies that determine the effectiveness and quality of the impact on education Strength of the effect Attitude to learning 0.61 Classroom environment (favorable atmosphere, support, a high degree of expectations from the student) 0.56 Formation of goals (goals formed in collaboration with the teacher, as their own learning objectives student) 0.52 Equal tutoring (successful students help the weak) 0.50 Further education of teachers (teaching new methods) 0.49 Involvement of parents 0.46 Homework 0.43 Survey - exam (provided that it helps students to think over studied) 0.41
24 Management of the quality of education is the quality management of the educational process and other types of activities that ensure the formation of the competencies of trained OSs. Each OS, depending on the goals in the field of quality and available resources, selects its own organizational structure of the quality system. Quality Service Functions: quality planning. the process, conducting monitoring studies, developing preventive and corrective measures, developing documentation for insurance companies, etc. The activities of the service are regulated by: the Charter, the service regulations, orders and directives of the director, orders and instructive documents of the Ministry of Education and Science of the Russian Federation, etc.
25 Options for constructing an organizational structure for managing the quality of education in public institutions Education quality council under the director of public institutions Deputy director of public education for the quality of education Public education quality service laboratory Public education quality laboratory Public education department
26 Tasks of the education quality service of the educational institution Development and implementation of the organizational and functional structure of the educational institution of the educational institution Internal audits and self-assessment of the educational institution Development of a draft educational policy of the educational institution in the field of educational quality Development and maintenance of documents SC IC Shelter Preparation of proposals for the administration to improve the quality of education in the Shelter Defining measurable characteristics of the quality of education and methods for measuring them Organization of work to improve the quality : planning, collection and analysis of information, monitoring and control operations, etc.
28 What types of activities does the intra-school education quality management system cover? Analysis of the quality of education (subject-specific, subject-specific results, personal development). Quality management work processes. Information support for management decisions on problems of improving the quality of education; Implementation of quality policy :. planning the quality of the educational process; organization of work to improve quality; development of preventive and corrective measures; Diagnostic examination, assessment of the quality of education. System for enhancing the professional competence of teaching staff. Material and educational support for images. process Conducting various monitoring operations of the quality of education
29 Workflows to manage the quality of education The content of workflows Analysis of the quality of education Analysis: - VSK; - Final certification; - External control; - Comparative analysis of external and internal control -Terms providing the educational process (quality of lessons, professional competence, educational and methodological support, etc.) Planning the quality of the educational result Planning the quality of conditions for achieving the planned result, including the use of resources to achieve it
30 Organization of work to ensure the quality of education Creating the conditions necessary to ensure the quality of education (personnel, educational, methodological, material and technical, financial) Activities to study the personality of the child, identify the abilities of students of all age groups (Individual assessment of the capabilities and abilities of children, diagnosis of professional orientation, etc.), Directions for the development of professional competence of the teacher (a systematic-activity approach, new approaches to assessing educational achievements, etc.) Motivation of all participants in the educational process on its quality. Activities for the organization of warning and corrective measures. Creating a system. measures to track and stimulate improvement a clear distribution of powers, responsibilities in the organization of work to ensure quality. Organization of work on quality control Development of criteria and indicators of expertise and evaluation. Development of control and measuring materials, etc. Activities related to the organization of the Higher School of Higher Education Organization of work to determine the measured parameters of the quality characteristics of the educational process Preparation of documents reflecting records for the assessment of quality Preparation of documents reflecting records for the assessment of the quality of education about the quality of education, etc.
31 Monitoring the quality of education Define and include in HSC the necessary types of monitoring for the identified indicators Define the subjects of monitoring (consumers of information) and possible forms of providing information to them Determine the frequency of monitoring, designate those responsible for its collection, storage, processing and analysis. Management information support - schoolchildren's progress and level of achievement; - the competitiveness of students in terms of studying at universities, participation in olympiads - satisfaction of students with curricula; - the effectiveness of teaching; - the composition of students and its analysis; - available training resources and their cost, etc. Management decisions; Definition of information flows necessary for making a managerial decision on the quality of education; Definition of a specific object of managerial influence and specific executives and those responsible for its implementation;
32 The quality of the education system cannot be higher than the quality of the teachers working in it! The only way to improve learning outcomes is to improve the quality of teaching! Conditions for improving teaching - a mechanism for improving teaching The results of an international study of factors of successfully functioning schools (Mac Kinsey, 2007) The role of the quality of teacher’s activities
33 Every child should have access to highly qualified teaching Effective teacher training Teachers must be “suitable people” Factors crucial to improving the quality of education (based on international research from the 25 best school systems) Attracting strong candidates to the teaching profession Candidate selection mechanism Comrade Tighter academic requirements for the resulting arr. Annual professional development courses Each teacher should be provided with all available materials, knowledge, and abilities to raise the level of the child. Implementation of processes that guarantee quality improvement.
34 Areas of activity for the formation of a new formation of teachers Using the mechanisms of Priority national project "Education" to identify and support the best teachers New system confirming the level of teacher professionalism Development of a professional standard of teacher's activity in line with the competency-based approach Updating the system of training and professional development of staff Development of public participation in evaluating teacher's performance
35
36 Complete the task and answer the questions: Describe the system for managing the development of teachers at school. What analytical information do you use in the school to assess the quality of education and make managerial decisions? Describe the structure, lines of activity, and evaluating the effectiveness of the intra-school education quality management system.
Literature 37 PRACTICAL GUIDE TO SELECTION OF MODEL MODEL OF QUALITY MANAGEMENT SYSTEM FOR EDUCATION universities and colleges of St. Petersburg State Electrotechnical University "LETI".) GUIDELINES FOR THE ORGANIZATION AND FUNCTIONING OF CONDUCT SELF-EFFICIENCY OF CONTROL SYSTEMS OF QUALITY MANAGEMENT BASED ON THE MODEL OF IMPROVING PERFORMANCE (St. Petersburg State Electrotechnical University "LETI".) 2005 Monitoring of the general academic achievements of graduates of the basic school Polivanova K.N. Kasprzhak A.G. Wenger A.L. M. 2006. Monitoring of the general educational achievements of graduates of the basic school Polivanova K.N. Kasprzhak A.G. Wenger A.L. M. 2006 Quality monitoring: statistics and sociology of education M.L. Agranovich O.Ya. Dymarskaya et al. M. 2007 Quality monitoring: statistics and sociology of education M.L. Agranovich O.Ya. Dymarskaya and others M. 2007
To date, many countries of the world (Russia is no exception) have formed the main policy directions regarding the assessment of education. They began to create certain standards that are appropriate to apply in the process of developing educational programs. Thus, these norms served as the main tool for determining the target areas of education and the formation of the educational space.
Quality concept
This article fully examines the concept of the quality of education, its essence and fundamental features. First you need to determine what the concept of quality means in the general sense of the word. The quality of education is what?
The most striking interpretation of this term is the definition of quality as a combination of a number of properties, characteristics, characteristics of products, certain categories of goods, services, materials or work, which fully serve as a determining factor in relation to their ability to meet the needs and demands of society and their own purpose as well as the requirements. The considered compliance measure is formed on the basis of specific standards, contracts or agreements. It is important to note that the creation of this measure can also occur in close connection with the requests of the population or its specific segments. How to correlate this concept with the educational category?
The quality of education
The quality of education is the most important component of the social sphere, which absolutely accurately determines the state, as well as the effectiveness of the educational process in society, the degree to which it meets the needs and even expectations of society (and its various groups, in particular) in terms of the development and creation of both civil and professional human competences as personality. It is important to note that the indicator in question during the detailed analysis breaks up into smaller ones, each of which can fully characterize one aspect of the educational activity of a particular educational institution. Among these, the main ones are the following:
- The content of the educational process.
- Methodology developed in relation to training standards.
- Forms of Learning.
- Material and technical base.
- The composition of the personnel structure.
Absolute and relative concept of quality
It is important to note that the concept of quality ( the quality of education is a very important indicator) often attributed to a variety of, as a rule, conflicting meanings. The fact is that the analysis can be carried out both in absolute and in relative order. Thus, an absolute concept implies a demonstration of superiority and a certain status, which, naturally, has a beneficial effect on the image of a particular institution.
The relative concept does not perceive quality as an attribute of an educational service and can be considered in two aspects: as compliance with a specific state standard or as compliance with the preferences of consumers of the service. It should be added that the first aspect reflects the point of view of the manufacturer, and the second is interconnected with consumer views. However, often the opinion of the manufacturer is not equivalent to the opinion of the consumer, therefore, the consideration of the quality of education by one or another educational institution from two sides is accepted.
Comprehensive indicator
Education Quality Monitoring suggests that the analyzed indicator is endowed with a complex nature. In accordance with this fact, it would be advisable to clean out its main aspects:
- The relationship of learning objectives and outcomes.
- Ensuring the absolute satisfaction of society with one or another educational service.
- Decent level of knowledge and skills; beneficial development of personality - mental, moral and, of course, physical.
- Ensuring all conditions for a healthy self-esteem of a person, his self-government, as well as self-certification.
- The formation of diverse cultural environments for education in terms of political culture, spiritual enrichment and, of course, a person’s readiness to live fully in modern society and so on.
Monitoring concept
In accordance with the above aspects, it can be defined as a system of continuous collection of information about its most significant properties, its subsequent qualitative processing, analysis and, of course, interpretation, which is necessary to ensure that the field of education and society as a whole are reliable, complete and classified according to levels application of information on the conformity of processes, as well as the results of educational activities to certain standards, on current changes and relevant forecasts. The main goal of creating a monitoring system is to improve the quality of educational services.
Education Quality Management through monitoring it has a number of advantages and disadvantages, but in order to eliminate the second, it is only necessary to ensure all conditions for the effective implementation of this event. The main ones are the following:
- Application of a systematic approach.
- Collection of quantitative and qualitative methods in one set.
- Competent interpretation of information obtained as a result of monitoring.
- Using exceptionally high quality tools.
- Help from the management bodies in the methodological and, of course, material terms.
Monitoring as the main condition for the quality of education and its types
It is important to note that the classification of monitoring can be based on various factors: the objectives of its implementation, key functions, the scope of use of information, and others. The most popular is the separation of types of monitoring in accordance with its functions. In this way, quality of education (this the most important component of the social sphere) is regulated by monitoring the following types:
- Information monitoring.
- Diagnostic monitoring
- Comparative monitoring.
- Predictive monitoring.
It is important to note that the use of the presented types of monitoring in its pure form is rather rare. Thus, such an event as conducting comprehensive monitoring, which competently combines all of the above elements, has become popular today.
Education Quality Management
The concept of monitoring discussed above is directly related to the management of the quality of education, which should be understood as a certain system of both strategic and operational decisions (and then actions), the implementation of which takes place in a planned manner. It is aimed at full support, substantial improvement, strict control, as well as a competent assessment of the quality of educational processes or services.
It is important to note that in almost every country (Russia is no exception), it continuously operates, ensuring and monitoring the implementation of the above operations. This subject of the educational process also deals with additional issues, among which, for example, planning of the educational process and the accompanying assessment of factors that reduce the quality of education. Among these factors, some defects of an internal or external nature can be distinguished.
Quality education and school
Today quality of education at school determined by the following factors:
- Mathematization of educational processes.
- Creation of historical identity.
- Continuous teaching of the native language and history of the state.
- Education of a person as a patriot of his country (in accordance with national culture and language).
- Formation of a true defender of the Fatherland (for guys).
- The upbringing of absolute respect for work, because labor itself is the main condition for the growth of a personality in a creative way.
- Installation on the harmonious development of man in relation to creativity.
- Improving the quality of vocational education.
The quality of education and university
In the system of modern higher education, the main indicators of its impeccable quality are:
- Absolute compliance of the curriculum structure with the requirements of customers, which may be, for example, the state, business or individual, as well as rooted educational standards.
- High degree of satisfaction of interested parties (for example, employers or students) with the quality of education.
- A high degree of satisfaction with the work of employees of a higher educational institution.
- Beneficial effect on society, raising the level of culture in the general sense of the word.
Ways to improve the quality of education
Today it is the most important task, because the well-being of one or another country depends on the productivity of its implementation. Thus, the most significant conditions for its achievement are the following points:
- Revitalization of educational standards of the state, as well as the basic plan of the learning process.
- Optimization of various types of student workload (psychological, physical, and, of course, educational).
- If necessary, providing training for an individual program.
- Development of distance education system.
- State support for schools for gifted individuals.
- Formation of a state system in relation to assessing the quality of the educational process.
- A significant strengthening of the role of disciplines that can ensure the socialization of students and so on.
The quality management of an educational institution is considered as the main condition for its competitiveness. Today we can talk about the existence of two complementary approaches to the quality of education: practical, which consists in defining quality as the degree of compliance with goals (different consumer goals are different quality, which dictates the need for quality management), and the second approach, organically continuing the first and relating to internal processes occurring as part of the educational process.
In the theory and practice of education quality management, several main approaches can also be distinguished:
- - scientific approach consists in the development of concepts, scientifically based criteria and guidelines for absolutely all positions that exist in an educational organization. At the same time, in various management systems (hierarchical or democratic) there is a different approach;
- - processaccording to which quality management is considered as a process, a series of continuous interconnected actions (managerial functions), each of which is also a process. These functions include planning, organization, management, coordination and control. The process approach is conceptualized in the ISO 9000-1994 standard, and has been put into practice with the introduction of ISO 9000 standards, version 2000. The basis of the quality management system of an educational organization, in accordance with the requirements of ISO 9001: 2000, is:
- 1) customer orientation;
- 2) the leading role of leadership in setting goals and achieving them;
- 3) the involvement of all employees in solving the problems of the university;
- 4) a process approach to the organization of all types of activities;
- 5) a systematic approach to management;
- 6) continuous improvement of product quality;
- - systemic, allowing to consider the educational organization as a system. The use of a systematic approach to education quality management is based on the concept of quality management as a system and involves the application of the following principles:
- 1) structural;
- 2) the implementation of an integrated set of management functions;
- 3) hierarchical organization of quality management;
- 4) the relationship of external and internal factors at various stages of the functioning of the system-continuity;
- - situational, implying various management options, depending on specific situations and conditions;
- - program-targeted approach is one of the main methodological approaches in modern management, which involves a clear definition of goals, the formation and implementation of a program of actions aimed at achieving these goals. The study of various approaches to education quality managementpays attention to a number of researchers, namely E.M. Korotkov, M.M. Potashnik, P.I. Tretyakov, I.K. Shalaev, T.I. Shamova, and many others.
Today, standardization and certification of the quality system are necessary. This is a recognition of the success of a particular production, a necessary step on the path to recognizing the success of the entire company and introducing the most modern quality management models, which have received the generalized name “methods of universal quality management” - TQM.
Thus, the development of education quality management at the present stage is associated with the formation of various approaches to solving quality problems. Management of the quality of education, which arose in response to the objective need of mankind to obtain a high-quality education, is now oriented towards an adequate quality of life. Management, provision and improvement of quality, considered as a strategy for the development of productive forces and industrial relations, focused not only on survival, but also on the prosperity of society, the enterprise and each person, are inseparable from the general management system. In this regard, the approach that considers the development of general quality management in education, in conjunction with the development of general management, in the opinion of the author, is most successful.
Many researchers believe that implementing TQM in educational environment presents certain difficulties. Active theoretical discussions are held on the fundamental possibility and expediency of transferring business management methods to education. In this regard, general and distinctive features business and education: their goals, methods, means, concepts of quality, means of measuring quality, etc. It is argued that the philosophy of quality is not a template that can be transferred from one system to another. However, philosophy may be universal, but the system of decisions for achieving quality may differ significantly.
The survival of an educational organization in a market economy depends, first of all, on whether it has its own strategy, as well as on the ability and ability of this organization to consistently implement this strategy in practice through specific activities. Instability and instability in the market of educational services, as well as the increasing complexity of management in market conditions, actualize for educational organizations the task of studying and implementing a quality management system.
Bagautdinova N.G. emphasizes that " inof modern educational institutions operate in an environment of increased competition, and those who use the TQM principles will gain a significant advantage over competitors, since the entire system will be focused directly on consumers and the main factors that they assess:
- 1) understanding of the needs of society and its requirements; 2) reliability;
- 3) susceptibility; 4) competitiveness; 5) availability; 6) politeness; 7) communication (communication); 8) authority; 9) security» .
AT of modernunder conditions, quality is a fundamental field of knowledge subject to universal study, far beyond the scope of simple information contained in legal and regulatory technical documents, as well as in various kinds of guidelines. Quality is the sphere of scientific organization of the socio-economic activity of society, a complex field of research for specialists of a wide range.
A number of countries have already realized this and have begun practical solutions to quality problems, paying special attention preparing employees for the effective and efficient use of relevant modern approaches, methods and tools. The universal quality management system (TQM) has gained a strong position in many successful enterprises, significantly changing the views in the education system. TQM involves the development and implementation of a long-term strategy for the economic development of an enterprise (organization), involving all its employees in creative activity, which can and should ensure the satisfaction of interests of both the educational organization itself and the consumers of its services and society as a whole.
The key problems in adapting the TQM methodology in the field of education are questions about the choice of content and sequence of actions that can guarantee the quality of the services provided by the educational organization, as well as the choice of ways to carry out such activities.
Modern approaches to education in their entirety form the basis for the formation of modern educational values.
Each approach involves different school models.
Within each approach, there may be a large number of real incarnations of organizational forms.
Fig. 1.
The components of educational activity, which are required to be implemented with any approach and in any education system, must satisfy the following requirements:
- 1. Have an educational foundation on which students build their own knowledge and skills, competencies are formed, internal and external orientations of the development of the world are realized and systematized.
- 2. To bring knowledge and skills to practical application.
- 3. To help students identify the knowledge, skills and competencies that are significant to them that will enable them to maximize their development.
- 4. Form critical skills and core competencies for life in a global world without discrimination.
Let's consider some features quality management education.
1. In the management of the quality of education, functioning and development cannot be separated. An active and practical manifestation of the quality of education requires the construction of academic work in such a way as to ensure active participation
students in organizing and getting their education.
- 2. The development of self-education. The formation of skills and competencies that help self-organization and self-education, the acquisition of socially and personally significant knowledge, for the development of values, norms of behavior, the formation of relationships.
- 3. Highly organized thinking, ability to act in non-standard situations.Development of the ability of an analytical-critical attitude to the surrounding reality. Knowledge, skills and competences are needed to obtain and process information, to assess existing and acquired knowledge, skills and the formation of key competencies in mastering self-educational methods (techniques).
- 4. Subject orientation is not the purpose of training, but a means of mastering the educational methodology. Predefined educational goals are included in a variety of educational environment, which gives students more opportunities to form intrinsic motivation, ensuring integrity of perception by expanding associative connections. The role of “situational pedagogy”, the project method, case technology, self-educational activities, etc. is increasing.
- 5. Dependence of the quality of education on the pedagogical activity of a teacher, methods and technologies for organizing the educational process.
Fig. 2. Quality Management System Model
The creation of an education quality management system requires the consistent solution of the following tasks:
- - Definition and conceptualization of goals in the field of education quality;
- - identification of the requirements of the labor market and potential employers;
- - The establishment of a basic set of processes as an open model;
- - development and adaptation of process control methods providing
the functioning and development of the educational institution;
- - Implementation of documenting the quality management system;
- - monitoring processes through an internal audit.
The implementation of the quality system in the educational organization consists in its transition or the transition of its individual units to work in accordance with the prepared, approved and put into effect documents of the quality system. At workplaces, it is necessary to determine the duties, powers and responsibilities of each employee within the framework of the quality system, develop and implement job descriptions and work instructions, and verify that personnel carry out documented procedures.
Creating a quality management system in an educational organization, it is necessary, first of all, to decide on the final product that it produces. Some educational organizations take the preparation of a graduate as the basis of their activities, while others - the provision of educational services. The consumer of the university’s final products is not so much the student himself as the state and society in the form of an organization that attracts a graduate to work.
Thus, the quality products of an educational organization are not an educational service, but a graduate. The starting point for the formation of a quality management system should be the construction of a “model” of a graduate of an educational institution as a set of certain personal professional qualities that the educational process should focus on: its content, teaching methods, forms of organization, ways of monitoring and evaluating students' knowledge. Meanwhile, it should be noted that the educational process is the basis of the educational organization. At the same time, it cannot be considered in isolation from other types of activity: scientific, educational, methodological, administrative, etc. .
In the context problems of development of the quality of educationtoday, a person is considered as a subject of the labor market and labor relations, a citizen, a subject of family relations, a bearer and keeper of national culture, a keeper of habitat (ecosphere), and a subject of his own development.
Fig. 3.
This is the most important thing in a person’s life, and the formation of such a person should be embedded in the content of education.
Necessary to help students:
- * develop your spiritual, intellectual and physical inclinations;
- * realize interests and inclinations;
- * develop personal moral beliefs, tolerance for other nationalities, religions, lifestyles;
- * learn your future adult role.
Should teach students:
* understanding of knowledge and methods of activity in adulthood, in conditions
market relations and a rapidly changing world;
- * communication in foreign languages;
- * self-educational activities;
- * careful and caring attitude to the outside world.
Determining factors of the quality of education
1. Initial (personality) characteristics: propensities and abilities;
basic knowledge (available); psychological stability; internal obstacles (barriers) to learning.
- 2. Educational conditions:
- * educational-methodical and visual materials for teaching - learning - self-education;
- * material and technical equipment, information and technological support for education;
- * views and approaches to the education of teachers, students, parents;
- * teaching staff to ensure the functioning of the educational institution;
- * the influence of territorial authorities on the management of OS;
- * the degree of participation of public councils and organizations in supporting education;
- * Parental support (help) to students.
- 3. The state general context of the functioning of the educational system:
- * state policy in the field of education;
- * strategic priority goals and objectives in education;
- * management structure in the system of general education;
- * educational resources and their availability;
- * the position of the teacher in society;
- * development and accessibility of the educational services market and educational literature.
- 4. State standard, public expectations, market requirements, the inclusion of education in the international community.
- 5. Economic conditions; socio-cultural conditions; national and regional factors; systems and structures of pedagogical activity; a strategy to help and support teachers, children and parents.
Summarizing what has been said, we note that the development of the scientific base, theoretical and methodological substantiation of approaches to managing the quality of education, the construction of a quality management system for training specialists in educational organizations will ensure the quality of education and the quality of education. The current socio-economic situation and the development of market relations that prevail in all spheres of human life, actualize the question of the need for transformations in management at the level of educational organizations themselves, which are part of an integrated system of educational institutions in our country.
Features of the management process:Management is a focused process that runs continuously in time and space, requiring in-depth analysis, development and setting of specific goals. The more accurately the result meets the established goal, the higher the quality of management.
Quality management - methods and activities of a strategic and operational nature used to fulfill the quality requirements.
- this is the activity of recording, processing and transmitting information on the formation of various conditions of the educational process necessary to solve the problems of students (pupils) in the process of consuming educational services and products.
All components of the management cycle are characteristic of quality as an object of management: goal-setting, planning, analysis, implementation, control.
Education Quality Management - This is a focused, resource-rich process of interaction between the managing and managed subsystems to achieve the planned (standards) goals and the anticipated needs of the individual, community, state.