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"The concept of resource support of the educational process" "Analysis of the state of the educational and methodological resource of an educational institution in terms of the formation of methodological competence among students, pupils"

Resources educational system- this is everything that is directly involved in the educational process: labor resources of education, information resources (textbooks, manuals, computer programs and other teaching aids), pedagogical technologies and know-how, capital resources (availability of premises for learning, security, teaching aids, computers, etc.) If the resources meet modern requirements, the level of technical and technological development society, this indicates their ability to influence the quality of the educational process. It is the resources and their qualitative characteristics that are largely determined by the result of education. The resources of any educational institution include: material and technical base, teaching staff, finance, legal support.

Components of the educational process Indicators of resource support of the educational process Decision Responsible requirements of the Federal State Educational Standard In the presence in the educational institution Information and methodological support Activities of the educator Providing the activities of educators with information resources (work programs, educational program, teaching aids, teaching materials) Availability of an educational program Availability of work programs Availability of a plan of educational work Availability of teaching materials Availability of modern normative-program and educational-methodical support of the content of new standards (list of normative documents and teaching aids) Under development Under development Available Available not in full Available not in full Develop an educational program that takes into account the specifics of a general education institution Develop work programs (in areas: health, labor, moral and ethical, leisure activities). To replenish the teaching materials with abacuses, counting sticks To form a package of regulatory, software and educational and methodological support for the content of the new standards Rakovskaya S.V. , Andreeva A.M. Motorina Yu.P. , Kutueva F.L. Abdurakhmanov R.R. , Ilnitskaya V.A. Andreeva A.M. , Motorina Yu.P. Kutueva F.L. , Abdurakhmanov R.R. Ilnitskaya V.A. Rakovskaya S.V., Andreeva A.M. , Motorina Yu.P. , Kutueva F.L. , Abdurakhmanov R.R. Ilnitskaya V.A. Rakovskaya S.V., Andreeva A.M. , Motorina Yu.P. , Kutueva F.L. , Abdurakhmanov R.R. Ilnitskaya V.A.

Ensuring the activities of the educator in the transfer of educational information: - audiovisual: means; - printed visual aids; - demonstration aids Available Not available in full Available not in full Purchase printed visual aids Purchase demonstration aids. Andreeva A.M. , Motorina Yu.P. Kutueva F.L. , Abdurakhmanov R.R. Ilnitskaya V.A. Educational and material support Printed aids Screen and sound aids Sets of plot pictures. Reproductions of paintings and artistic photographs. Children's books of different types and genres from the circle of children's reading. Portraits of poets and writers. Audio recordings of the artistic performance of the studied works. Videos relevant to the content of the lesson. Available not in full Available not in full Purchase benefits (if possible) Purchase benefits (if possible) Rakovskaya S.V. , Andreeva A.M. Motorina Yu.P. , Kutueva F.L. Abdurakhmanov R.R. Ilnitskaya V.A. Rakovskaya S.V. , Andreeva A.M. Motorina Yu.P. , Kutueva F.L. Abdurakhmanov R.R. Ilnitskaya V.A.

Conclusion: If the state of the educational and methodological resource is improved, then the students, pupils will be formed: conscious acceptance of values healthy lifestyle life; regulation of their behavior in accordance with generally accepted norms; desire and ability to learn, readiness for education and self-education; initiative, independence, cooperation skills in different types activities. The planned results are built on the basis of the requirements for the results of education, including: subject results (knowledge and skills, experience in creative activity); meta-subject results (methods of activity mastered on the basis of one or more subjects, areas of educational activities applicable both within the framework of the educational process and in solving problems in real life situations); personal results (system of value relations, interests, motivation of students).

On the topic: methodological developments, presentations and notes

Methodological recommendations "Software and methodological support of the educational process of a teacher of additional education"

WORKING PROGRAM OF THE PROFESSIONAL MODULE PM.04 Methodological support of the educational process

The working program of the professional module (hereinafter referred to as the working program) is part of the working basic professional educational program in accordance with the Federal State Educational Standard in the specialty SPO ...

It is obvious that the improvement of the educational process, the increase in the efficiency of training qualified workers and specialists in educational institutions are directly dependent on the level of development of their material and technical base, its compliance with the requirements of a modern market economy.

Material and technical base in the field of education– a set of material elements necessary for the functioning and development of an educational institution and the education system as a whole. It includes all the tangible assets assigned to educational institutions, intended for educational activities, to ensure the working and living conditions of students and teachers (Fig. 4).

Rice. 4. The structure of the material and technical base

All material resources of the institution have natural and value forms of expression, and depending on the characteristics of their functioning, they are divided into two groups: main and circulating.

Fixed assets they occupy the main place in the structure of the material and technical base and serve the educational and educational and production processes for a long time, transferring their cost in parts, as they wear out, to the product being produced. These include buildings where the educational process takes place directly, buildings of auxiliary services, industrial purposes; educational and production equipment, vehicles, library fund, etc.

The legal regulation of assigning property to an educational institution in operational management is carried out by the Civil Code of the Russian Federation.

In accordance with Art. 296 of the Civil Code, in relation to the property assigned to it on the right of operational management, within the limits established by law, in accordance with the objectives of its activities, the tasks of the owner and the purpose of the property, the right to own, use and dispose of it. At the same time, the institution is not entitled to alienate or otherwise dispose of the property assigned to it and property acquired at the expense of funds allocated to it according to the estimate.

Property, plant and equipment includes tangible assets with a useful life of more than 12 months and a cost per unit as of the acquisition date that is higher than 50 times the minimum wage established by applicable law.

Fixed assets are accounted for in kind and in cash.

Accounting using natural indicators is carried out separately for each group of fixed assets. Cash accounting is carried out to determine the total value of fixed assets, their dynamics, structure, depreciation calculation, economic efficiency of capital investments.

Unit of Accounting for Fixed Assets- an inventory object, which is an object with all fixtures and fittings or a separate structurally separate item designed to perform certain independent functions, or a separate complex of structurally articulated items that are a single whole, designed for a specific job.

A complex of structurally articulated objects - this is one or more items of the same or different purposes, having common fixtures and accessories, general control, mounted on the same foundation, as a result of which each item included in the complex can perform its functions only as part of the complex, and not independently. If one object has several parts with different terms of use, each such part is taken into account as an independent inventory object.

Fixed assets in educational institutions are reflected in accounting at their original cost, including the actual costs of their acquisition, construction and manufacture, including value added tax. For objects constructed or acquired at the expense of funds from entrepreneurial activity, value added tax is subject to offset or reimbursement on a general basis.

Books, textbooks and other publications included in the library fund are accounted for at a nominal price, including the cost of their original binding. Expenses for the repair and restoration of books, including secondary binding, are not included in the increase in the cost of books and are written off to the corresponding expense items according to the estimate of income and expenses of the institution.

The fixed assets involved in the process of any production gradually lose their original characteristics due to their operation and natural wear.

Under wear and tear means the loss of their original qualities by the means of labor. At the same time, fixed assets undergo obsolescence(depreciation) - means of labor depreciate, lose value until they are physically worn out, until the end of their physical service life. Obsolescence comes in two forms:

1) machines of the same design are depreciated due to the reduction in the cost of their production in modern conditions;

2) old, physically fit machines and equipment depreciate due to the appearance of new, technically more advanced and productive machines.

Obsolescence is most clearly manifested in the case of computer technology. Bought in the mid 90s. 20th century computers (with the 386th processor) are already hopelessly outdated.

Depreciation- the process of gradual transfer of the value of the means of production to the product produced. In the conditions of market relations, the value of depreciation increases the value of production costs and reduces the competitiveness of products, reduces the amount of profit. However, an underestimated share of deductions lengthens the turnover period of funds invested in the acquisition of fixed assets, leads to their aging and reduced competitiveness, loss of market positions.

In commercial organizations, the cost of fixed assets is repaid by depreciation during their useful life. After the accrued depreciation reaches the level of the original (replacement) cost, further depreciation is terminated. However, this does not give the right to a budgetary institution to write off this fixed asset, since property is written off only if its further operation is impossible due to its physical condition.

In budgetary institutions, fixed assets are extremely rarely written off, even because of their obsolescence.

Depreciation of fixed assets is charged in accordance with annual norms depreciation of fixed assets of institutions and organizations that are on the state budget and instructions on the procedure for determining and reflecting in accounting the depreciation of fixed assets of institutions and organizations that are on the state budget.

Depreciation (amortization) rates should be economically justified and aimed at timely reimbursement of fixed assets. When calculating them, it is important to correctly determine the economically viable life of fixed assets, taking into account the following factors:

P durability of fixed assets;

P obsolescence;

P long-term plans for technical re-equipment;

P equipment balance;

P opportunities for modernization and overhaul.

There are two types of physical wear:

P removable physical wear, when repair costs are less than the value added of the facility;

P is fatal when the cost of fixing the defect exceeds the cost that would be added to the object. To determine the irremovable physical wear and tear, building elements are divided into long-term and quickly worn out. For each type of elements there are methods for calculating physical wear.

Obsolescence is also called functional depreciation - the object ceases to meet modern standards in terms of its functional usefulness. For buildings, this manifests itself in outdated architecture, planning conveniences, volumes, engineering support (elevators, air conditioning), etc. For computer technology, it manifests itself in the inability to use modern software.

Functional wear can be removable and irremovable (the criteria are the same as for physical wear).

External (or economic) depreciation – this is a decrease in the value of a building due to a negative change in its external environment, due to economic, political or other external factors. The reasons for external wear and tear can be: the general decline of the territory on which the object is located; actions of the government, regional or local administration in the field of taxation, insurance; as well as changes in the market of employment, recreation, education.

An important factor affecting the amount of external wear is the proximity of the object to unattractive natural or artificial objects: swamps, sewage treatment plants, restaurants, gas stations, railway stations.

External depreciation is estimated most often from the analysis of paired sales in the real estate market of objects that are similar in characteristics, but located in a different external environment. External wear is usually irreparable.

In conditions of inflation, there is a need for periodic revaluation of fixed assets and determination of their replacement cost, corresponding to real economic circumstances. Recalculation indices differ by types of fixed assets, as well as depending on the timing of the creation, construction or acquisition of fixed assets.

Revolving funds, sometimes also referred to as an accounting term low-value and fast-wearing items, the transfer of working capital to the IBE is not entirely correct, since in addition to the actual low-value and fast-wearing items, revolving funds include inventories. Material reserves include materials for educational purposes, food, household materials and stationery, fuel, medicines and dressings, feed and fodder, containers and other materials. fully and simultaneously transferring its value to the product of labor. In fact, such a

As part of low-value and fast-wearing items items with a useful life of less than 12 months are taken into account, regardless of their value; items with an acquisition value of not more than 50 minimum wages per unit.

All property values ​​must be in the custody of officials appointed by order of the director, who monitor the safety of the entrusted values ​​and keep records of all changes. The change of persons responsible for the storage of property and material assets must be accompanied by an inventory and the preparation of acceptance certificates approved by the director.

Buildings and structures, classroom and office furniture, household inventory and equipment, fuel, household and Construction Materials and other valuables similar in purpose are, as a rule, in the custody of the head of the school's household or the assistant director for the economic part.

Educational equipment, instruments, models, dummies, transparencies, films, laboratory glassware and accessories, printed materials, tools and fixtures, reagents and materials for educational purposes are kept by the persons who are entrusted with the management of classrooms, educational and experimental sites, masters, laboratory assistants, librarians.

The inventory number assigned to an item of fixed assets is retained by it for the entire period of stay in an educational institution. The numbers of inventory items retired or liquidated due to dilapidation should not be assigned to other newly incoming fixed assets.

There are various methods for assessing the property of enterprises. For budgetary educational institutions, as a rule, only the balance sheet method is used, that is, the total cost of material resources reflected in the balance sheet.

The property approach to assessing the value of an educational institution makes it possible to more accurately determine the actual value of an educational institution and includes:

P adjusted book value assets (index method);

P asset method;

P substitution method (determining the cost of a new enterprise comparable in terms of functions);

P replacement cost method (construction of a complete analogue);

P salvage value method.

All these methods are engaged in the evaluation of the assets of an educational institution and its property complex and are used in determining the liquidation value of an educational institution, as well as in determining the necessary costs for the construction and commissioning of new institutions.

To calculate the current value of assets, the company's balance sheet data as of the valuation date is used. In this case, the following main stages are distinguished:

P verification (inventory as of the valuation date) and adjustment of the balance sheet accounts are carried out in accordance with the Guidelines for the inventory of property and financial obligations, approved by the Ministry of Finance of the Russian Federation on June 13, 1995;

P determining the value of a land plot (two evaluation options are used: determining the standard value (land tax multiplied by 200) and determining the market value);

P determination of the residual replacement cost of fixed assets;

P determination of the current value of other assets.

For rate market value of a land plot for current use, the following information is required:

– title of ownership and registration data on land plot;

– physical characteristics of the site;

- data on the relationship of the site with the environment;

The following main methods are used to determine the full replacement cost of real estate objects.

1. Method of comparative unit. The current value chosen to calculate the unit of measure of the property being valued is multiplied by the number of units contained in the property being valued. Units can be: cube. m, sq. m, one seat, etc. There are corresponding tables of specific cost indicators for various types of buildings and structures, according to which it is possible to make an assessment.

2. The element-by-element method of calculating the value of a real estate object (the method of breakdown into components) consists in determining the unit cost of a unit of measurement of an object, based on element-wise costs: for materials, labor force, excavation, installation and other works.

3. An estimate method for calculating the value of a property is to draw up object and summary estimates construction of this facility, as if it were being built again at current prices.

4. The index method of real estate appraisal consists in determining the replacement cost of the appraised object by multiplying its book value by the corresponding index, in accordance with the Regulations on the procedure for revaluation of fixed assets (funds) of enterprises and organizations. Indices for the revaluation of fixed assets are periodically approved by the Government of the Russian Federation.

The appraisal of equipment of machines and mechanisms is carried out as an assessment of the residual replacement cost, based on the full replacement cost minus depreciation.

Full replacement cost is determined in one of the following ways:

P at the initial book value, taking into account revaluation indices;

P at replacement cost (at the cost of analogues);

P at exchange prices (plus transport costs).

Depreciation of equipment is best calculated for all three types of depreciation: physical, moral and economic.

Intangible assets– these are scientific and technical products, licenses, know-how, patents, highly qualified personnel, clientele, trademark, computer programs, etc. They are assessed using:

P cost approach (the cost is determined by the purchase and balance price, taking into account revaluation indices);

P income approach (net income is calculated and discounted, which can give an intangible asset in the relevant market);

P market approach (the value is determined by the price of comparable assets sold on the market);

P comparison method - sales analysis.

Evaluation of construction in progress objects is carried out according to actual costs, taking into account the index of price changes for construction and installation works as of the date of evaluation.

Inventories are valued at current prices, including transportation and warehousing costs.

Evaluation of receivables begins with the compilation of a list of debtors, an analysis of the terms of repayment and the possibility of repayment of the debt. Further, the necessary reminders are made, and the corresponding claims are filed, or the debts are written off as uncollectible.

Directly, receivables are estimated by the ratio of future payments on debts to their current value, i.e. by discounting costs. Discounting costs - bringing future costs to the current period, establishing today's equivalent of the amount paid in the future. The present value of the future amount is determined using a discount factor that depends on the rate of bank interest and the term, discount period.

Investments may include securities, embedded in authorized capitals other businesses in real estate. Investments are valued based on market value at the date of valuation.

Cash in a foreign currency account is valued at the exchange rate as of the date of valuation.

As a result of the operations described above, it is possible to obtain an estimate of the actual value of the educational institution.

At the end of the section, we emphasize that the material technical base is the foundation of the education system, without the improvement of which it is impossible to ensure its transition to a qualitatively new level of development that meets the requirements of the modern economy and the task of industrial development.

31. The main areas of development are: preservation and development of the material and technical base of educational institutions and other organizations of the education system in accordance with the requirements of state educational standards, social norms and regulations; transition to new standards and mechanisms for equipping educational institutions and other organizations of the education system with teaching aids, inventory, teaching and visual aids, machine tools, laboratory and scientific equipment, instruments, computers, information and copying equipment, printed educational and methodological products using modern forms of management in the form of tenders, competitions and auctions; development and implementation of a set of measures to support manufacturers of educational and laboratory, scientific and industrial equipment for educational purposes, soft and hard equipment and other means of equipping educational institutions and other organizations of the education system; construction, repair of buildings and structures of organizations of the education system; equipping educational institutions with protective equipment that ensures the protection of pedagogical and other employees of educational organizations studying in emergency situations and martial law; optimization of the range of teaching aids, teaching and laboratory and scientific equipment; development of new building codes and regulations, design standards for all types and types of educational institutions.

32 . In accordance with Article 21 of the Law on Education, the training of teaching staff is carried out through the system of postgraduate education in postgraduate, residency, adjuncture and doctoral studies at educational and scientific institutions. A prominent place is occupied by many research institutes of the Russian Academy of Education (RAO) and the Russian Academy of Sciences (RAS).

Goals, structure and forms of postgraduate education

Postgraduate education is designed to ensure the maximum realization of the abilities and intellectual and creative potential of the individual and aims to train highly qualified scientific personnel, gain new knowledge about nature, man, society, as well as develop new technological ideas and technology foundations.

The structure of postgraduate education includes the following steps:

training of highly qualified scientific workers with the award of the degree of candidate of sciences (postgraduate studies, postgraduate studies, assistantship-internships);

training of highly qualified scientific workers with the award of the scientific degree of doctor of science (doctoral studies).

Obtaining postgraduate education is carried out in full-time and in absentia, as well as in the form of a job seeker.

Institutions providing postgraduate education

Institutions providing postgraduate education include higher educational institutions (regardless of the form of ownership), scientific and other organizations that, in accordance with the procedure established by the Government of the Republic of Belarus, have received the right to engage in postgraduate education.

The education sector, like any other sector of the national economy, is able to function normally if it is provided with trained personnel specialists.

The education sector is the only area that trains qualified personnel for all other sectors of the economy, as well as for itself. The training of teachers and educators, who replenish the detachment of teachers at all levels of educational institutions, is carried out by scientific and pedagogical workers of higher educational institutions.

How is the process of training certified young university teachers organized? Quite often, university graduates who have shown a tendency to scientific work in a particular specialty, the departments recommend for continuing education in graduate school. In addition, anyone who has worked for two years after graduation can enter graduate school on a competitive basis according to the profile of the university education received. During your postgraduate studies, you have to pass the so-called “candidate minimum” exams, prepare and defend your Ph.D. thesis.

Persons who have the degree of Candidate of Science and are enrolled in doctoral studies to prepare a dissertation for the degree of Doctor of Science become doctoral students. This dissertation should be a scientific qualification work, in which, on the basis of the research performed by the author, theoretical provisions have been developed, the totality of which can be qualified as a new major achievement in the development of the corresponding scientific direction,

The expansion of market relations in the economy affects the process of reproduction of personnel in the field of education. The role of economic methods of influence is growing, elements of the market structure of the economy are emerging, including the formation of a labor market, an integral part of which is the professional labor market of educators. However, in education, as noted earlier, market relations are modified by the budgetary nature of financing and the non-commercial position of most educational institutions. Market regulation does not fully cover the process of training specialists and providing them to the education sector, but has an active influence on it. Here it is implemented through the following economic levers: the cost of labor, wages of teachers, tuition fees, supply and demand, market prices for educational and scientific services.

To raise the scientific and pedagogical potential of the country, it is necessary to ensure the further development of postgraduate and doctoral studies, which will expand the reproduction of highly qualified personnel in the leading areas of scientific and technological progress.

An important feature of the modern process of personnel reproduction for the education industry is the training of generalists, which is associated with the system of continuous education. With its formation, the previously prevailing mechanistic method of transferring an increasing amount of knowledge comes to be replaced by the method of their constant updating throughout the entire period. professional activity specialists.

The training of teachers and other generalists implies their desire and ability to independently draw information from various sources, self-education, breadth of outlook, gift and ability not to focus on the problems of their specialty. In order to successfully adapt to the rapidly and rapidly changing situation in the education system and the service market, one must not only have theoretical knowledge and a vision of the future, but also be versed in economics, sociology, psychology and law.

Of great importance in this regard is the introduction multilevel specialist training systems. Such a system is based on programs of various complexity and level of qualification. It stimulates the academic and professional mobility of students in the educational services and labor market, and contributes to the social security of our citizens.

Some universities in Russia have switched to a two-stage system of education: 2 and 4 years. After completing the first stage, which gives a broad general education, the student receives a bachelor's degree. Those who want to continue their education and show their abilities can receive more in-depth special knowledge and a master's degree at the second stage. Along with this, many universities and their faculties have retained full-scale student education in the traditional, well-established form in our country.

annotation

The work is devoted to the resource provision of education quality management in the modern economy.

The work consists of introduction, main part (3 chapters, 8 paragraphs), conclusion, appendix, bibliography. The paper presents 6 figures and 11 tables. In conclusion, the main conclusions and proposals on the issues studied in the work are briefly formulated.

annotation

Introduction

1 Education in a market environment

1.1 The quality of education and the market process.

1.4 Education quality management

2. Resource support of an educational institution

2.1. a brief description of educational institution

2.2 Analysis of the quality of staffing conditions

2.3 Analysis of logistical conditions

2.4 Funding analysis

2.5 Analysis of the quality of the regulatory environment

3. Ways to improve and develop the resource support of an educational institution

Conclusion

Bibliography

Application.

Introduction

The 21st century is characterized by global changes taking place in the economy, science, engineering and technology. A distinctive feature of modern world economic development is the formation in the developed countries of the world information society which is based on the production of services. The core of service production is educational services, personal development and the formation of new knowledge. as a leading factor economic growth and ensure economic balance economic system is education.

Successes of world leaders in conquest international markets, the release of competitive products are associated with the presence in these countries of highly qualified specialists trained by the education system. The progress of society is impossible without continuous investment in education. Even when economic development looks prosperous, investment must be carried out at the proper level, otherwise, due to the rapid obsolescence of knowledge, the country will be thrown back. Traditional education was the subject of study of pedagogy, sociology, psychology, philosophy, history. Among the economic sciences, the youngest branch of science is engaged in education - the economics of education, which considers the specifics of the productive forces and production relations within education. With the changing role of education in the modern world, it is required to study it, first of all in economic theory. Economic theory is the methodological key to all economic sciences, since it studies economic relations and their inherent laws, in accordance with which all branches of the national economy develop.

The problem of education in Russia acquires special meaning in connection with a sharp reduction in the volume public funding, a traditionally low level of resource saving, typical for domestic technologies.

Target thesis: to determine the value of resource support for education quality management.

To achieve this goal, the following tasks are defined:

1. Determine the content of the economic categories "resources" (potentials)" and "resources of an educational institution."

2. Definition of the content of the concept of "quality", "quality of education" as economic categories.

3. Comparative complex analysis of internal resources (conditions).

4. Determine the quality of conditions (resource provision).

The object of research is the process of education quality management.

The subject of the study is the quality of internal resources (conditions) of an educational institution

Methodological approaches are provided by the works of domestic and foreign scientists. K. Marx; A. Marshall; CM. Nemtsov; E.P. Popov; B.S. Ryabushkin; A. Smith; O.I. Fokin; ON THE. Khromenkov; V.P. Shchetinin.

In the first chapter "The sphere of education in the market conditions" the analysis of the state of the sphere of education in the conditions of the market is carried out. On the basis of specific properties, the content of economic categories resources, potentials and resources of an educational institution is determined, the priority importance of internal resources for achieving a high quality of education is identified, theoretical basis and the properties of the categories "quality" and "quality of education" are highlighted; the features of managing the quality of education are substantiated. Methods for assessing quality are described.

The second chapter of "Resource support of educational institutions" considers the system of conditions that provide conditions for the management of education. The quality of conditions was assessed in terms of availability and compliance with the standard.

In the third chapter "Trends and ways to improve the resource support of the educational institution" projects are proposed to improve the resource support of the educational institution.

Theoretical significance: lies in a comprehensive analysis of the internal resources of an educational institution.

Practical significance: lies in the definition of specific positions for a systematic analysis of the resource support of education quality management.

The work consists of introduction, main part (3 chapters, 9 paragraphs), conclusion, appendix, bibliography. The work uses 6 figures and 11 tables. In conclusion, the main conclusions and proposals on the issues studied in the work are briefly formulated.

1. Education in a market environment

1.1 The quality of education and the market process

Naturally, people want to get a quality education. But, as economists testify, a good education is a rare good, so it must be “won” with responsibility by those who can manage it for good. Society's task is to provide the highest quality education at the lowest possible cost in both the public and private sectors.

In a modern market economy, high quality education is one of the factors for a successful transformation process. Russian society. As the end result of the functioning of the educational system, the quality of education, on the one hand, determines the level of qualifications of workers, their ability to adapt, mobility, professional suitability, functional literacy, which is necessary to improve the material base of society, and on the other hand, is the basis for the development of a universal human value system, able to improve the spiritual structure of citizens.

The quality of education can be important indicator, which "weighs" the effectiveness of the efforts made in the field of education, the correctness of the chosen decisions, objects and algorithms of education management. The education system requires effective management the quality of education.

An important attraction for the market economy is that the consumer in the good and useful sense of this market term has entered the field of education. The consumer has become more demanding. I forgot what it was like in the era of the command-administrative system, when, bowing down to the dictates of the manufacturer, put up with weak textbooks and non-writing pens, non-working computers, outdated teaching methods. The economy in all spheres of its activity, including education, began to tune in to the consumer, providing him with a “wealth of choice”, new types and forms of education, an example of this.

The consumer "made" education a special "commodity", endowing it with important features that are useful for life, success, prosperity, which are filled with the content of the quality of education.

It is very important that a big step forward has been made: people have begun to wonder why they need education, what is its usefulness. A pragmatic approach began to gain the upper hand, which in fact only benefits education.

Consumers in the person of students and their parents, and at higher levels of education - special organizations and firms interested in skilled workers, began to carefully choose the types, forms, and duration of education. At the same time, although the criteria for the usefulness of education for themselves are set by individual consumers, the bar for the average level of education quality will still be raised, since competition in the field of education is already working, pushing it up, and a low-quality product of education is being eliminated. Unfortunately, the market economy is hindered in many ways by the excessive “guardianship” of the state.[ 17, p. 4-5]

Being in the field of education, one should reckon with the laws that govern the activities of the "big economy". Education is connected with the labor market, resources, information, intellectual property, finance. Each of them introduces its own changes (interferences) into the process of creating an intellectual product, including the quality of education. The market interferes in the educational process. The laws of supply and demand do not allow education of lower quality.

The price of education (and education certainly has a price) makes it a real market product.

The power of the economy and the economic impact on the process of change is such that only the right and timely found objects and mechanisms (algorithms) of their management can affect the quality of education. To do this, it is necessary to “stuff” the education system and each of its elements with quality issues, to find those “responsible” for a significant contribution to the quality of education and outsiders who only “spoil” the matter. In today's economy, education is seen as:

socio-economic organization with its architecture, determined by many economic, social, ideological and cultural factors;

system, which includes interdependent elements, the actions of which are subordinated to a single social goal. No element of the education system is capable of acting on its own, and each element influences each other in the most diverse ways.

Speaking about quality as an economic category, we highlight the following positions:

· the quality of education is the main criterion for evaluating education.

The quality of education is evaluated by its consumer. Society is ultimately the main consumer of education.

It is necessary to distinguish between the quality of education as a set of consumer properties of the educational product, which is evaluated by the consumer, and the quality of the education system, determined by its architecture, goals, objectives and the quality of various elements of the educational system. Therefore, the quality of education is not something that exists "inside" the system, but something that is produced by it.

The quality of education is produced at each level (in each element) of the system; moreover, the quality of each previous stage (element) advances the quality of the next one.

The quality of the education system needs to be managed, because the quality of education, in the end, is the quality of labor, regardless of whether labor is used in writing a textbook, teaching students, developing teaching aids.

Goal-setting is of great importance in achieving quality.

The choice and construction of the configuration (architecture) of the education system, duration, types of education forms, and the final product depend on the correct goal-setting. Behind each of these elements are people, their capabilities, abilities, desire to embody the goals of education.

The goals of education should be clear not only to those who provide the pedagogical process, but also to those who study, who are interested in quality education.

The legislative base is an indirect factor that ensures the educational process. The quality of the formulated laws, their clarity, accessibility, understanding, enforceability are the necessary basis for regulating relations in the education system, regulating the activities of the education system.

Various resources are used to carry out different activities. But these resources, that is, various means, values, stocks, opportunities available, are limited.

Man generally lives in a world of limited possibilities. His physical and intellectual abilities are limited. The time that he can devote to this or that occupation is limited, as well as the means that can be used to achieve this or that goal. And not only an individual, the whole society, even if considered on a planetary scale, is limited in its pursuit of well-being. Over the centuries and millennia of their history, people have significantly expanded the scope of these restrictions. But even today, as at any other time in the past or future, a very strict condition is imposed on the growth of social and personal well-being.

The scarcity of resources is relative. It lies in the fundamental impossibility of simultaneously and completely satisfying all the needs of all people. As a rule, first of all, priority needs are met - in food, housing, health, family and social well-being, but for this it is necessary to take care of the best, optimal distribution of resources between various goals, save resources, improve their use.

To ensure production processes, various resources (potentials) are required: material, technical, labor, natural, financial, etc. The following potentials are currently becoming of particular importance:

1. The spiritual potential of society (state), which includes the level of general culture, the creative qualities of peoples (hard work, perseverance, adherence to progressive traditions and customs, mutual respect for peoples, racial and religious tolerance, law abidance, etc.). This potential is determined by the physical and mental health of peoples.

2. The intellectual potential of the state, which is part of the spiritual potential and is determined by the level of general educational culture of the population, professional training of personnel, progressive historical traditions of the people, established areas of economic activity, interstate relations, etc. An important element of the intellectual potential is the system of education and advanced training of personnel.

3. An integral part of the spiritual potential is the scientific and technical potential, which is characterized not only by the level of development of science and technology, but also by the professional and qualification composition of scientists, engineers, workers, etc.

4. Information potential, which is a systematized and classified information suitable for effective use in all areas of socially useful activities and inclusion in the system of world intellectual potential.

5. Ecological potential - potential characterizing the degree of conservation of natural (ecological) systems, the purity of the aquatic environment, air basin, soil cover. In an environment with an ecologically low potential, it is impossible to effectively create and develop agricultural and industrial production, provide the population with environmentally friendly food, water, air and, as a result, maintain a high level of public health and maintain its active longevity.

Currently, resource provision is associated with the potentials available to society. In connection with the unfolding scientific and technological revolution extremely important is the scientific and technical potential, as well as the technological potential, which is a system of technologies used or planned for use by society. It is not surprising that countries that have a high scientific, technical and technological potential sometimes achieve much greater success than countries that have large raw material resources. The developed countries Increasing their scientific and technical potential, they seek to "poach" prominent scientists, which has already become a serious international problem.

A consequence of limited resources is competition for their use. It is a rivalry between alternative (different) purposes of resource use. After all, almost all resources can be used to meet a wide variety of needs. For example, oil can serve as a raw material for fuel production, the production of synthetic fibers, plastics, dyes, detergents, and much more. In addition, foreign exchange earnings from the export of oil and refined products can be used to purchase food, medicines, equipment for light, food, chemical industries, etc. (Export is the sale of a commodity to a foreign partner and exporting it abroad.) And all these alternative purposes compete for the use of the always limited amount of crude oil produced.

In other words, society, like an individual, is always faced with the task of choosing directions and methods for using limited resources for various competing purposes. Methods for solving this problem are included in the subject of the science of economics.

Many modern economists tend to believe that now the factor of "knowledge" has come to the fore in terms of importance as a factor in economic growth, calling it differently - technology, scientific and technical progress, science, information.

Knowledge is an important element of such a resource as labor, it is evaluated from a qualitative point of view and attention is paid to the qualifications of workers, which depends primarily on the education (knowledge) they have received. Knowledge (primarily technological) provides an increase in the level of equipment use, i.e. real capital. Finally, they (especially managerial knowledge) allow entrepreneurs to organize the production of goods and services in the most rational way.

Internal distribution of economic and other resources. Authorized education structures distribute funds between regions, individual subsystems and institutions, types of activities, positions. As a result, such areas of the position are provided with resources that are also oriented to the "non-educational" space (formerly - material aid students, their families, patrons, improvement of playgrounds, organization of recreation, etc., now - maintenance of commercial, research, design and other structures). This distribution sometimes reinforces social inequality, perpetuates the advocacy of groups due to the fact that some subsystems of education receive less resources.

The education system is capable of modifying economic incentives and making such adjustments to the practice of financial support that entail a change in the socio-economic status of its participants. One way or another, the process of resource allocation in education is always determined by its social organization.

The resources of the educational system are everything that is directly involved in the educational process: the labor resources of education, information resources (textbooks, manuals, computer programs and other teaching aids), pedagogical technologies and know-how, capital resources (availability of premises for training, security , teaching aids, computers, etc.) The fact that these resources meet modern requirements, the level of technical and technological development of society, indicates their ability to influence the quality of the educational process. It is the resources and their qualitative characteristics that are largely determined by the result of education.

The resources of any educational institution can be divided into:

Explicit (good reputation, long history, tradition);

Implicit (material and technical base, teaching staff, finance, legal support), (Fig. 1). In general, resources are characterized by four components:

1. The nature of the educational institution;

2. Stage of its life cycle;

3. Potential for adaptation;

4. Explicit Resources and Market Assets.

Fig.1. Resources of an educational institution.

Economic theory does not provide an unambiguous and clear definition of the quality of a product or service. We consider product quality as - a set of product properties that determine its suitability, satisfaction of needs in accordance with its purpose. Therefore, it is necessary to talk about quality not in general, but strictly in relation to this purpose. In accordance with the requirement of suitability, based on the purpose of the product, from the intended purpose, quality is established. It is necessary to change the goal, in relation to which the quality is determined, and the assessment changes dramatically. .

Quality measurement requires a special approach. It is produced with varying degrees of detail, on various scales. The least detailed measurement gives name scale. It is also called the classification scale. To do this, in order to evaluate the quality using this scale, it is enough to divide the objects being evaluated according to some criteria. The scale of names is clearly insufficient for a complete and comprehensive assessment of quality. Therefore, to order objects according to some criteria, a more detailed scale is used, the so-called order scale. This scale does not have the ability to give a detailed description of the quality. It only shows the sequence, the order of this characteristic in a number of others. Numbers order scales, in contrast to the scale of names, help to evaluate the quality, for example, student achievement. The scale of order, the measure of quality, is very approximate. It is used when there is not enough data to establish the exact numerical value of each quality indicator (school grades).

In cases where it becomes possible to assign a certain number to each quality value, the most complete scale is used. interval scale, on which equal intervals are set between numbers and between the corresponding properties of objects.

Complex overall assessment quality. The assessment takes into account various, sometimes contradictory features. Methods have been developed to obtain integrated assessment quality. One method is based on the fact that quality is assessed by the main indicator of a given product, namely, the one that is associated with its main purpose, for the purpose for which the product exists. In cases where the quality of a product is determined not by one, but by several main indicators, an average rating obtained from all indicators is resorted to. Moreover, the so-called weight coefficients, allowing to take into account the degree of importance of each indicator. This method of obtaining a generalized quality indicator makes it possible to influence the development process. Quality should be formed in such a way that the generalized indicator is the highest of all possible.

In cases where quality is determined not by one, but by several indicators, they resort to average rating obtained from all these indicators.

Along with generalized indicators, a relative indicator is also used.

The experimental method determines. The most commonly used methods peer review- ranking, pairwise comparison, direct evaluation.

Ranging is done using the order scale - the measured objects are arranged in order according to the sign of interest to us.

Pair comparison- here the order scale is used, however, the preference is established between all objects in pairs - each with each. However, the most widespread immediate assessment. It is estimated approximately. This assessment is of a higher class than ranking and pairwise comparison. It is performed using a scale of intervals in absolute numbers or in percentages.

Previously, the merits or demerits of a particular product were judged only by the level of demand: high level- it means everything is fine, low level- therefore, it is bad to do something. In modern conditions, if an entrepreneur does not reveal the shortcomings of his product, even before the client noticed them, his competitors are ahead of him, and the enterprise is threatened with a complete collapse. Production is developing so intensively that the product (production results) becomes obsolete even at the development stage.

A new style of thinking, oriented towards the "consumer", was transferred from the production sphere to the educational one. At the current stage in education, it is also important to talk not about ensuring, but about the development of quality, that is, the constant improvement of the result (or product). That is why it is so important to give the management of the quality of education a proactive character. This is possible with a program-target approach, which provides for saving the parameters of the educational process.

The question of a clear and precise definition of the concept of "quality of education" is becoming more and more urgent. But speaking of definitions, one must bear in mind that not all concepts can be defined in terms of others. There is a group of primary concepts. These include the concepts of "quantity" and "quality".

The quality of education must guarantee the services provided, meet the expectations and demands of society, parents, children; change under the influence of external and internal factors. However, the factors (properties) are infinite. It's hard to learn everything. Therefore, the most important ones are singled out in the first place. internal factors subject to change by the educational institution. Factors that are considered in educational institutions of the city in in full, use the entire internal potential of educational institutions.

This is the legal, educational, scientific and methodological support of the educational process. Each school working on quality has its own profile. Each institution has the most tempting goals, these are a personal approach, and health, and the humanization of the educational process, and an individual trajectory. Educational institutions do not simply declare certain principles, but try to develop tools for tracking the results of education. From this it is clear that there can be no single concept of the quality of education for everyone. This is a radical turn to the organized self-determination of the school, to the staff of the emphasis on self-sufficiency in the quality of education at the level of an individual educational institution.

It is necessary to form a social or production order for the result of education; for this, today we need to sit down at a round table of negotiations, listen to all social partners, customers (consumers) of our result. The second very important factor in the quality of education is the content of the educational process.

The traditional knowledge paradigm states that the school should provide, first of all, knowledge of the foundations of individual sciences. The student must master various skills in order to be able to achieve success in life, to become an active and successful member of society. Knowledge must be considered in the context of human life as a whole, and not as an end in itself. What is the point if a student goes into life loaded with knowledge that he will soon forget, but without enthusiasm and broad interests. It is no coincidence that in pedagogical policy it becomes an urgent activity to master general educational skills or key competencies.

Setting - on learning - is a basic competence, the importance of which is difficult to argue. Another key competency: the ability to see and solve problems. Here, the emphasis is on stable motivation, on the presence of a certain value setting that works in different areas of the application.

The competence paradigm is now accepted in all countries as the main vector for the development of education. The program of modernization of the Russian school is no exception, where the competence-based approach is a priority. However, the question arises how such an approach can be measured.

The purpose of the study is a complete analysis of the parameters of the quality of education, but only the actualization of those aspects that are amenable to change at this stage.

Education is the acquisition of systematized knowledge and skills, training, enlightenment.

Education is the totality of knowledge gained as a result of training.

High-quality education is a serious capital, a guarantee of the development of the nation, its multiplication.

High-quality (professional) education is the well-being of the country and the region, and the ensuing consequences are ensured by the availability of competent specialists at all levels of management and production, and other areas of activity focused on the most promising directions economic, economic activity of the population.

The quality of education is directly dependent on the level of professionalism of teachers. Therefore, one of the main directions of school development programs is the creation of optimal conditions for the self-realization of teachers in their creative professional activities.

1.4 Education quality management

To manage quality means to outline the main direction of work to improve quality. The purpose of this work is to create conditions that do not allow the possibility of the appearance of low-quality products. For this, it must be adjusted quality control products: before you improve, you need to know what to improve.

Today, the main type of control is not a continuous check , and just what a look - then their parts are the so-called selective or statistical acceptance control .

Control, even the most perfect, is only the first step to improve quality. The next thing to do is to analyze, based on the results of the control, the reasons for the appearance of bad products. . It turns out that, despite the fact that deviations of parameters from the norm are random, it is possible to establish some general patterns of this phenomenon.

The standard deviation is the amount of size deviation from the norm.

Probability theory also gives the limit value possible errors. Going beyond this limit also indicates trouble in the production process and is a signal for taking the necessary measures. In probability theory, it is proved that the largest deviations caused by random causes cannot exceed three standard deviations.

Keeping accurate dimensions is only one side of improving the quality of production. Experience shows that a decrease in scrap leads to a simultaneous improvement in other indicators.

The main idea of ​​quality management products is to Firstly , determine whether the quality of the product meets the required , Secondly , find the causes of deviations and, thirdly, take timely measures to eliminate these causes.

Quality release new products- the most difficult task. Its solution requires advanced training of managerial and production personnel. Quality improvement work is rewarding work. It brings amazing results.

Managing the quality of education means right choice and the implementation of mechanisms for effective impact on all elements of the education system, that is, on what directly or indirectly provides the result of education.

For management to be of high quality, there must be constant monitoring. In pedagogical science and practice, the desire to comprehend the integrity of the pedagogical process from the standpoint of the science of management, to give it a strict scientifically substantiated character, is becoming increasingly stronger.

The management of an educational institution is a planned, organized, scientifically based, systematic impact on the school staff in order to ensure its optimal functioning. .

The objects of control can be biological, technical, social systems. One of the varieties of social systems is the education system, functioning on the scale of the country, region, region, city, or district. The subjects of management of the education system in this case are the Ministry of Education Russian Federation, departments of education of the region, region or city, as well as the district separating education.

The state character of the management of the education system is fixed by the following set of principles public policy in the field of education, formed in the law of the Russian Federation "On Education".

· Unity of federal, cultural and educational space.

Protection by the education system of national cultures and regional cultural traditions in the conditions of a multinational state;

· General accessibility of education, adaptability of the education system to the levels and characteristics of the development and training of students;

· the secular nature of education in state, municipal educational institutions; freedom and pluralism in education;

· democratic, state-public nature of education management. Autonomy of educational institutions.

State governing bodies - the ministries of education, education management in the territories, regions, autonomous regions within the limits of their competence, they solve such issues as the development and implementation of targeted federal and international programs; development of state standards and establishment of equivalence of documents on education; state accreditation of educational institutions; expanding the boundaries of public accreditation; certification of teaching staff; formation of the education system in the country and a particular region, determination of the list of professions and specialties for which vocational training is conducted; financing of educational institutions, creation of state funds for the stabilization and development of the education system; development government regulations financing of educational institutions; forecasting the network of educational institutions; control over the implementation of the legislation of the Russian Federation in the budgetary and financial discipline in the education system.

For the current state of the education management system, the process of decentralization is most characteristic, i.e. the transfer of a number of functions and powers from higher authorities to lower ones, in which federal authorities develop the most general strategic directions, and regional and local authorities focus their efforts on solving specific financial, personnel, material, organizational problems. The main features of management. The public nature of the management of the education system is manifested in the fact that, along with state authorities, public bodies are created, which include representatives of the teaching and student teams, parents and the public. Their participation in management creates real prerequisites for creating an atmosphere of scientific research and a positive psychological climate in the school team. The real embodiment of the public nature of education management is the activity of the collective governing body - the school council. The functions and content of the council's work are determined by the "Temporary Regulations on State General Educational Institutions in the Russian Federation".

The highest governing body of the school is the conference, which is held at least once a year. The conference has broad powers: at the school-wide conference, the school council and its chairman are elected, and the term of their activity is determined. Each educational institution adopts at the conference the Charter of the educational institution, which takes into account the actual state, goals, objectives, prospects for its development. The charter of one general education school may differ in its details from the charter of another school, but the general direction of the charter is given by the "temporary regulation on state general education institutions." The school council may create temporary or permanent commissions, states, councils in various areas of the work of the educational institution and establishes their rights, duties, limits of authority. Students of the II and III levels, teachers and other employees of the educational institution, parents (persons replacing them), representatives of the public are elected delegates of the conference with the right of a decisive vote at the meetings of their teams.

In the period between conferences, the board of the school (educational institution) acts as the highest governing body.

The activities of the School Council are carried out in the following main areas:

· Bodies of execution of the decision of conferences;

Along with parents (persons replacing them) provides social protection students when considering issues affecting the interests of these students in state and public bodies;

· Considers reports of spending budgetary appropriations, forms its own fund, determines the direction of the use of budgetary and outside budget funds educational institution;

· Hears reports on the work of the school director, his deputies, and individual teachers;

In cooperation with the administration of the educational institution and its public organizations conditions for pedagogical education of parents are created.

The school council, usually chaired by a member of the public or a parent, works closely with the school administration and community organizations. The Council communicates its decisions to the parents or persons replacing them. The decision of the council is considered valid if at least two thirds of the members of the council present voted for its adoption.

The structure of the management system of the school is provided by four levels of management.

The first level is the principal of the school, appointed government agency or chosen by the collective; heads of the school council, student committee, public associations. This level determines the strategic directions for the development of the school.

The second level is the deputy directors of the school, the school psychologist, the social pedagogue responsible for organizing socially useful work, the senior counselors, the assistant, the assistant director of the school for the administrative and economic part, as well as the bodies and associations involved in self-government.

The third level is teachers, educators, class teachers who perform managerial functions in relation to students and parents, children's associations, circles in the system of extracurricular activities. Teachers interacting with public administration and self-government bodies, with institutions of additional education can also be attributed to this level.

The fourth level is students of classroom and school-wide student self-government. Selection given level emphasizes the subject - the subjective nature of the relationship between teachers and students. The student is the object of interaction, at the same time acts as the subject of his development.

From the above hierarchical scheme of interaction, it can be seen that each lower level of the subject of control is at the same time the object of control in relation to the higher level.

The management of an educational institution is carried out by the director and his deputies, functional duties, the procedure for appointment or election of which is determined by the charter of the general education school or other educational institution. The primary role in the management of the educational process belongs to the school principal, who, as a rule, has at least three years of experience in teaching, has proven herself in a teaching position and has the necessary organizational skills. The functional responsibilities of the director should be aimed at quality management in order to achieve high results.

In the very general view The functional duties of the school principal are defined in the "Temporary Regulations on State General Educational Institutions", on the basis of which each general education institution develops its charter.

The director of a general educational institution performs the following functional duties:

Responsible to the state and society for compliance with the requirements for the protection of children's rights, plans and organizes the educational process, monitors its progress and results, is responsible for the quality and efficiency of the educational institution;

Represents the interests of the educational institution in state and public bodies;

Creates the necessary conditions for the organization of extracurricular and extracurricular activities;

Conducts the selection of deputy directors, determines their functional duties, arranges the teaching staff of the educational institution, taking into account the opinion of the teaching staff, students and parents (persons replacing them), appoints class teachers;

Employs and dismisses teaching, administrative, educational and service personnel of the educational institution;

Organizes in accordance with the established procedure the rational use of budget allocations allocated to the educational institution;

In agreement with the council of the educational institution, establishes salary increments for creatively working teachers;

Creation of conditions for the creative growth of teaching staff of an educational institution, for their use of advanced forms and methods of training and education, for the implementation of pedagogical experiments;

Responsible for their activities to the relevant education management body. The specified functional duties of the school director are significantly supplemented in the charter of the school, depending on the type of school, territorial location, composition of students and the characteristics of the teaching staff, the current system in working with parents and the public, etc. The director of the school is in the field of view of issues related to the activities of student self-government , career guidance, work with parents, etc. Within the limits of its competence, the director of the school, on behalf of the educational institution, concludes agreements and performs other actions aimed at exercising the right to own, use and dispose of the property of the educational institution.

The management of certain areas of work in schools is entrusted to the deputy directors. These are deputies for educational work, organizer of extracurricular and out-of-school educational work, deputy directors of the school for research work, deputy for specialized classes or for classes with in-depth study of individual subjects, deputy or assistant director of the school for economic affairs.

The effectiveness of the director's managerial activities largely depends on the expediency, clarity of the distribution of rights and responsibilities in the administrative apparatus of the school. As necessary, the school director holds briefing or operational meetings, on certain days - meetings with the director, a meeting of pedagogical councils, etc.

For implementation decisions taken the stage of creating organizational relations is necessary to ensure the movement of the system, the optimal interaction of its components, i.e. organization stage. The term "organization" has several meanings. Firstly, as an assessment of the state of the educational process as a whole or in any part of it, when the quality of the conduct of classes, extracurricular activities is implied. Secondly, organization is understood as the activity of school leaders, teachers, student self-government bodies, aimed at fulfilling the planned plan, achieving the set goal, i.e. the function of the organization in the management of a holistic pedagogical process.

Among the most important organizational forms of management activity, it is necessary, first of all, to name the school council, the pedagogical council, the meeting with the director, the meeting with the deputy directors of the school, operational meetings, methodological seminars, meetings of commissions, clubs, etc.

Pedagogical Council schools are created in accordance with the "Temporary Regulations on State General Educational Institutions of the Russian Federation". The composition, structure and content of its activities are determined by the Charter of the school. The work of the pedagogical council is headed by a chairman elected by the collective of pedagogical workers. The details of the school council and the pedagogical council do not duplicate, but complement each other. The Pedagogical Council is a council of professionals working in the same pedagogical team, it is called upon to resolve issues directly related to the organization of the educational process, determining ways to improve it. The detail of the pedagogical council is aimed at solving the following tasks:

Discussion, evaluation and selection of curricula, programs, textbooks and teaching aids that meet the requirements of state standards, and the introduction of forms and methods of the educational process, determining ways to implement them;

Discussion of the work of the school staff in the implementation of promising annual, current plans, the quality of educational work;

Organization of work on advanced training of teachers, educators, on the development of creative activity, the formation of an innovative environment in the teaching staff, the study, generalization and dissemination of advanced pedagogical experience;

Carrying out certification of pedagogical workers, taking into account the opinions of teachers, students, parents, making proposals for improving the technology of certification, petitions to educational authorities for the assignment of categories, knowledge, categories;

Consideration and approval of teacher candidates for internships, advanced training courses, and postgraduate studies, presentation of the best teachers to various forms moral and material encouragement.

Conducting teachers' councils may be preceded by questionnaires, surveys, test papers, reviews, competitions, etc. At the meeting of the teachers' councils, fundamental issues of the life and activities of the school are brought up. In order to relieve some of the load on the meetings of the pedagogical council, schools use such an organizational form of tactics as director's meeting . Meetings with the director are mandatory for teachers, administration, but other teaching staff may be invited to them. The nature of the issues discussed is related to the direct organization of the educational process. These are issues of academic performance, compliance with the rules of conduct, organization of extracurricular activities. At meetings with the director, the work of individual teachers, their implementation of educational standards, the system of work of teachers to develop the creative activity of students, etc. can be considered. The frequency of such meetings is established by the director of the school.

Operational information meetings are a necessary form of organization of the educational process at school. Their content is determined by the real situation. This may be a meeting only for the share of teaching staff, or only for students, or for both at the same time. The operational organizational forms of management activities also include attending lessons and extracurricular activities, sports competitions, evenings, classes of creative clubs, art studios, etc. The operational organizational work of the school principal and his deputies is also carried out in such forms as meetings with parents, members of the public, labor collectives.

An effective form of participation of children in the management of the school is their work as part of an elected body - the student committee. The participation of schoolchildren in various commissions creates the prerequisites for the development of democratic principles in the life of the school, the development of initiative and responsibility in children, and increases the efficiency in the implementation of decisions.

The effectiveness of the use of organizational forms of management, first of all, is determined by their readiness, purposefulness. The pedagogical council, a meeting with the director or operational forms of organizing management activities will achieve their goal, subject to mutual interest, understanding of the need for the work performed and its significance for all participants in the pedagogical process. .

With a sufficiently thorough development of the control function in intra-school management, it remains a complex and time-consuming function. The complexity of control is explained by the lack of a reasonable system of criteria for evaluating the educational process, especially its educational component. The value of control in the management of a modern school of great powers in assessing the quality of education and education of students. With the reorganization of management structures in education, inspection functions were assigned to the school principal and his deputies. At the same time, the management activities of school leaders, the final results of its activities become the object of control of the higher inspection services of the education authorities. Control is closely related to all the functions of the management cycle, especially this connection is noticeable with the function of the teaching staff, since the information obtained in the course of intra-school control becomes the subject of pedagogical analysis. Control provides rich, systematized information, shows the discrepancy between the goal and the result, while pedagogical analysis is aimed at identifying the causes, conditions for these differences and deviations.

A feature of intra-school control is its evaluative function - focus on the personality of the teacher. If this is a young teacher, then it affects his professional development; if this is a teacher with experience - on strengthening or weakening his professional position and authority in the school. Therefore, in the implementation of control, the professionalism and competence of the inspector is so important. A modern inspector or school director who performs inspector functions must be a person. Their task is not to instill fear, but to objectively assess the state of affairs, provide methodological assistance, support, and stimulate pedagogical activity. The requirements for intra-school control include: systematic - this requirement is aimed at regular control, at the creation of a control system at the school that allows you to manage the entire course of the pedagogical process; objectivity - this is a check of the activities of a teacher or teaching staff should be carried out in accordance with the requirements of state standards and educational programs, on the basis of developed and agreed criteria. Efficiency - the results of the control carried out should lead to positive changes, to the elimination of identified shortcomings; the competence of the inspector - it implies knowledge of the subject of control, possession of the control methodology, the ability to see the advantages in work and possible shortcomings, to predict the development of control results.

Quality and progress in the implementation of educational programs and state standards;

The quality of knowledge, skills and abilities of students;

the level of education of students;

The state of teaching academic disciplines that implement educational, upbringing and developmental functions of learning;

The state and quality of the organization of extracurricular educational work;

work with teaching staff;

Efficiency joint activities schools, families and the public to educate students;

Execution of normative documents and adopted decisions.

2. Resource support of an educational institution

2.1 Brief description of the educational institution

School No. 138 was opened in 1975 by the sponsoring enterprise, the plant named after. M.I. Kalinin is located in a typical three-story building for 1030 places, based on 50 classes - sets. Studying -1190 students.

The state of the material and technical base is satisfactory. total area all premises (sq.m.) -7550 sq.m. The number of classrooms is 54 classrooms, their area is 1528 sq.m. 9 offices, workshops for technical and service work.

The school has a classroom for computer science and computer technology. The classroom is designed for nine people (students).

Also available (gym, training workshops, museum, canteen, canteen, library, assembly hall, 4 classrooms - laboratories, medical office, 2 speech therapy rooms, rhythm room.)

2.2 Analysis of the quality of staffing conditions

Along with external factors the quality of education, the internal qualities of a person, primarily staffing, have acquired particular importance. The creation of competition in the pedagogical labor market is the main external condition that directly affects the quality of teaching, and hence the quality of education. .

The pedagogical team of teachers is part of the public team, which includes the student team as an integral part. With all the conformity to the characteristics of any team, the teaching staff of the school at the same time has its own specific features. The main distinguishing feature of the teaching staff is the specifics of their professional activities, namely, the training and education of the younger generation. .

Revealing the main feature of the teaching staff, it is necessary to note the multifunctionality of the teaching profession. A modern teacher simultaneously performs the functions of a subject teacher, class teacher, head of a circle or studio, and a public figure.

The polyfunctionality of the activities of individual teachers determines the polyfunctionality of the activities of the entire teaching staff.

Among the features of the life of the teaching staff, it is also necessary to include the absence of a time frame for the performance of certain types of pedagogical work. This is often the cause of overload of teachers, lack of necessary free time for their professional growth, spiritual enrichment. Observations show that due to a number of material, temporal reasons, the number of subscribed literary publications, periodicals, the number of visits by teachers to cinemas, museums and exhibitions has sharply decreased. .

Actual problem educational institution is staffing. As of the beginning of the 2004-2005 school year, School No. 138 is fully staffed and has 85 teaching staff. The staffing table is presented in the table (Table 1).

Table 1

Staffing table of MOU SOSH 138 for 2004. Classes-50

Job title	Qty rates	Position, salary	Surcharge	FOT for all bets
				Salary	allowance
Head teacher	1	2180,00	353,30	2180,00	353,30
Deputy Direct. on scientific education. work	3	2020,00	312,50	6060,00	937,50
Deputy WWVR directors	1	2020,00	312,50	2020,00	312,50
Deputy NMR directors n.t.f.	1	0,00	0,00
Deputy Director for Regulatory Rights n.t.f.	1	0,00
Deputy Director of ACH	1	2020,00	0,00
Head library	1	1880,00	276,50
Total for the AC group:	9,00	14160,00	1879,80
GPA Educator	7	1822,00	225,34	12754,00	15777,36
Teacher of additional education	15	1650,41	149,64	24756,10	2244,65
Lecturer-organizer	1	1740,00	153,00	1740,00	153,00
Senior Pioneer Leader	2	1540,00	3080,00
Educational psychologist n.t.f .	1	0,00	0,00
Teacher speech therapist	2	4512,00	553,00
Total for the group other ped. workers	28,00	46842,10	4528,01
Librarian	1	1470,00	1470,00	191,50
document manager	1	1610,00	1610,00
laboratory assistant	3,5	988,00	3458,00
food manager n.t.f.	1	0,00	0,00
Total for the HC group	6,50	6538,00	191,50
Building maintenance and repair worker	2	960,00	1920,00
Maintenance worker and repair buildings:
MOS	21,25	750,40	15946,00
Street cleaner	3	670,00	2010,00
Wardrobe attendant	3	600,00	1800,00
watchman	6	776,59	4659,55
Total for the group:	35,25	26335,55	0,00
Total per month	78,75	93875,65	6599,31
Total per year according to the staffing table:	1126507,80	79191,72
Saving				22530,16	1583,83
Total per year according to the staffing table, taking into account savings:				1103977,64	77607,89
Teacher's salary per month 1,3332				177523,45	20730,30
Teacher's salary per year				2130281,40	248763,60
Total s / pl per year according to the regular distribution. + teacher's				3234259,04	326371,49
Fund of additional payments and allowances per year				1078086,35
Lv. coefficient				695807,53
Total payroll				5334524,41

Source: composition

The teaching staff correspond to their positions and have the following categories (Table 2):

table 2

Qualification level of teachers

We have carried out comparative analysis growth in the level of qualifications of teachers (Table 2).

Table 3

Dynamics of skill level

Characteristics of teaching staff by age

· Up to 30 years old - 12 people (14.1%);

· From 30 to 50 years old - 50 people (58.8%);

· From 50 to 70 years old - 23 people (27.1%).

The analysis data showed that the average age of a teacher is 41.5 years. The main part of the teaching staff is made up of experienced teachers with extensive work experience and professional skills. 48 people have been working in this school for more than 10 years.

27.1% are teachers of retirement age.

Of interest is the characteristic of teaching staff by age (Fig. 2).

Fig.2. Characteristics of teaching staff by age

44 teachers work in middle and high schools, which is not enough for the quality implementation of the educational process. The analysis of vacancies by subjects is presented (see Fig. 3) and (see Table 5.)

Table 5

Vacancies of an educational institution

MOU SOU No. 138 will pick up especially teachers of computer science, 1 teacher of computer science works for the whole school.

Rice. 3. Staffing of taught subjects.

Data analysis (Fig. 3) shows that all subjects of the curriculum are being taught, but teaching is provided by overloading the core staff.

The educational qualification of the teaching staff is quite high. Out of 85 teachers have higher education- 70 people, incomplete higher - 5 people, secondary special - 10 people.

Fig.4. Educational qualification of teachers

The educational qualification of school teachers allows us to qualitatively implement education standards.

The bulk of the workers are women (78 people); of which 32 people. have children. Teachers with children are more likely to go on sick leave, which directly affects the quality of education, since students do not receive more knowledge during this period. In table. Figure 6 shows a comparison of missed days, teachers with children and teachers without children. (Table 6)

Table 6

Characteristics of missed days due to illness of children of teachers and teachers themselves (data taken for one month)

As a result of the analysis of the quality of staffing conditions, we have identified the main problems and contradictions in the field of staffing :

· a large number of vacancies, not enough teachers;

· increases the teaching load of teachers (17% of teachers work at 1.5 rates, that is, with overload);

· There are very few male teachers in the school (8%);

· the number of positions of teachers of additional education is compensated by the main pedagogical workers;

vacancy replacement occurs at the expense of the main employees, which significantly increases the workload and ultimately affects the quality indicator;

· Teachers with I are 65.6% more than those with the highest category. At the same time, 14% of teachers do not have a qualification category;

· about 27.1% of the city's teaching staff at pre-retirement and retirement age;

At the same time, 24% of teaching staff are not provided with housing.

This problem must be identified at all levels of the social ladder. The problem of the quality of education in many ways means moving from fixing the current state to determining specific steps for implementation and searching for specific tools for this work.

2.3 Analysis of material specifications

The material and technical base plays an important role in ensuring the quality of education.

Material and technical and sanitary and hygienic conditions are the primary basis for the organization of the activities of any school.

Compliance of these conditions with the necessary requirements established in the process of licensing an educational institution. These requirements include: the availability of premises for the stay of children, the holding of sensitive moments, catering, the implementation of medical procedures and the implementation of the educational process. In order to comply with regulatory requirements, the institution has a catering unit, classrooms (study rooms, laboratories), a physical education hall, a museum, a library and sanitary facilities.

The room is equipped with furniture and special educational equipment. At the same time, the area of ​​​​the premises does not everywhere correspond to certain standards - building codes and rules that guarantee the protection of the life and health of the child. So, for example, the gym is designed for class 1.

The standards determine the indicators of illumination, are carried out, which is indicated in the acceptance certificates as of September 1, 2004. The safety of the pupils is ensured by stable furniture.

An educational institution has a variety of materials and tools for the educational process, thanks to the use of which time is more successfully and rationally reduced, the set goals of teaching quality education are achieved. .

We distinguish two large groups of teaching aids: means - source information and means - a tool for mastering educational material.

All teaching aids are divided into material and ideal. TO material means includes textbooks, teaching aids, didactic materials, primary source books, test material, models of visual aids, technical teaching aids, laboratory equipment.

The material resources necessary for the assimilation of all educational information, constitute a system that is production from the curriculum. The system of MOU "SOSH - No. 138" is built on the following principles:

1. The equipment fully meets the pedagogical requirements for other elements of the educational process: visually reproduce the essential in the phenomenon, be easily perceived and encouraging, have an aesthetic appearance, etc.

2. All appliances with general purpose(power transformers, rectifiers, cables, electrical wiring, etc.), match each other and demonstration installations.

Not all classrooms are provided with visual aids, and the lack of visual aids adversely affects the quality of students' knowledge.

The number and types of teaching aids do not fully meet the material needs of the curriculum,

The means of education do not always correspond to the real conditions of the school and the needs of consumers of educational services.

There are utility rooms in the classrooms at the school, which allows laboratory assistants to prepare experiments and other demonstrations, store visual aids, handouts, instruments for laboratory work.

Technical means. Teaching aids are devices that help the teacher provide students with educational information, manage the processes of remembering, applying and understanding knowledge, control learning outcomes, they have special blocks that allow you to store and reproduce information support programs, manage students' cognitive activity and control

The school has TCO: informational, programmed learning, knowledge control, simulators and combined. These include: film projectors, overhead projectors, epiprojectors, overhead projectors, video recorders, television complexes, computers.

The table (Table 7) allows you to calculate the fulfillment of the standard for class occupancy and use of premises. In grades 7, 8 and 9, the average occupancy rate exceeds the standard.

Table 7

Network and contingent of MOU secondary school No. 138

As of 09/01/2004 (2004-2005 academic year)

classes	number of classes	Number of students	average occupancy
1	5	103	20,4
2	5	104	20,8
3	5	123	24,6
4	5	111	22,2
1-4	20	440	22
6	5	114	22,8
7	5	135	27
8	6	162	27
9	6	163	27,1
6-9	22	574	26
10	4	93	23,2
11	4	83	20,75
10-11	8	176	22
school total	50	1190	23,8

The average class size in the school is 25 people. Above the occupancy rate will entail non-compliance with the standards for the number of classrooms

The school does not have enough classrooms, so it has two shifts. Table 8 presents data on the use of premises and Table 9 on the rational use of the building.

Table 8

Information about shifts

The data in the table show that there is not enough space, so the training is organized in 2 shifts.

Table 9

Data on the use and operation of the building.

An analysis was carried out (Table 9), it can be said that over the course of 5 years, even with a decrease in the number of children, the problem of the workload of the classrooms was not resolved.

The school operates in a 6-day school week from grades 3 to 11, grades 1 and 2 - in a 5-day mode.

The schedule of lessons complies with sanitary and hygienic standards, students do not have overload.

In 1984, an office of informatics and OVT was opened with 12 Robotron machines, in 1993 the obsolete Robotrons were replaced by IBM-386 (9 machines), in 1996 an IBM-486 (1 machine) and one Pentium-II were received.

In 2001 they were connected to the Internet.

The regulatory requirement to study computer science is not fulfilled, since students have to learn the basics of computer science from the 8th grade (at the choice of the teacher), but should be taught from the 2nd grade.

A difficult situation was recorded in the operation of the sports hall. The sports hall has an area of ​​3471.1 sq.m. According to the standards, it is intended for one class. Works out in the gym, sometimes 2 classes . On the territory of the school yard there are two sports grounds, a court. Analyzing this, we can conclude that all these structures do not ensure the fulfillment of standards for physical education.

For catering, the school has a canteen and a buffet. Dining room area 124 sq.m. number of seats for 200 people. The number of students using organized meals. 815 students, 300 of them through the canteen.

In total, 69% are provided with food.

The school has a library, where 2 specialists work, for 2003-2004 the number of books (including school textbooks), brochures and magazines - 25555 copies, and school textbooks - 125252 copies.

For 2004-2005, the number of books (including school textbooks), brochures and magazines - 32282 copies and school textbooks - 19185 copies.

The qualitative level of provision with textbooks and fiction is shown in (Fig. 5).

Rice. 5. Dynamics of providing literature

The library at the beginning of the academic year 2004 was fully staffed.

In 2004, the library purchased office equipment (copier, printer). A TV is installed in the reading room to view educational material.

Logistics problem:

· Not all classrooms are provided with visual aids, and the lack of visibility has a negative impact on the activity of the quality of students' knowledge.

· Visual aids such as pictures, maps, tables - the school needs to be updated as they are worn out and outdated. Teachers are forced to buy at their own expense, these visual aids

· One of the important problems is the occupation of informatics. The situation is such a shortage of teaching staff, premises, computers.

· Lack of canteen workers. (employees leave due to low salary)

Lack of household supplies. (glasses, plates, spoons, forks)

The dining room is in need of refurbishment. (need to change gender.) lack of refrigerator..

2.4 Analysis of school funding

In the logical chain "financing - quality of education" we will consider effective mechanisms for direct and indirect "financial" impact on the educational process.

It should be borne in mind that using financial resources there are mechanisms for their distribution, redistribution, the choice of priorities for primary educational needs, etc.

Funding for education comes from government agencies ( public funds), enterprises and private citizens (non-state funds).

With the help of budget financing, the implementation of state social guarantees in the field of education is ensured.

The school budget is a material benefit for the organization of the pedagogical process

The budget of an educational institution is divided into planned and reporting. The planned budget is drawn up at the beginning of the next time interval, focusing on the norms of spending resources and the estimated receipt of income by source. The actual budget illustrates the total activity at the end of the time interval and shows the resources actually spent and the revenues actually received. This is the peculiarity of the formation of the budget of an educational institution.

The budget process in an educational institution is organized in four stages:

Preparation of draft budgets (cost estimates) (Appendix 1);

Budget approval;

Budget execution;

Preparation of a budget execution report.

Thus, the financing of an educational institution is a set of measures aimed at both improving the basic educational activities and the efficient use of financial resources.

The ways in which educational institutions are financed have changed over the last period of time. From the traditional method of financing, when an educational institution was a direct recipient of budgetary funds, there is a transition to the treasury system of budget execution, in which the Treasury acts as a controller for the expenditure of budgetary funds and thus cash planning is preserved.

The state budget remains the main source of funding for the institution even under the new conditions of economic management of education.

2. Extrabudgetary activities educational institutions, based on the established practice for last years, is diverse and goes beyond the list of special means of institutions consisting of federal budget or budgets of other levels (regional, municipal) and is developing in the following direction: educational institutions have developed not only paid forms of education, the provision of a wide range of educational services, but also other activities that are not directly related to the educational process. These include various paid services, the creation by educational institutions commercial organizations and participation in their activities, leasing of property objects assigned to educational institutions, publishing activities, library services and other types of entrepreneurial activity not prohibited by law. The funds received are a significant additional source of covering the costs associated with the provision of the educational process.

For institutions of public education, the new economic mechanism, along with budget financing, provides for the wide attraction of extra-budgetary funds. The following extra-budgetary sources of replenishment are most realistically visible: receipts for the work (services) performed, carrying out activities under contracts with state, cooperative and public enterprises, organizations and institutions; receipts for the provision of paid services to the population; proceeds from the sale of products of educational and production workshops of educational and experimental sites; proceeds from the lease of premises, structures, equipment; voluntary contributions and transferred material values ​​from state, cooperative and public enterprises, organizations and institutions, as well as from individual citizens other income. Coming from various sources, these funds, together with budget appropriations, form a single fund of financial resources of the institution, i.e., they constitute the income of the institution (Appendix 3). At the same time, it should be noted that extrabudgetary funds received by the institution should not be taken into account when determining the amount of appropriations from state budget according to stable standards and cannot be the basis for reducing the volume of budget allocations.

Rendering additional services and the performance of self-supporting work under contracts and orders is carried out by public education institutions at tariffs and prices provided for by duly approved price lists, and in their absence at contractual tariffs and prices established by the institution with the permission of local authorities.

The distribution of the funds is carried out by the institutions independently in accordance with the financial plans (estimates) (Appendix 1). Estimates (Appendix 1 and Appendix 2) for the maintenance of the school are compiled by the principal of the school and approved higher authorities education. The basis for the preparation of the annual budget is the decision of the district authorities on the following sections: a) the production plan - the number of students and classes; b) staff of teachers and staff; c) approved official salaries (according to tariffication) and other school employees; d) the amount of appropriations for the overhaul of the school; e) the amount of basic expenses for individual budget items, including household expenses. Consider several articles (Appendix 1 and Appendix 2) st.110100 - salary; st.110200 - payroll; st.110300 - educational expenses; st.110330 - food expenses; st.110310 - purchase of medical and dressings; st.100330 - purchase of equipment and inventory; st.110360 - purchase of upholstered furniture; st.240300 - overhaul; Art. 111000 - other expenses.

The most important are st.110350 - stationery and household expenses. Article -240300 overhaul - provides approximately once every five years. Funds are allocated according to a special estimate compiled by specialists of the estimate bureau. Such estimates are prepared by school leaders a few months before the budget is drawn up and submitted to the department of public education.

Article 110330 - food expenses. It should be borne in mind here that in extended day groups, 10 percent of students can be completely exempted from food fees and partially (by 50 percent) - 15 percent of students from the total number enrolled in extended day groups.

Article 100330 - the acquisition of equipment and inventory - needs to be deciphered. The principal of the school indicates what it is proposed to spend these funds on, how much to buy books for the library, how much to buy a TV, tape recorders, film projectors, etc.

Some articles are shown. were compared over the years. Expenses increase every year, the need for budgetary money from the school increases (Appendix 2). The estimate is a regulatory document for the expenditure of funds. Form No. 2 is compiled monthly.

The decoding of some articles is not thought through, as a result, it is planned to purchase unnecessary things or items that are not on sale. There are violations in the design of elective journals, as a result, a defect in hours is found.

There are also more serious violations: cases of overestimation of the cost of work performed on capital or current repairs or payment of funds for work that was not performed. There are especially many mistakes with part-time pay. The salary of technical workers can be paid no more than 1.5 rates. Documents for part-time workers are not always correctly drawn up. It happens that payment is made to the so-called - "dead souls" .;

The frequency of allocation of funds to the funds (annually, quarterly) is determined by the institution.

The head of general education institutions who have switched to new business conditions are granted broad rights in the field of organization and remuneration of labor. In agreement with trade union organizations, they have the right to approve staffing tables and set official salaries in accordance with the current schemes without observing average salaries and without taking into account the ratio of the number of managers and specialists within the limits of the wage fund formed in the established manner (single wage fund), as well as by and within this fund establish bonuses for employees for high creative and production achievements in work. At the same time, official salaries and tariff rates are considered as a guaranteed minimum wage for the relevant employees. The amount of allowances is established depending on the personal contribution of each employee to improving the quality of the activities carried out, the work (services) performed, and the growth of the institution's income. These allowances will be reduced or canceled completely if the quality of work deteriorates.

The institution of public education has been granted the right to use bank loan. And short-term loans can be issued by a bank to an institution for the purpose of financing its current activities, and long-term ones are provided for the purposes of production and social development with subsequent repayment of the loan at the expense of funds of production and social development.

Based on the established receipts of budget funds and extra-budgetary receipts, a single wage fund, a fund for material, technical, industrial and social development is determined. The formation of the indicated (two) funds is carried out on the basis of a certain standard for the corresponding period, established as a percentage of the total financial fund of the school.

The principal of the school has sufficient economic and financial rights:

Acquire, rent, order equipment and other material resources necessary for the school from any enterprises, organizations, cooperatives and persons by bank transfer or in cash, in retail networks and in commission stores without offsetting the small experience limit;

Conclude an agreement with organizations, institutions and individuals, as well as with students of the school for the performance of various types of construction and installation work, work on the current repair of the school, the design and maintenance of its premises, structures, etc.;

Conclude agreements for the provision of various services by the school to students, their parents, other citizens, as well as enterprises, organizations and institutions;

Conclude agreements on the creation of associations with other schools, educational institutions, scientific and out-of-school institutions, enterprises, cooperatives, concentrating all or part of the funds for expanding the work of interschool combines, courses, educational, industrial and economic associations, holding individual events, etc. .

The expansion of the rights of the director simultaneously imposes on her a high responsibility. At present, broad rights of control over the economic activities of the administration have been granted to the School Council, which includes not only representatives of the teaching staff, but also parents and high school students.

Professional control over the financial and economic activities of schools is carried out by financial authorities and centralized accounting departments.

special account. Some schools have production workshops and subsidiary farms. The administration in certain periods leases its premises to various organizations for temporary use. As a result, the school receives certain funds, sometimes quite significant. They enroll in special check. Income received as a result of the work of schoolchildren is used to improve nutrition, household and cultural services for students.

In schools that have permanent income from the work of schoolchildren (production workshops, farm allowance, etc.), special estimates are drawn up, where income and expenses are planned according to budget items. Funds for special account at the end of the year is not written off, but transferred to the next year.

2.5 Analysis of the quality of the regulatory environment

The formation of qualitatively new legal relations in the country also affected the education system. Educational activity is gradually included in the sphere of services and education, as any service must be of the appropriate quality, however, in the absence of standards and the imperfection of the regulatory framework at the federal and regional levels, it is required to clearly, legally formalize the relationship between the participants in the educational process, while setting certain parameters for determining quality provided service. In addition, the school acquired the status legal entity, turned out to be a full member of the civil - legal relationship which also requires not only legally competent registration of relations with citizens and various organizations, but also a clear regulation of the activities of all departments operating within the school.

Realizing the depth and complexity of this problem, the administration of the educational institution began to solve it. First of all, they revealed the imperfections and incompleteness of the registered charter. In order to correct this situation, we took the path of forming a system of local acts, which define in detail the competence of school management and self-government bodies, school divisions, the rights and obligations of their employees. Thus, a clear basis for the functioning of the school appeared, which made it possible to avoid many conflicts and successfully implement the conceptual tasks set out in the school development program. The next step was to solve the problem of regulating the process of intermediate certification. As a local experience, the school authorities created a regulation on intermediate attestation of students, which determines its forms, terms and methods, as well as the procedure for examining its quality in educational institutions. Thus, by adjusting this process, we managed to ensure not only maximum protection of the rights of its participants, but also determined ways to assess its quality, which made it possible to quickly solve emerging problems. Job Descriptions the rights and obligations of participants in the educational process are detailed in local acts, clearly defined.

The next step was the transition to contractual relations with parents and teachers. The school entered into an agreement with parents of 1st and 10th grades, which defines the rights and obligations of the parties, which made it possible to determine a clear mechanism for the implementation of the Federal and regional laws on education and the Law “On the Protection of the Rights of the Child in the Sverdlovsk Region”.

In combination with a large explanatory work among students, teachers and parents, the school management can consider that today the school's activities are based on clear norms of civil law relations, as evidenced by the absence of serious conflicts between participants in the educational process.

The educational institution "MOU SOSH No. 138" adheres to the Legislation of the Russian Federation, in the field of education, which includes:

the Constitution of the Russian Federation,

Civil Code of the Russian Federation,

Tax Code of the Russian Federation,

Family code ,

the federal law of the Russian Federation dated 10.07.92 No. 3266-1 "On Education" as amended by Federal Law No. 12-FZ dated 15.01.96;.

- "Model regulation on an educational institution", approved by Decree of the Government of the Russian Federation of 31.08.94 No. 1008, as amended and supplemented by Decrees of the Government of the Russian Federation of 09.09.96 No. 1058 and of 15.01.97 No. 38.

Charter of the educational institution, decisions of the Council of the educational institution,

Orders and instructions of the head of the educational institution on specific issues ;

3. Ways of development and improvement of resource provision

The resources of the educational system are everything that is directly involved in the educational process: the labor resources of education, information resources (textbooks, manuals, computer programs and other teaching aids), pedagogical technologies and know-how, capital resources (availability of premises for training, security, teaching aids, computers, etc.) The extent to which these resources meet modern requirements, the level of technical and technological development of society, indicates their ability to influence the quality of the educational process. It is the resources and their qualitative characteristics that largely determine the result of education.

Let us consider some proposals on the ways and development of the excellences of education.

In the process of adapting the activities of educational institutions to the economic conditions of the country, the following main areas for improving the financing of educational institutions can be distinguished:

Firstly, the transition to market relations has expanded the opportunities for educational institutions to attract extrabudgetary sources to support the educational process. Therefore, in the absence of adequate budgetary funding, educational institutions need to create and ensure such conditions that the funds they earn remain at their disposal in full and provide greater independence in determining the directions for using these funds;

Secondly, to provide opportunities for financing educational institutions from budgets of various levels on the basis of standards. Normative financing of educational institutions is built on the basis of the “normative (per capita) principle”. This standard should include mainly current expenses: wages, training and administrative expenses, expenses for advanced training, maintenance and repair of equipment. Thus, target financing of educational institutions is preserved.

Thirdly, it is necessary to reduce the costs of the educational institution, achieving savings in resources. Plan economic work in an educational institution includes a set of organizational and practical measures for the rational and economic use of public funds, the mobilization of on-farm reserves, the reduction of non-production costs and losses, the improvement of financial discipline, and the tightening of control over the safety of financial and material and technical resources. These can be economical forms of organizing the educational process, attracting the resources of other organizations to the educational process, replacing expensive practical training sessions;

Thus, the overall flow of funding for an educational institution should include state orders, regional orders, orders from enterprises and individuals, income from scientific activities, income from the use of property..

The production and social development fund also includes proceeds from the sale of surplus, obsolete and worn-out equipment and other material assets, as well as funds transferred to the institution for the purposes of production and social development by other enterprises and organizations. Savings on material and equivalent costs, settlements with third parties and interest on loans.

In order to improve the level of efficiency in the use material resources, institutions of public education, granted the right to sell to other enterprises, organizations and institutions, transfer, exchange, lease, provide free for temporary use, or loan those on their balance sheet transport orders if they are worn out or obsolete.

Institutions of public education that have training and production workshops or educational farms, in their economic activities can either function as a single training and production complex, or organize the work of their production units as independent business units. In the second case, each allocated structural department, subdivision, for example, school training and production workshops, acquire the rights of an independent organization.

In the new conditions of managing institutions of public education in order to improve the organizational forms and methods of managing the educational process, strengthening the stimulating educational process, strengthening the stimulating effect economic factors on the effectiveness of this process, it is allowed to create training and production firms, associations and other rational forms of independent activity on a sectoral and intersectoral, regional and interregional basis.

Moreover, to receive a secondary education, a loan should be provided to everyone, and to receive a higher education - on a competitive basis. If without a competition, then pay the full cost of tuition, about which a corresponding entry is made in the work book.

An interesting idea was put forward by Yu.V. Krupkov and deputy of the Moscow Duma I.M. Rukina, that the school should have special investment accounts along with budgetary and commercial accounts, which should be completely exempt from taxation.

In order to compile the implementation of the goals of prioritizing education, it is necessary to change the practice of budgeting. The operating budget and the targeted development budget should be separated. The functioning budget ensures the reproduction and preservation of existing educational institutions, and the development budget must provide the conditions under which a development step can be carried out.

Along with sustainable functioning, the creation of a new one should be purposefully carried out and equally consciously supported financially. It is necessary to distinguish between inertial motion financial flow departmental item-by-item spending, a kind of impersonal social-budgetary survival pension, which is infinite and allows spending any amount, and the logic of a conscious targeted solution of integral problems, which provides a step-by-step increase in the standard of living, the active formation of a healthy society

The budget should be based on a completely different principle than the one that is used today. It is necessary to go not on how much to spend on education, based on what has been achieved, but to focus on what specific intellectual and economic profit this or that educational institution will bring. This will be the effect of their social impact and the usefulness of the restructuring of society, which will be generated on the basis of the operation of these educational systems.

On the basis of legislative acts, it is only possible to create mechanisms that slightly contribute to the demand for educated people, but only the people themselves can bring about useful social changes.

Conclusion

In the modern market economy, the high quality of education is one of the facts of the successful process of transformation of Russian society. As the end result of the functioning of the educational system, the quality of education, on the one hand, determines the level of qualification of workers, their ability to adapt, mobility, professional suitability, functional literacy, which is necessary to improve the material base of society, and on the other hand, is the basis for the development of a universal human value system capable of to improve the spiritual structure of citizens.

In a modern economy, education is seen as:

· Socio-economic organization with the whole architecture determined by many economic, social, ideological and cultural factors;

· A system that includes interdependent elements whose actions are subordinated to a single social goal. No element of the education system is capable of acting on its own, and each influences the others in a variety of ways.

The quality of education is the main criterion for assessing education. The quality of education is evaluated by its consumer. Society is ultimately the main consumer of education.

It is necessary to distinguish between the quality of education as a set of consumer properties of an educational product that is evaluated by the consumer, and the quality of the education system, determined by its architecture, goals, objectives and the quality of various elements of the educational system. Therefore, the quality of education is not something that exists "inside" the system, but something what is produced by it.

To ensure production processes, various resources (potentials) are required: material and technical, labor, financial, etc. The following potentials are currently becoming of particular importance:

spiritual potential

intellectual potential

scientific and technical potential

information potential

ecological potential

The resources of any educational institution can be divided into explicit (good reputation and long history, tradition) and implicit (material and technical base, teaching staff, finance, legal support).

Resources are characterized by four components:

nature of the institution, stage of its life cycle, potential for adaptation, explicit resources and market assets.

To manage the quality of education means the right choice and implementation of mechanisms for effective impact on all elements of the education system, that is, what provides directly or indirectly the results of education. In order for management to be of high quality, there must be constant monitoring. The management of educational institutions is a planned, organized, scientifically based, systematic impact on the school staff in order to ensure its optimal functioning.

The effectiveness of the director's managerial activities largely depends on the expediency, clarity of the distribution of rights and responsibilities in the administrative apparatus of the school. As necessary, the director of the school holds briefing or operational meetings, on certain days - meetings with the director, a meeting of pedagogical councils, etc. An effective form of participation of children in the management of the school is their work as part of an elected body - the student committee. The participation of schoolchildren in various commissions creates the prerequisites for the development of democratic principles in the life of the school, the development of initiative and responsibility in children, and increases the efficiency in the implementation of decisions. The effectiveness of the use of organizational forms of management, first of all, is determined by their readiness, purposefulness. The pedagogical council, a meeting with the director or operational forms of organizing management activities will achieve their goal, subject to mutual interest, understanding of the need for the work performed and its significance for all participants in the pedagogical process.

The main resource of education is the teaching staff. The quality of their training, the correctly chosen system of stimulating their work (not only material), working conditions, prestige, competitiveness, the opportunity for self-realization.

The effectiveness of the professional activity of the teaching staff is determined by the level of pedagogical culture of its members, the nature of interpersonal relations, the understanding of collective and individual responsibility, the degree of organization and cooperation.

The resources of the educational system are all that is directly involved in the educational process: the labor resources of education, information resources (textbooks, manuals, computer programs and other teaching aids), pedagogical technologies and know-how, capital resources (availability of premises for training, security, teaching aids, computers, etc.) The extent to which these resources meet modern requirements, the level of technical and technological development of society, indicates their ability to influence the quality of the educational process. It is the resources and their qualitative characteristics that are largely determined by the result of education.

The material resources necessary for the assimilation of all educational information constitute a system that is production from the curriculum. It is built according to the following principles.

1. The equipment must fully meet the pedagogical requirements for other elements of the educational process: visually reproduce the essential in the phenomenon, be easily perceived and encouraging, have an aesthetic appearance, etc.

2. All general purpose appliances (power transformers, rectifiers, cables, electrical wiring, etc.) must match each other and the demonstration installations.

3. The number and types of teaching aids must fully meet the material needs of the curriculum in the system, but without frills.

4. The means of education must correspond to the actual working conditions of the school and the needs of the local population.

Some researchers consider funding to be a separate resource of the educational system. (According to economic theory, it is customary to call resources what is subject to transformation, changes its form and characteristics. This hardly applies to the financing system.). Accepted all the ills of modern public education is attributed to poor funding. It is clear that money is never enough. And even with an increase in funding, money will still not be enough. Therefore, in the logical chain "financing - quality of education" it is necessary to find effective mechanisms for direct and indirect "financial" impact on the educational process.

A number of other factors that determine the quality of education are listed: the quality of teaching programs, methods, teaching aids, the very architecture of the education system, models of education (in general education and vocational schools), the presence of a mechanism for self-development of the system, scientific base, methods and qualified management specialists ..

The legislative base is an indirect factor that ensures the educational process. The quality of the formulated laws, their clarity, accessibility, understanding, enforceability are the necessary basis for regulating relations in the education system, regulating the activities of the education system.

List of used literature

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5. Federal Law of the Russian Federation dated July 10, 1992 No. 3266-1 "On Education"

6. Decree of the Government of the Russian Federation of September 09, 1996 No. 10584 of January 15, 1997.

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19. Overview economic policy in Russia for 2001 / Bureau economic analysis. - M.: TEIS, 2002. p.171-194

20. Human education: to the future from the past. Materials of regional pedagogical readings. Ekaterinburg, 1998.- 244 p.

21. Ozhegov S.I. and Shvedova N.Yu. Explanatory dictionary of the Russian language.- M.: Azbukovnik, 1999-944 p.

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23. Fundamentals of a market economy: Proc. allowance / Under. ed. A.S. Pelikh. M.: - M.: Nauka, 1995. - 282p.

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25. Pedagogy: Proc. allowance. / Ed. V.A. Slastelin, I.F. Iasev, A.I. Mishchenko, E.N. Shiyanov.- M.: School-Press, 1998.- 512 p.

26. Pedagogy: Proc. allowance / Under. ed. S.A. Smirnov, I.B. Kotov, E. N. Shiyanov.- M.; Academy, 2001 -512 p.

27. Podymova L.S. Preparation of the teacher for innovative activity. - M.: 1995.

28. The work of the school administration with teachers. / under. ed. V.M. Lizinsky. - M .: Educational center "Pedagogical search", 1998.- 79 p.

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Annex 1

Costings

Table 8

year	Name of CESR	article code	1st quarter	2nd quarter	3rd quarter	4th quarter	just for a year
2002	total expenses	800000	1676000	1877000	1400000	1896000	6849000
2003	Total expenses	800000	1601000	2078000	1395000	2244000	7318000
2004	Total expenses	800000	1991000	2642600	1863700	2368800	8866100

It can be seen from the tables that the costs increase every year. The school's need for public funds is increasing.

Costings

Table 8

year	Name of CESR	article code	1st quarter	2nd quarter	3rd quarter	4th quarter	just for a year
2002	total expenses	800000	1676000	1877000	1400000	1896000	6849000
2003	Total expenses	800000	1601000	2078000	1395000	2244000	7318000
2004	Total expenses	800000	1991000	2642600	1863700	2368800	8866100

It can be seen from the tables that the costs increase every year. The school's need for public funds is increasing.

In 2004, the budget allocated less money for other material expenses than in 2002.

It can be seen from the tables that the costs increase every year. The school's need for public funds is increasing.

1

IN Lately the social order to the education system for the upbringing and successful socialization of the younger generation is being actively formed. The goals and objectives of education and socialization are outlined in a number of legal documents at all levels of government: federal, departmental, institutional. One of the most important shortcomings in the management of the processes of socialization and education in an educational organization is the lack of a systematic management. From the standpoint of the resource approach, the author reveals the essence of the management of education and socialization, describes the system of management resources: legal, scientific, methodological, organizational, technological, information and communication, capital. The author offers original formulations of the concepts "management of the development of the socialization system", "management of educational work", draws attention to the use of advanced management technologies, social partnership and resource formation. The article notes the specific features of assessing the results of socialization and education associated with the specifics of this educational area: humanistic orientation and assessment of the dynamics of results, non-distribution and delay in the manifestation of results, incompleteness of the process of education and socialization.

upbringing

socialization

management of the development of the socialization system

successful socialization

resource approach

1. Klochkova L.I. Management of educational work as a basis for resource support for the development of education // Standards and monitoring in education. - 2012. - No. 1. - P. 24–28. - 0.5 p.l.

2. Klochkova L.I. State and regional policy in education development management. Management of innovative infrastructure and resources of school socialization. Monitoring system, analysis and examination of the effectiveness of innovations in the system of school socialization of students // Management of the development of the system of school socialization of an educational institution: guidelines/ under total ed. L.I. Klochkova, Yu.A. Popov. – M.: APKiPPRO, 2013.

3. Letter of the Ministry of Education of the Russian Federation of December 15, 2002 N 30-51-914 / 16 "On the direction of the minimum social standard of the Russian Federation" The minimum amount of social services for education in educational institutions of general education. – http://www.bestpravo.ru/rossijskoje/vg-normy/x7p.htm.

4. Prahalad K.K., Khamel G. Key competence of the corporation // Bulletin of St. Petersburg State University. Ser. 8. - 2003. - Issue. 3. – No. 24. – P. 18–41.

5. Sergeeva V.P., Podymova L.S. Innovations in the educational process: a teaching aid for undergraduate and graduate students of higher education. textbook establishments. - M .: UTs "Perspektiv", 2012.

The development of the upbringing and socialization of children and youth is today becoming one of the priority areas of state policy in the field of education, which requires an urgent solution of such tasks as preventing the superimposition of an external crisis that exists in society on an internal crisis that is present to one degree or another in the school; finding ways to harmonize the goals and objectives of the society and the activities of schools; mitigation of managerial decisions coming from above, associated, for example, with the liquidation of small schools, or a stream of bureaucratic directives (often duplicating each other or mutually exclusive); unjustified introduction of dubious or outdated educational concepts or socialization technologies in schools.

Management of the system of socialization of students in a general educational organization is a purposeful professional work of all subjects of educational activity to implement effective measures to improve the content, structure, technology and methodology of socio-educational activities, the development of social partnership with state and public organizations for the purpose of socialization and development of a child's personality in a single social space .

One of the most important shortcomings in the management of socialization processes is non-systematic. This is manifested in the mismatch between the analytical and target components of the management system; in the discrepancy between the goals and results of socialization; in the inconsistency of programs, projects and technologies for managing their implementation; in the absence of advanced creation of conditions for socialization and marketing research in the field of demand for educational services for education and socialization; in the absence of professional managers in the field of educational work and social management; in the mismatch between the forms of social adaptation and positive socialization of children of various segments of the population, health opportunities, family well-being, etc.

The purposeful creation and management of the resources of an educational organization contributes to the improvement of the development of the system of school socialization and education. An effective approach to successful management to achieve the identified goals is the resource approach, the essence of which is the idea of ​​creating unique resources and organizational competencies that determine competitive advantages organizations.

Regulatory resources for managing the development of the system of socialization and education form a social order for the education system for the education and socialization of students. The new “Law on Education in the Russian Federation” (Article 2, Clause 2) states that “upbringing is an activity aimed at personal development, creating conditions for self-determination and socialization of a student based on socio-cultural, spiritual and moral values ​​and those accepted in society rules and norms of behavior in the interests of the individual, family, society and state”. The management of an educational organization (Article 26) is carried out in accordance with the law, on the basis of a combination of the principles of unity of command and collegiality; in the conditions of formation of collegiate governing bodies. In order to take into account the opinions of students, parents (legal representatives) of underage students and teachers, student councils, councils of parents (legal representatives) of minors are created, and trade unions operate.

The social standard of the Russian Federation contains the “Minimum volume of social services for education in educational institutions of general education”, which includes a standard minimum of conditions to ensure the possibility of the spiritual and moral development of each child, his readiness for life self-affirmation.

In the Federal State Educational Standards, the Decree of the President on the “National Strategy for Action in the Interests of Children for 2012-2017”, in the Program for the Spiritual and Moral Development of the Personality, in the Letter of the Ministry of Education and Science of the Russian Federation dated May 13, 2013 No. IR-352/09 “On the direction of the program. The Program for the Development of the Educational Component in General Educational Institutions, education and socialization are defined as an independent direction of educational activity.

Scientific and methodological resources are formed on the basis of new meanings of education as open and innovative education, on the basis of the concept of modernization of the education system, on the interdisciplinary integration of scientific knowledge from the field of management theory, economics of education, strategic management, innovation management, creative management, pedagogical management, time management. management.

The strategy of gradual improvement is the most popular in modern education management. As a rule, it is used when an organization is not able to implement an innovative or renewal strategy, then it stabilizes, remains in the chosen area for a long time. At the heart of the gradual improvement strategy is the desire to continuously increase success while doing your usual business. However, the social sphere is so dynamic that the strategy of gradual improvement is becoming less and less attractive, especially for organizations seeking to take a leadership position, survive in a competitive environment. An optimization strategy is an adaptation or modernization of existing processes to the changing conditions of the economy and management without a radical change in the essence of these processes. The optimization process involves the design of changes, the introduction of innovations, the reorganization of the management system and various services in the organization, the adoption of innovative solutions.

The least developed approach in the management of socialization and education from the standpoint of "management of educational work" is an integral part of pedagogical management; scientifically based, purposeful and professionally organized, taking into account modern technologies, the management of educational work based on certain principles: systemic, comprehensive, coordinated, democratized, scientific, specific, focused on achieving the main goal, productivity.

The specificity of the product and the results of education and socialization is determined by a combination of characteristics: the inability to establish the authorship of the results of education; incompleteness of education, as a person is brought up and improved throughout his life; the delayed nature of the manifestation of the results of education (the educated young generation is tomorrow's old age of today's able-bodied generation); the humanistic orientation of education set by society, which requires considering its results in dynamics.

Organizational resources are the created effective structure (subdivisions, collegiate bodies of state public administration and communities) and the infrastructure of an educational organization. The infrastructure of the school, aimed at successful socialization and education, is an organizational and pedagogical structure, a set of subsystems and services created to fulfill the goals of education, ensure school safety, meet the requirements for organizing a healthy diet for children, for organizing medical care for students, etc. . The infrastructure may include units and associations that support and accompany different kinds activities, including innovative design and research activities. Organization of the activities of educational complexes, consortia, holdings, technology parks, business incubators, resource centers and internship sites is an actual area of ​​activity for an education manager.

Technological resources make up modern technologies advanced management of the development of the system of education and socialization: the technology of project management, social partnership, the technology of youth expertise of management decisions, the technology of resource formation, information and dialogue technologies, etc.

Thus, the technology of social partnership is used in the organization of poly-subject interaction, common actions of students and teachers from different schools, in cooperation with subjects interested in the successful socialization of children and youth: with the families of students, scientists from universities and research institutes, employees of children's institutions of additional education, cultural and sports institutions, public associations and organizations, executive authorities, etc. .

The use of social design technology ensures the active inclusion of teachers and children of all ages in the social life of their microdistrict, district, city. Students more consciously begin to feel like citizens who have both certain rights and duties. The opportunity to get acquainted with the real functioning of various levels of power structures, means mass media, sociological services, various public institutions is an important factor socialization of the individual.

The introduction of project management technology requires all teachers to be flexible, capable of constant change, competent in innovative activities, innovative thinking and innovative behavior. In the project management algorithm, as a rule, job functions are updated or new positions appear, for example, a project manager.

The technology of resource formation, developed and tested by us in the process of experimental work, allows us to solve many problems of updating the system of education and socialization and has the following algorithm: monitoring the potential of subjects; the formation of new meanings (education, socialization); modeling change and choice optimal model development; creation of a program or an innovative project; advance creation of conditions for the implementation of a program or project; formation of professional and organizational competencies of subjects of activity; pinning a resource real asset(in tradition, in principle, in the educational system, in the competence of the leader, etc.).

Information and communication resources (school television, computer communications) enhance the openness of the educational space, bring interaction with the social environment of the school to a modern level. In developing the system of school socialization, one should attach particular importance to the influence of both institutional and spontaneous factors of socialization. A creative educational environment acts as a separate, "independent" factor that determines the success of socialization. In a creative environment, the creative abilities of students, their talents and talents develop, an innovative position of the teacher is formed, and innovative pedagogical projects are developed. Class teachers have a need to improve their qualities, forms and methods of educational work, increase the effectiveness of their actions related to the education of students, increase their cohesion, organization, improve the microclimate, etc.

Capital resources - a set of means to ensure the activities of an educational organization in accordance with the mission and educational programs. The basis for the implementation of socialization and education programs are methodological rooms; creative workshops; library (with a reading room); gym; a room for organizing the activities of the counselor and bodies for student self-government; various music classes, dance and theater studios; lecture hall; rooms for psychological relief, speech therapist, screening diagnostics; game library; Assembly Hall; offices for administrative and medical personnel; dining room (with a production area and buffet); as well as a designated area around the school with a sports field for students and a play area for young children. All of the above, relating to capital resources, should in every possible way contribute to the implementation of programs for the education and socialization of students.

The issues of studying modern motivational resources in the process of managing the processes of upbringing and socialization, marketing of educational services for upbringing and socialization, distribution and formation of financial resources, and the creation of innovative resources in the educational field under study remain outside the scope of the article.

The model of a modern school should correspond to the goals of advanced innovative development of the economy and the social sphere, ensure the growth of the country's welfare and contribute to the formation of human potential.

Reviewers:

Sorokovykh G.V., Doctor of Pediatric Sciences, Professor, Senior Researcher of the Laboratory for Studying the Problems of the Socialization of Children and Youth, Moscow City Pedagogical University, Moscow;

Sergeeva V.P., Doctor of Pedagogy, Professor of the Department of Pedagogy, Moscow City Pedagogical University, Moscow.

The work was received by the editors on March 26, 2014.

Bibliographic link

Klochkova L.I. RESOURCES FOR MANAGING THE DEVELOPMENT OF EDUCATION AND SCHOOL SOCIALIZATION IN THE MODERN EDUCATIONAL ORGANIZATION // Basic Research. - 2014. - No. 5-5. - S. 1088-1091;
URL: http://fundamental-research.ru/ru/article/view?id=34051 (date of access: 12/19/2019). We bring to your attention the journals published by the publishing house "Academy of Natural History"

annotation

Refresher course
"Management of resources of an educational organization"

The program is aimed at professional development and improvement professional competencies in matters of resource management of educational organizations and contains theoretical and practical aspects of this activity.
"Resource management of an educational organization" is included in block C and represents one of the four generalized labor functions of the project professional standard"Head of Educational Organization" Block C contains more specific labor functions, actions and requirements that apply to the head of an educational organization.
Resource management of an educational organization in modern conditions requires special managerial competencies from the leaders of an educational organization, and educational practice makes it possible to fill the gap in this area of ​​knowledge. In the course of advanced training, you will study the theoretical and practical aspects of managing all types of resources: material, financial, personnel and information space of an educational organization and develop your own systematic approach to resource management in your educational organization. The course is structured in such a way as to cover, in the process of studying the material, all labor actions that must be formed by the head of an educational organization to perform a generalized labor function.
Resource management of an educational organization allows determine needs and priority areas the use of financial resources of an educational organization and distribute them between budget items, provide balanced distribution of resources across areas of activity; to plan distribution processes of financial, economic, material, intangible, personnel, methodological and information resources of an educational organization, decide issues of a system for assessing the quality of a human resource and the formation of an internal information space, as well as the search for resources required for the effective operation of a public organization. Proper management of TOE resources will also allow conduct a successful policy to ensure the safety, health and safety of the educational environment.

Program scope: 72 hours

Form of study: part-time using distance learning technologies

Conducts courses: federal state budgetary scientific institution
"Institute of Education Management of the Russian Academy of Education" (FGBNU "IUO RAO")