Forms of social partnership in the field of education. Social partnership in education. Social partnership in preschool educational institution

11.03.2020

OSIPOV A.M.*, KARSTANIER P.**, TUMALEV V.V.***, V.G.
*Doctor of Sociological Sciences, Professor Novgorod State University named after V.I. Yaroslav the Wise
**PhD, Professor University of Amsterdam, School of Educational Management
***Doctor of Sociological Sciences, Professor Vice-Rector of the Institute of Business and Law,
****Professor, Russian State Pedagogical University. A.I. Herzen

Social partnership in the field of education

(The article was prepared within the framework of the research project "Participation of civil society institutions in the development and implementation of educational policy" of the Russian-Dutch cooperation program in the field of science and education for 2006-2008.)

The state is responsible for ensuring a unified educational space in the country (goals, objectives, standards) and providing the education system with the necessary resources, but it can hardly cover and take into account the complexity of the tasks and conditions of specific communities. This is especially true for local sectoral proportions in the structure of jobs, youth group dynamics, unemployment, environmental and historical circumstances, differences in family conditions for children, and so on. These differences have led in many countries to a wide variety of "political relations" in the education system and the involvement of various civil society institutions in the life of educational institutions.

Social partnership means the practice of joint decision-making and balanced, shared responsibility. The inhabitants often tend to believe that the composition of the participants in management is not so important - if only the manager himself was strong-willed, and as for responsibility, how many people want to share it in the "poor" and not very prestigious education system? And, nevertheless, they are and operate.

It should be noted that the need for a broad social partnership in education is also provided for by modern theoretical views on education. It is regarded as one of the leading social institutions, closely related to the main areas of society - the economy, social structure, culture and politics. In domestic sociology, a concept of the functions of education is being developed, which in a certain sense is ahead of similar ideas in foreign science. The formulations of the functions in our concept are systemic in nature, operational and amenable to empirical interpretation, and therefore not only outline the areas of responsibility of the education system, but also more clearly indicate dysfunctional areas in it and clarify the priorities of sectoral and macrosocial management.

Is it possible to promote the formation of social partnership in education from the standpoint of science, and what are the main guidelines for analysis?

In modern developed industrial countries, the organization of general and vocational education systems and the development of educational policy are increasingly based on a dynamic and surprisingly flexible social partnership. The vital need for social partnership in the field of education here has long been disputed by no one.

In our literature, there are attempts to analyze the structures of social partnership in education in the EU countries (see, for example,). In particular, types and models of social partnership are singled out, but their description does not at all imply the possibility of direct applicability of certain samples of foreign experience. This kind of information is clearly not enough. First of all, foreign experience is by no means universal, and its deeper social and historical-comparative analysis is required. The discussion of this problem also rarely takes into account the dependence of existing forms of partnership on the level of social integration achieved in foreign countries.

Thus, we have to master the theoretical developments of foreign colleagues on the problem of social partnership in education. In turn, a wide variety of local conditions in modern Russia will require linking any scientific and practical development to typical situations of regional and local communities. The steps taken by Russian scientists in this area are still insufficient and undoubtedly deserve special support.

More recently, from the standpoint of an ultra-reformist approach, it was assumed that in the field of education it would be possible to quickly build new system partnerships to replace the old practice of patronage. From the second half of the 1990s. advisory and coordinating councils were created in the regions of the country, but they did not change the situation for the better. In the environment of educational management, commercial interests and the desire for corporate survival or expansion turned out to be stronger than the motives of social responsibility. Meanwhile, in the vocational education system as a whole, distortions continued - a shortage in the training of workers, hypertrophied volumes of higher education contingents against the background of a decline in contingents in secondary and primary vocational education programs, low employment rates in the specialty received.

At the same time, with the support of international centers in the north-west of Russia, already in the 1990s. an experiment began to "cultivate" partnership "from below" - but at the local industry level. Today we can talk about some signs of the sustainability of such a partnership, but they were found only in profitable (most often not backbone) sectors of the economy. It is unlikely that any region of the country or city can boast of having a well-functioning system of social partnership in the field of education. So there is no need to talk about achieving the societal effect of partnership in Russia. It is likely that the formation of partnership systems will take more than one decade, but society and the state are interested in stimulating and correcting this process, especially since it is one of the priority national projects.

In Western European countries, the organizational structures of social partnership were formed mainly in the post-war period and are now represented in a whole complex of institutions, interdepartmental organizations, a series of documents and regulations. The key responsibility in such structures is played by the so-called social state, although, strictly speaking, social partnership is based on much more complex, often informal (but no less influential!) socio-ideological structures. It is accompanied by the processes of strengthening civil society, the roots of which are in earlier periods of socio-historical development of the EU countries. Social partnership in education develops along with the growth of social integration, primarily at the national level.

The economic prerequisite for strengthening the social integration of many European societies is the specific function of the state. We are talking about a large-scale redistribution of the social product through the taxation system into gigantic in terms of funding social programs to maintain employment, social protection, pensions, as well as programs in the field of education. The democratic redistribution of financial resources does not mean at all that in Western European economies there are no ultra-high incomes of top managers or owners, however, the decile coefficient of inequality in developed countries is 5. In Russia, it is officially 14, and according to expert estimates - 25. At the same time, studies indicate a deep economic stratification of the Russian population, in which the majority feel like the "lower classes" of society. A circumstance that partly alleviates the economic stratification and social split is the comparatively high level of qualification (including education) among the mass of the adult population. It allows us to hope for effective interaction of potential external social partners with the education system in the future.

So far, the immaturity of the Russian elites, their unpreparedness for a sustainable social partnership is manifested in the fact that they, in essence, do not share responsibility for the development of society, but are focused only on their own reproduction in the economic and political life country, even at the expense of the low standard of living of the main segments of the population.

Another component of social partnership is developing just as slowly - social organization civil, professional and settler groups. In the case of the education system, we are talking about the weak participation of communities of citizens in local self-government, the lack of sufficient economic and legal resources at their disposal, the underdevelopment and poverty of most trade unions, the absence or instability of industry associations and associations of students' parents. The Russian state has recently been allocating grant funds on a competitive basis for general stimulation of activities public organizations, but the sphere of social partnership in education in this competition loses to other sectors and, as a result, does not receive much-needed targeted support.

Appeal to foreign experience is useful for identifying the active subjects of partnership in the field of education.

At its grassroots level, specific educational institutions, local enterprises, special groups of the local population (ethnic, religious, age), as well as specialists from various public services (social protection, security, health, labor and employment) and activists of public organizations. Here, two-way interaction is typical. Partnership is manifested in the joint setting of development tasks, in the preparation and implementation of specific activities (most often extracurricular), in the distribution of responsibility and coordination of efforts in equipping or repairing classrooms, and helping real families of students. It is difficult to find an educational institution that does not have a board of trustees that unites specialists, activists and representatives of local authorities, business leaders. Studies show that, as a rule, regional and federal authorities have powerful tools at their disposal to influence the education system. They can be grouped into two main areas of influence:

1. The use of civil society institutions to regulate the education system (optimize its standards and structure) in order to achieve its societal goals and meet the specific needs of local communities.
2. Ensuring the optimal functioning of civil society institutions as independent and socially useful participants in the partnership system.

There are "direct" and "indirect" regulation in the state influence on the education system. "Direct" implies the imposition of organizational and legal restrictions, the establishment industry norms and evaluation parameters, the implementation of more or less systematic control (checks), the setting of certain conditions for financing, etc.

"Indirect" regulation provides for the widespread use of civil society institutions, or rather, reliance on them. interested attitude to the education system.

A number of countries, following the positive experience of social partnership in the education system of the Netherlands, have created special independent agencies structured according to large industry sectors - National organizations for vocational education. They have the right (with responsibility) to review the curricula, programs and standards of the vocational school in terms of their relevance to the requirements of jobs in these sectors. Such organizations, bringing together on a permanent basis representatives of business, science, management, trade unions, take on the function that was previously traditionally performed by the Ministry of Education.

Another example of indirect state, more precisely, public regulation of education is the mechanisms of accreditation, public evaluation. The programs under which an educational institution operates may be subject to external review, and the institution as a whole (its personnel, equipment, security systems, etc.) may be subject to accreditation. Accreditation commissions, as a rule, include representatives of reputable non-governmental organizations, and not just departmental inspectors at various levels.

It is indicative that in a number of EU countries the conditions of remuneration for the staff of state (municipal) educational institutions are no longer set by the national government. They are determined through negotiations between teachers' unions and school principals' associations (or boards of trustees). Following this path, teachers' unions acquire a more significant role in the indirect regulation of education (the conditions of payment for staff, workers' rights, etc.). But at the same time, they assume a number of obligations that are valuable for ensuring the overall quality of the education system (mutual social control in labor collectives, social and moral mutual support and cohesion of colleagues at work, etc.).

The funding mechanism is another regulatory tool that can incentivize educational institutions to adapt to the needs of the community. This mechanism often includes institutions of civil society. If professional schools, for example, receive funding based on the number of students, then it is in their interest to increase the enrollment. That is why they try to look attractive, pay attention to marketing.

If a professional school is funded by graduation rates (for example, when the amount of funds depends mainly on the “success” of graduates), then it will try to increase success in those parameters that are significant for participants in the partnership system. If “success” is interpreted as finding a job for a graduate, then universities will strive to pay more attention to the selection of applicants and everything that helps prevent dropouts and get decent jobs. That is, the financing mechanism can stimulate an educational institution to involve civil organizations, local associations of employers in the educational process. The analysis shows that their involvement in cooperation (and not just the improvement of teaching methods) helps to reduce dropouts in universities and optimize the content of curricula and programs.

Another tool that the state can use is to stimulate certain groups of civil society by providing them with financial support for the purpose of cooperation with the school. Thus, in the process of implementing the Russian-Dutch cooperation project in the field of general and primary vocational education in the Novgorod region at the level municipal districts established partnership networks. They brought together schools, vocational schools, local employment departments, associations of commodity producers (or industry organizations) to jointly discuss the problems and needs of certain training profiles and the relevance of their curricula / programs. In some cases, this led to a revision of the former profiles of schools and lyceums, to the modernization of their curricula and programs.

AT high school- a different situation. The well-known autonomy of the university objectively limits the circle of potential partners capable of a qualified dialogue on the issues of university curricula or, say, the content of research training for university students. However, this only reinforces the need to encourage existing partners (first of all - in the face of employers) to be included in the dialogue.

These are the main aspects of the process of formation and functioning of social partnership in the field of education. It is important not only to keep the above-mentioned aspects of partnership in the field of view of the management personnel of educational institutions and bodies, but also to create a sufficiently sensitive system of information that helps to regularly analyze the state of real and potential partners, identify contradictions that arise in the interaction between them, and choose ways and means. strengthening the position of educational institutions in a particular community.

1. See: Osipov A. M. Sociology of Education: Essays on Theory. - Rostov n / a, 2006.
2. Oleinikova O., Muravyova A. Social partnership in the field of vocational education in countries European Union // Higher education in Russia. -2006.-№6.
3. See: Pruel N. A. Education as a public good. - St. Petersburg, 2001; Pugach VF Russian students: statistical and sociological analysis. - M., 2001; Education that we may lose / Ed. acad. V. A. Sadovnichy. - M., 2002; Plaksiy S. I. Shine and poverty of Russian higher education. - M., 2004.
4. See: Rutkevich M.N. social structure. - M., 2004. - S. 6.
5. Reports of the All-Russian sociological congress "Globalization and social changes in modern Russia". - M., 2007.-S. 25.
6. Oleinikova O., Muravyova A. Social partnership in the field of vocational education in the countries of the European Union // Higher education in Russia. -2006.-№6.

, relying on similar principles of interaction between the parties, in a number of aspects differs significantly from the social partnership carried out in the world of work. Let's see how remarkable it is.

The idea of social partnership in the field of education

Social partnership in any of the spheres of life is based on voluntary and mutually beneficial cooperation aimed at achieving some common social goals by its participants. Its rules for interaction on matters labor relations are sufficiently outlined by law (section II of the Labor Code of the Russian Federation) and relate to the relationship "employees - employer" with the possibility of participation of state bodies in them.

Social partnership in the field of education, which basically has the same idea (voluntary mutually beneficial cooperation to solve common problems), does not have a similar legislative framework and, although it is based on similar principles of interaction between the parties, uses only those that are sufficient to achieve the set goals:

equality of participants;
mutual respect;
interest in results;
freedom to discuss issues of interest;
voluntary acceptance of obligations;
a responsibility.

The composition of partners in the field of education is formed depending on the level of the educational institution and the tasks to be solved, and therefore cannot be unambiguously regulated. The educational institution and the student himself are always involved in it, at the level of the preschool educational institution and the school, this circle usually also includes the student's parents. A higher level of an educational institution also determines a wider circle of people interested in social cooperation with it. With an increase in the level, the emphasis in determining the initiator of the partnership may shift:

in a preschool educational institution (DOE), it usually becomes the institution itself;
in relations with a school that is an intermediate step between a preschool educational institution and an educational institution that provides vocational education, it can be either a school or both educational institutions bordering it;
in partnership with a vocational education institution, state bodies, employers, employment services, schools become interested, and they can become their initiators.

Tasks of social partnership in education

For any of the educational institutions, the main task of social partnership will be to improve the quality and efficiency of education, that is, to improve those performance indicators for which they were created. However, at each level of the educational process, the priority will be its own range of tasks to be solved social partnership in education:

in the preschool educational institution, the main attention is paid to the adaptation of the child in the team, the development of communication skills, the awakening of curiosity, the identification of special abilities;
the school gives the student the basic knowledge necessary for further vocational training, helps in career guidance, develops horizons, the ability to communicate, organize, self-organize, leadership, creativity;
vocational education institutions train future workers who are proficient necessary knowledge and initial experience in relevant professions that will be in demand in the labor market.

There is a fairly close interaction between these levels, due to which a less painful and more purposeful transition of students from one level to another is carried out. In addition, educational institutions of vocational education are, to a certain extent, interested in the further employment of their graduates, since the further demand for the acquired professions and the requirements for the degree of preparedness of specialists depend on this.

At the present stage, coordinated partnerships between the school and vocational education institutions, on the one hand, government agencies, employers and other partners interested in specialists, on the other hand, allow, on the basis of ownership up-to-date information on the need for professional staff to promptly address issues such as:

reorientation to the training of people in more demanded professions;
changing level requirements professional knowledge, allowing to raise the quality of training of specialists and the degree of their competitiveness;
development in future employees of certain moral and business qualities that determine their responsible attitude to work and the successful performance of their functions.

Types of social partnership in the field of education

Partnerships in education can take many different forms. Their circle, obviously, will be wider than with partnership in the sphere of labor, since not only is it not limited by anything, but also leads to the emergence of new effective forms.

The basis of the types of interaction between partners will be the exchange of information (forecast or current), which makes it possible to manage the education process. At the level of the preschool educational institution and the school, partnership most often acquires the character of cooperation that is not formalized by contractual relations, while in social interaction with the institution of vocational education, the contract (agreement) becomes the most important form of relationship. Contractual relations can take place in the field of:

purposeful transition of students from preschool educational institutions to certain schools, from schools to certain institutions of vocational education, from vocational training institutions to a certain employer;
training of the necessary specialists with sustainable practical skills acquired by them in the process of education through the supervision of this process by specific employers.

Quite significant in partnership in education is the role of state bodies that perform the functions of collecting, systematizing data by region, analyzing and forecasting situations for the development of the economy and the demand for specialists, and adopting the necessary legislative acts to regulate the situation.

Social partnership in preschool educational institution

Preschool, along with the child's family, forms in him those basic personality characteristics that subsequently determine many life attitudes for him and, in particular, his outlook, choice of profession, opportunity professional growth comfort of being in a team.

Social partnership in a preschool educational institution can take place:

inside the preschool educational institution with the involvement of parents, the pedagogical council of the preschool educational institution, teaching staff of schools, specialists in any specific areas;
at the regional level with the participation in it of organizations of other fields of activity (health, culture, sports, social protection).

Forms of social partnership are:

various joint events (concerts, holidays, performances, competitions) both in the preschool educational institution and beyond;
lessons, meetings, educational trips;
open days;
general parent meetings;
individual work with the family;
consultations of parents, holding seminars, trainings;
individual preparation of children for school.

Social partnership at school

At school, social partnership becomes important in such aspects as:

development of communication and adaptation skills in a team;
civic-patriotic education;
preservation and promotion of health;
obtaining knowledge that complements the school curriculum;
acquaintance with the professions and places of work of parents;
assistance in finding employment during school holidays;
cooperation with preschool educational institutions in preparing children for entering school and with educational institutions of a professional orientation in terms of career guidance.

At this level, the partnership is never limited to the internal activities of the educational institution and is often carried out outside the school, either by holding events outside it (olympiads, competitions, trips, hikes, lectures), or by involving third-party individuals and organizations to work on the territory of the school (staging performances, intensive study foreign language, special courses of lectures).

Social partnership in vocational education institutions

These institutions, in terms of meeting the needs of students and employers, are most susceptible to changes in the labor market, which forces them to respond quickly to these changes, i.e., leads to the need for continuous self-improvement.

Change information is based on:

on predictive data on the demand for certain professions and perspective plans development of territories received from state bodies;
requests from employers;
current employment service data;
requests of students for certain professions.

The optimal ratio of the state of the labor market and the possibility of employment on it of newly trained specialists determines the timely and thorough analysis of the identified trends. The absence of such an analysis, while focusing only on the needs of students in relation to future professions, may create a situation in which graduates will be unclaimed, and the labor market will have unfilled vacancies in other specialties. Therefore, it is at this level that the role of the state in creating and managing a flexible education system is of particular importance.

Social partnership here can take place in such forms as:

development curricula and qualification requirements to specialists;
conducting production practices at certain enterprises;
labor market monitoring;
carrying out retraining of specialists according to agreed programs;
training of teachers at partner enterprises;
the creation of joint advisory bodies;
implementation of joint projects;
attracting partner funds to finance the reform of the learning process;
state subsidies or tax incentives for enterprises involved in the process of training specialists.

Results

Social partnership in education It is carried out according to its own special rules, which make it possible to attract a fairly wide circle of people to it. With an increase in the level at which a partnership arises, the share of participation in it of third-party organizations and government bodies increases.

Education at all times was considered an enduring value, because it is the basis of the economic development of society, one of the factors of social stability, a source of growth of the intellectual resource and the spiritual and moral potential of the population. The educational needs of the population are growing, the number of applicants for higher, special, professional additional education is increasing. In response to this, the branching of the network of educational institutions of various types is increasing, the infrastructure of education is developing - forms of management, methodological and research services; the personnel base is being strengthened, the content and methods of education are being updated, the focus on the individual needs and capabilities of students is being strengthened. Special claims are made to the quality of education as meeting the expectations of society and the individual - this makes it relevant to develop education as an open system, the structural and functional characteristics of which are determined by interaction with society.

The openness of education implies the transparency of goals, the formation in the public mind of an understanding of the dependence of the quality of life on the state of education - its quality, accessibility, inclusiveness, the unification of various social groups and involving them in the development of education as partners. Social partners are individual and collective entities that share the values of modern education, are interested in developing a unified educational policy, and are able to effectively support education in solving real problems of the formation and development of its system.

Achievement High Quality education implies an organic combination of educational traditions and innovative trends that have received recognition in world and domestic practice, creatively meaningful in relation to domestic pedagogical reality and the strategic goals of the socio-cultural development of society.

The legislative basis for the development of a model of social partnership in the field of education as a whole is provided by the Civil Code of the Russian Federation, the Law of the Russian Federation "On Education", the Law of the Russian Federation "On Non-Commercial Organizations", the Law of the Russian Federation "On Public Associations", Decree of the President of the Russian Federation of 31.08.1999 No. 1134 "On additional measures to support educational institutions in Russian Federation". The legal framework for the organization of social partnership on municipal level create federal laws "On Local Self-Government in the Russian Federation", "On general principles organizations local government in the Russian Federation", as well as the relevant laws of the constituent entities of the Russian Federation, adopted in the development of these federal laws.

Partnerships can be considered as inter-subject interactions, the effectiveness of which is determined by the common value-target aspirations of all its participants, their mutual enrichment, that is, the joint development of a system of values.

Such a model was created in the teaching staff of the secondary school No. 93 and the Novochanovskaya secondary school of the Barabinsky district of the Novosibirsk region. On September 1, 2006, an agreement on social partnership in education was concluded, the fundamental idea whom: develop and introduce new forms of organizing the educational process when working with gifted children in educational institutions of the Baraba region.

The purpose of the work: the development and implementation of conditions that ensure the quality and availability of educational services, the preservation and strengthening of the health of students during the restructuring of the network of educational institutions in the Baraba region.

Organization joint activities pedagogical teams of participants in the experiment on the study and implementation of pedagogical innovations in the educational process in order to improve the quality and accessibility of education.
Creation of favorable conditions for development creativity students of MOU secondary school No. 93 and MOU of Novochanovskaya secondary school.
Dissemination of the results of the experiment among educational institutions of the Baraba region.
Implementation of developing and educational opportunities of schools in joint activities.

The implementation of these tasks allowed:

Create a model of a unified educational space.
Create a resource and methodological center based on our schools.
Raise the level of qualifications of teachers in our schools through the implementation of a modernized model of the scientific and methodological service.
Improve student learning outcomes through:
- optimal and effective development of the cognitive abilities of the personality of students;
- implementation of modern models of training and technologies.
Effectively use the educational, methodological and material and technical bases of our schools in the educational process.

When determining research methods, the participants in the experiment are guided by the following principles pedagogical activity:

The principle of maximum diversity of the presented opportunities for personal development;
The principle of increasing the role of extracurricular activities;
The principle of individualization and differentiation of training;
The principle of creating conditions for joint work of students with minimal participation of the teacher;
The principle of freedom of choice for students of additional educational services, mentoring.

Method for identifying gifted children

For implementation this method it is necessary to solve the following tasks:

Acquaintance of teachers with scientific data on psychological features and methodological methods of working with gifted children;
Education through methodical study, teachers' councils, self-education, advanced training;
Accumulation of library material on this issue;
Acquaintance of teachers with the methods of purposeful pedagogical observation of diagnostics;
Conducting various extracurricular competitions of intellectual games of olympiads allowing students to show their abilities.
The main principles for constructing a scheme for identifying gifted children:
Definition of the most capacious and practically applicable concept of giftedness.
Development of a plan and program for the education of gifted children.
Development of the evaluation procedure:
- definition of functions to be assessed;
- determination of information to be collected.
Refinement of selection criteria.
Ensuring the effectiveness of the search and identification of capable children.

Method of creating conditions for the optimal development of gifted children.

To implement the second method, it is necessary to solve the following tasks:

Selection among various training systems of those methods and techniques that contribute to the development of independent thinking, initiative and creativity;
Providing an opportunity to improve abilities in joint activities with peers, a supervisor, through independent work.

The creative potential of the child can be developed in different educational fields, but most naturally, in accordance with the very nature of activity - in the field of artistic development. In this regard, hours of the variable part in teaching younger students are used to organize creative workshops.

Creative workshops on the basis of the Novochanovskaya secondary school:

Music workshop (music class);
"In the world of beauty" (visual activity);
Workshop healthy lifestyle life;
Explorer Club.

Creative workshops on the basis of secondary school No. 93:

Artistic Word Workshop;
Intellectual club;
Craft workshop (applied art);
Children's newspapers "Shkolyar" and "School Bulletin".

Classroom and extracurricular activities are built in such a way that the student can show their abilities in a variety of areas of activity. This is important as a source of acquiring new knowledge and new experience, and should serve as a basis for the transformation of this knowledge into other areas of activity in the second and third grade classes.

An important factor influencing the development of gifted students and the identification of hidden talents and abilities is the system of out-of-class educational work. The basis of such a system is "immersion in culture", the functions of the system are education and upbringing, and the organizing principle is the game.

The high school is a special educational space within which, on the one hand, the fulfillment by society of its mandatory function of forming a socially adapted personality is completed, on the other hand, there is actually a gradual reorientation of the dominant educational paradigm with a predominant transmission of the ZUN system to create conditions for the formation of the complex subject and personal competencies. Based on this, new principles and methodology for organizing the educational space in high school are being formed:

Individualized forms of educational activity (work on individual programs);
Development of design and research skills (project methodology);
Self-determination of high school students in relation to the main direction of their own activity (profile classes);
An ethically well-defined communicative field.

The main activities are:

master classes by leading teachers of schools participating in the experiment;
joint research competitions;
system of extracurricular activities;
organization summer school gifted children - a research expedition of schoolchildren to Lake Chany.

3. Method of working with teaching staff

Understanding what serious tasks face a teacher working with capable and gifted children, it is necessary to send highly qualified teachers to work in pre-profile and specialized classes, i.e. take a special approach to solving personnel issues. At the same time, it is necessary to realize the importance of this work by each member of the team and, in this regard, increase attention to the problem of forming a positive motivation for learning. Creation and continuous improvement of the methodological system of work with gifted children.

The first direction of pedagogical "universal education" is the design of educational programs. Teachers should be able to develop author's programs

Program individualization. The program should take into account factors such as experience, special training, worldview and interests of students, that is, be flexible and meet individual and group needs.
Participation in programming. Supervisors work with line teachers to determine what should be included in the practical training program.
Personal responsibility for the development and coordination of the program. Program plans should be carefully developed and implemented, including both long-term and intermediate goals. The program manager is responsible for monitoring its implementation.
Variety of methods in the program. A good program should pay special attention to the use of a variety of methods and techniques, so that the training programs are interesting and creative.

The second direction of pedagogical "universal education" is scientific and methodological work based on a common strategic goal and a unified methodology of pedagogical search.

The organization of theoretical-pedagogical and methodological general education of pedagogical teams in the form of a permanent scientific-methodical (problem-practical) seminar is supposed to be organized. Three groups of the main tasks of organizing a seminar have been identified. The first block of tasks: teachers must understand the essence of a number of basic ideas and concepts related to foreign and Russian experience in using new pedagogical technologies; subject them to pedagogical analysis. The second block of tasks is connected with the process of introspection and the formation of educational and professional orientation. The tasks of the third group are the actualization of the professional experience and creative potential of the teacher.

Such general education will take place in three organizational stages.

The first - "Methodical kaleidoscope". During the year, the teaching staff of schools will get an idea of the directions of search and achievements in Russian and foreign pedagogy. Teachers attend presentation seminars, master classes, meetings of district and school methodological associations, where they get acquainted with already proven technologies and methods, try to include individual elements By the end of this stage, teachers determine the scope of their professional interests, choose an "educational route", unite in groups of like-minded people.

Second phase- education. Teachers are united according to the groups of teaching the chosen technology. Leading experts on the subject. Classes are held in the mode of model lessons with their subsequent deep analysis. Classes alternate with approbation lessons. Then teachers summarize their experience, participate in conferences and competitions, and publish in educational media. Thus, the ability of teachers to pedagogical interaction is realized.

At the third stage the selected technology is being introduced into pedagogical practice. There are also diagnostics of various types. At this stage, an educational and methodological complex is formed on academic subjects and technologies.

WHAT IS IMPLEMENTED:

No. p / p	Activity content
1.	Workshop "Methodology and methods of pedagogical research".
2.	Workshop "Humanistic Pedagogy: Essence, Experience, Results".
3.	Master class "Organization of profile training and introduction of ICT".
4.	Speech at the seminar of school principals on the topic of the experiment.
5.	Seminar of natural science teachers "Organization of research expeditions for schoolchildren".
6.	Seminar "Research and project activities of students in the educational process".
7.	Master class "Modernized model of the unified scientific and methodological service of schools".
8.	Seminar-workshop "Use of information and communication technologies in education".
9.	Order on the organization of joint work of the NOU: Research work in the directions. Scientific and practical conference.
10.	Joint work on the programs "Gifted children" and "Health".
11.	A research expedition of schoolchildren to Lake Chany was carried out.
12.	Systematic diagnostic work to identify gifted children and organization further work with them
13.	Participation in district readings, seminars, conferences on the topic of the experiment.
14.	The work of a single resource center for students and teachers of natural sciences, philology, mathematics and computer science.
15.	The work of temporary creative problem groups.
16.	Measures to improve the systems of specialized and distance learning for schoolchildren.
17.	Participation in telecommunication projects and competitions.
19.	Participation in competitions of socially significant projects.
20.	Creation of a data bank of gifted children, educational programs, methodological materials, diagnostic methods in areas, advanced training of teachers.
	Systematization and generalization of the experience of work on the experiment: films, teaching aids, multimedia presentations, publications in educational media, posting information on school websites, booklets.

Stages of implementation of the experiment program
Stage I - 2006 - 2007		Stage II - 2007 - 2008
tasks	results	tasks	results
1. Creation of the regulatory framework for PPI. 2. Study, development and dissemination of technologies aimed at identifying and teaching gifted children within the framework of the PPI. Creation of a system of purposeful identification, selection and development of gifted children. 3. Generalization and dissemination of work experience through a system of seminars, district and regional scientific and practical conferences. 4. Organization of a traveling summer school for gifted children - a research expedition to Lake Chany.	1. Making changes to local acts schools. 2. Creation of a system of permanent pedagogical "universal education" - a scientific and practical seminar for teachers in the following areas: - organization of research activities (MOU Novochanovskaya secondary school); - organization of specialized training and the introduction of ICT (MOU secondary school No. 93). 3. Creation of a bank of innovative technologies and publication of materials in educational media. 4.Strengthening the health of students. Improving the research skills of students in the study of ecological systems.	1. Development of research skills, communication skills and increasing the level of self-realization of students. 2. Monitoring of various areas of work in order to determine the effectiveness of ongoing activities and operational correction. 3. Increasing the level of teachers' qualifications through the implementation of a modernized model of the scientific and methodological service. 4. Effective use of educational, methodological and material and technical base in the educational process. 5. Development of a system of generalization and dissemination of experience through the release of information collections, posting information on the websites of educational institutions and educational authorities, organizing speeches in the media.	Regular holding of joint intellectual and creative events of various kinds. Systematic replenishment of the data bank of educational programs, teaching materials, diagnostic methods in the direction, advanced training of teachers. Creation of a unified structure of the scientific and methodological service of schools, which makes it possible to effectively develop and implement innovations. Creation of a single resource center for use by students and teachers: - in the field of natural sciences (Novochanovskaya secondary school); - in the field of philology, mathematics and computer science (secondary school No. 93). 5. Analysis and adjustment of the experiment program. Development of the experiment program up to 2010.

Trade Union of Public Education and Science Workers Russian Federation

	Series: Tutorials

	SOCIAL PARTNERSHIP IN THE FIELD OF EDUCATION *Tutorial*

	Moscow 2006

Edited by the Deputy Chairman of the Trade Union

and Secretary of the Central Committee Yudin

, Ponkratova partnership in the field of education. Tutorial. Moscow, MGOU Publishing House, 2006. 60p.

The manual reveals the legal and organizational foundations of social partnership in the field of education, including in educational institutions. The role of the trade union organization, its elected trade union bodies during the preparation and conclusion of agreements and collective agreements in an educational institution in accordance with the Charter of the Trade Union and the legislation of the Russian Federation is shown.

Particular attention is paid to the practice of social partnership, generalization of the experience of trade union organizations.

The textbook is designed to help the trade union committees of educational institutions in their work on the development of social partnership.

Foreword…………………………………………….
1. The role of social dialogue in the practice of trade union work…………………………………………………………..
2. The practice of contractual regulation of social and labor relations in the field of education.
3. APPS:
3.1. Approximate structure of the collective agreement of an educational institution………………
In such conditions, the sectoral Trade Union, since 1991, its main statutory goals and objectives of activities to protect social labor rights and professional interests of educators and students began to be realized, first of all, through the mechanisms of social partnership. Today it can be stated that the industry has developed a system for concluding agreements and collective agreements at the federal (Sectoral Tariff Agreement), regional, territorial and local levels (collective agreements in educational institutions of all types and types), which is becoming increasingly developed. Since 1997, 211 regional agreements have been registered in the Central Committee of the Trade Union together with the sectoral ministry, including 75 registered regional agreements (96.0%) in the current year. The practice of concluding territorial agreements at the municipal level is expanding (89%), and in 26 constituent entities of the Russian Federation, agreements of this level have been concluded in all municipalities. In 2005, on average, 88% of educational institutions have collective agreements. Within the framework of the implementation of regional, territorial agreements and collective agreements, in recent years it has been possible to increase to a certain extent wages, mainly due to the formation of an over-tariff fund, including through extra-budgetary funds, which led to some stabilization of the work of educational institutions; in more than 50 constituent entities of the Russian Federation, it was possible to achieve an increase in the level of material support for employees of educational institutions by establishing different kind additional payments and allowances, including for young teachers. In recent years, issues of social partnership have been considered at the Plenum of the Central Committee of the Trade Union, the All-Russian meeting of the chairmen of the territorial committees of the Trade Union and the heads of educational authorities of the subjects of the Russian Federation, the Presidium of the Central Committee of the Trade Union. The close attention of the Central Committee of the Trade Union to the problem of developing social partnership in the industry is due to the following. Firstly, in the Labor Code of the Russian Federation, which came into force on February 1, 2002, the legislator seriously increased the role of social partnership. For the first time, a whole section appeared entirely devoted to social partnership; for the first time, the code defines social partnership as a system that includes all types of interaction between employees (their representatives), employers (their representatives) and authorities state power or local governments, including informal, non-legal ones. The purpose of social partnership is recognized as the coordination of the interests of employees and employers, i.e., the adoption of decisions that, in equally take into account the need to ensure the effective operation of organizations and create a system of guarantees for the labor rights of workers at the federal, regional, territorial and local levels. More than a hundred articles Labor Code The Russian Federation refers to the collective agreement as a legal act regulating social and labor relations in an institution. Secondly, there is a growing tendency on the part of the federal authorities to transfer powers to provide social and labor guarantees and grant benefits from the federal level to the regional and even municipal ones (in setting the levels of rates and salaries, allowances for educators, in providing communal benefits teaching staff in rural areas, in determining the procedure for attestation of teaching staff, etc.). Under such conditions, it seems necessary to intensify the work of the territorial organizations of the Trade Union on collective agreement regulation in order to prepare the trade union activists to professionally and competently defend the social and labor rights and professional interests of educators at the regional, territorial and local levels. It should be noted that the current state of contractual regulation of labor relations in the industry is still characterized in many respects by declarativeness and insufficient content of agreements and collective agreements, their optionality and the absence of necessary sanctions for their non-compliance. This is due to the fact that often federal and regional government bodies evade responsibility for the implementation of constitutional guarantees of the rights of citizens in the field of education, for ensuring stable funding for schools and for the obligations assumed under agreements and collective agreements. Under such conditions, the Trade Union repeatedly had to use such extreme forms of struggle for the social and labor rights and professional interests of educators as all-Russian protests, rallies, pickets and strikes. In addition, the constraining factors for the development of the process of social partnership in the field of education are also: The slow formation of representative bodies of employers in the industry (for example, the Federal Law “On Associations of Employers” adopted in 2002 does not fix the specifics of the employer’s status in the public sector, despite the fact that the Central Committee of the Trade Union has repeatedly made its comments and proposals on fixing this specifics in the law); The problems of restoring the responsibility of the state in the field of education, the delimitation of powers and responsibilities of state authorities of the constituent entities of the Russian Federation and local governments in ensuring stable financing of industry institutions that have not been fully resolved; Extremely low financial security of the provisions of collective agreements and agreements at all levels; Lack of a systematic approach to the formation personnel policy in branch; Underdevelopment of the pedagogical labor market, lack of relationship between the planning of professional training, retraining and advanced training of teaching staff and the requirements of the labor market In addition, in the protocol, the Ministry of Education and Science of Russia and the Trade Union undertook to create an Industry Commission for the Regulation of Social and Labor Relations, which was instructed to prepare and submit for approval by the Parties a draft action plan for 2005 to implement the Industry Agreement for years and begin developing a draft new industry agreement for years. On June 9, 2005, a meeting of the Industry Commission for the regulation of social and labor relations, created by order of the Ministry of Education and Science of Russia dated 01.01.01, was held. At the meeting, the Industry Commission approved the draft action plan for 2005 for the implementation of the industry agreement on the institutions of the system of the Ministry of Education of the Russian Federation for years, decisions were made to organize work on the preparation of a draft industry agreement for years, indicating specific stages of work, and also formed working group on the preparation of a draft new industry agreement. 2.3. Increasing the effectiveness of social partnership in order to strengthen the protection of social and labor rights and professional interests of industry workers, including professional growth and higher wages for education workers Improving the effectiveness of social partnership at the federal level is largely due to the implementation of the Sectoral Agreement. As the analysis showed, social dialogue at the federal level is currently characterized by instability and inconsistency, primarily due to the unresolved issue of legislative consolidation in the public sector of an authorized and responsible representative of the employer, as well as the ongoing administrative reform of the federal executive authorities. At the same time, despite the existing difficulties of an objective nature, it should be noted that the implementation of the Industry Agreement on institutions of the system of the Ministry of Education of the Russian Federation for 2004-2006 continues in 2005. The Ministry of Education and Science of the Russian Federation and the All-Russian Trade Union of Education have prepared and approved the Action Plan for the implementation of the Industry Agreement, which provides for a set of measures in the following main areas: Continuation of joint registration and analysis of regional agreements and collective agreements of universities, including through automated analysis of the Industry Laboratory based on the Ryazan State Radio Engineering Academy; Preparation by the parties of recommendations to the constituent entities of the Russian Federation and municipalities on clarifying the methodology for the formation of subventions to local budgets from the budgets of the constituent entities of the Russian Federation to finance expenses for the implementation of basic general education programs, including additional education, in terms of the cost of wages for employees of general education institutions, the cost of teaching aids , technical means training, etc.; Development by the parties of recommendations to the constituent entities of the Russian Federation and municipalities on the basis of the model for calculating the norms for budgetary financing of the implementation of basic educational programs for additional education of children;

The term "social partnership in education" - like the activity itself, received full recognition in modern Russia a few years ago. Few people doubt that education is one of the most significant values in society. However, everyone knows that society is heterogeneous, which means that partnerships are not always possible between education and various sectors of society. I want to introduce you to the experience of the children's creativity center of the city of Serdobsk in solving the problems of social partnership, and today this is perhaps one of the few ways to preserve the system of additional education, and indeed of each individual UODOD, in their social and historical mission, occupied by a niche in market of educational services, social significance in the entire structure of existing interactions.
An assessment of the experience of interaction showed that social partnership helps to direct resources to the development of joint activities of any educational institutions, their public self-organization and self-government, regardless of their type and type. It attracts the resources of society for the development of the educational sphere. It helps to accumulate and transfer the life experience of both the educational community and its partners in order to form the ability of community members to survive in the educational services market for a long time. Social partnership allows you to act effectively and successfully, keeping in mind the priority perspective common to all partners, to effectively coordinate joint activities with a clear understanding of your responsibility. Such activities allow for the most effective and cost-effective assistance to needy members of the community participating in partnership, to ensure that, while remaining different from others, to recognize the differences of individuals and organizations.
Opportunities for the development of education in Russia through partnerships are based on the following mechanisms: openness and cooperation, emphasis on development, communication and exchange of ideas; developed philosophy of education and approach to community development; an opportunity for local residents, publicly active educational institutions of all types and types, local organizations to become active partners in solving problems in education and the community; providing parents with the opportunity to become a “good companion” on the educational route of the child; collaboration with volunteers to increase the number of services provided in the community.
MOUDOD CDT is an open socio-pedagogical system that closely interacts with all types of educational institutions of the city, region, public institutions, families of pupils. The market of additional educational services in Serdobsk is quite saturated and the competition between institutions is high. In the city, cultural institutions (children's art and music schools, City House of Arts, houses of culture), sports (3 children sports schools), education (a center for additional education for children, a station for young naturalists). All of them, to one degree or another, carry out variable multi-level education.
Currently, the teaching staff of the children's creativity center cooperates with more than 40 different organizations in our city.
Involving the public in the management of the development of education is a task outlined by the presidential program “Our new school”, one of the goals of which is the creation of a qualitatively new level of relations, interaction in solving the problems of the development of education by a circle of interested parties capable of reaching a constructive agreement and developing a unified educational policy.
Changes in socio-economic life that have taken place in recent decades have led to significant changes in the education system and the institution of the family. The scope of additional education has expanded. All this provided the family with real opportunities to choose the type of educational institution and the range of educational services provided by it.
The parent community today proposes to build relations between the family and the educational institution at the level of social partnership. These are educational services that correspond to the social order for the education of children. Throughout the year, we conduct monitoring among parents. We analyze the composition and structure of families of studying children. It turns out that the vast majority are interested in the fact that children receive high-quality additional education, upbringing and development, in the future they continue their education in educational institutions of higher and secondary vocational education.
In this regard, new associations were opened in the center of children's creativity: “School of Young Entrepreneurs”, where teenagers receive knowledge in jurisprudence, accounting, economics; "Lawyer", "Young programmer"; associations of journalists "We try the pen" and "Easy pen".
Cooperation with general education institutions based on the integration of general and additional education makes it possible to create a unified educational environment in the school, to bring the services of additional education as close as possible to the student. It allows you to optimize the use of the material base of partner institutions, develop it in a targeted manner, implement the program-methodical and organizational-methodological potential of institutions as efficiently as possible, coordinate the educational process at all levels of interaction, making it more mobile and student-oriented. The importance of such cooperation in the context of the implementation of a new educational concept with modern tasks of specialized, developmental education and socialization in the transition to a competency-based approach to the organization of the educational process can hardly be overestimated! In the schools of the district, this cooperation allows not only to organize leisure and employment in the countryside in a meaningful way at a higher level, but also allows organizing pre-profile training and implementing professionally oriented programs. Of the 1,600 students of MOUDOD CTC, 700 students are now studying only on the basis of 9 schools in Serdobsk and the Serdobsky district.
In order to provide effective assistance to the family in raising a harmoniously developed personality capable of adapting to the changing conditions of society, establishing relationships of trust and cooperation between the family and educational institution The World of the Family program was created, which is aimed at creating conditions for cooperation between children and adults.
The teaching staff today is looking for any opportunities and means to help the family, provide psychological and pedagogical assistance, and teach how to raise a child. To educate without appropriate knowledge, guided only by a blind instinct, means risking the future of a growing person. Therefore, teachers learn themselves and carry their knowledge to parents. After all, no matter what the parents do, no matter who they are by profession, they are always the educators of their children.
It is important for us to achieve an active life position of parents, to make them want to know their child, to evaluate their relationship with him. And we use many forms and ways, proven by practice and time. These are parent-teacher meetings, but they are held in the form of gatherings-talks “Let's think together”, “CDT, family, society”; parent-pedagogical councils; trainings, discussions, round tables. Parents discuss at the lecture hall "Commonwealth", participate together with their children in socially significant matters for the improvement of the building, the collection of search material, etc.
Parents hope that in the center the child will be taught not only to dance, sing and design. They want their children to develop stable, creative interests, which will help them in the future in choosing a profession.
Joint rest, family holidays are enthusiastically received by children and their parents. The partnership nature of the relationship brings adults and children together, makes them allies in creative work.
The main result of the interaction of this chain "Child-family-teacher" is end result. Parents finance and go with their children on trips to regional and All-Russian contests, exhibitions, competitions. Purchase dance costumes, video equipment, provide financial assistance in the repair of classrooms.
The role of the institution of additional education in ordering the information that falls on the child from the funds mass media: radio, television, internet. Organizing work on the formation of the aspirations and interests of children, interacting with local press, local television, we effectively solve the problems of educating a common culture of young citizens, their attitude to the world, to themselves, the results of their creative activity.
Our teachers and students actively use the thematic pages of the newspapers Serdobskiye Novosti, Alyans, and Lyubimoy Gazeta. But the most indefatigable correspondents are activists of journalists' associations (on the basis of secondary school No. 10 and Lyceum No. 2). Their materials about the life of children's associations are constantly published on the pages of the school publications "Ten" and "Lyceum student". In addition to collecting and disseminating information, publishing materials about events in the MOUDOD CDT, young correspondents participate in social significant projects. For example, the Firebird project was presented at the regional stage of the All-Russian campaign “I am a Citizen of Russia” to create a regional newspaper for children and youth. As a positive trend, it can be noted that the teachers themselves began to actively promote their experience of working with children, to look for new forms of cooperation with the media. Thus, an effective system of informing citizens about problems in the children's and youth environment is being formed in the city. This allows not only to solve the problems of education and socialization of students, but also to actively promote their "product" in the market of educational services, to solve the image problems of UDOD.
Cooperation with educational and public institutions is developing most actively and productively in the period of preparation for mass events: "Let's join hands, family!", "Successful family"; socially significant cases: actions in support of children with disabilities “Kind Heart” and “Reach out a hand to a friend” (such an action took place during October, where the teaching staff involves social services, the administration of the Serdobsky district, individual entrepreneurs); scientific and practical conferences"Economic education of adolescents", held jointly with teachers of the Serdobsk multidisciplinary and agricultural technical schools.
The Center for Children's Creativity has been cooperating with Kirsanov College for many years civil aviation. We understand this educational partnership as cooperation of absolutely equal partner institutions and as a constructive association of teachers around one big thing - creating conditions for a young person to get a profession, while making a conscious choice with a sense of conscious responsibility, realistically assessing their potential and prospects for social and professional integration in modern society. All aspects of interaction are stipulated in agreements on joint activities. This entitles our graduates to the right of preference when entering the main specialties in this educational institution.
For many years, our teachers have been working with children with disabilities (HIA). Develop and implement new programs for the social adaptation of children through their creative activities. Now 6 teachers of the Center are working with such children at home, collaborating with a psychologist, social service- Center for Social Protection, parents.
The result of this great painstaking work is the performance and victory of children with disabilities at regional competitions, festivals "Under the Sailing of Hope", All-Russian competition children's creativity "Open heart". And most importantly, children have a desire for life, self-confidence, self-realization, that they are not alone. High results of socialization of such children can be achieved when they, studying in the same group with healthy children (in some cases, denoting leadership positions) achieve success in festivals and competitions without a “discount” on the level of health.
Of course, the introduction of new state educational standards (FSES) in secondary schools will make significant adjustments to the entire system of interactions at Russian market educational services. And in this regard, we hope that the existing experience of social partnership will allow institutions of additional education not only to survive, but also to develop in the modern market of educational services in accordance with the expectations of society and the state.