Quality management of education in an educational institution. Management of the quality of education in an educational institution Concepts, goals, tools Moscow Center for the Quality of Education Ivanov D.A.

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Ensuring the availability of quality education is the leading idea of modernizing the Russian school. Meanwhile, as practice shows, the increased accessibility of education without changing its content and forms of influence on the social status of people can reduce its quality. Opportunities to improve the educational preparation of students by increasing the duration of schooling while maintaining the volume and content educational material are almost exhausted today. The concept of quality itself has changed. The institutional manifestation of such a change is the transition from regulating the content and volume of educational material (FSES 1992) to regulating the requirements for the conditions, programs and results of education (FSES 2008).

The Law of the Russian Federation "On Education" defines the quality of education as a complex characteristic of "educational activities and training of a student, expressing the degree of their compliance with federal state educational standards, federal state requirements and (or) the needs of a physical or legal entity in whose interests educational activities are carried out, including the degree of achievement of the planned results of the educational program. The definition is of a general nature and requires clarification and specification for practical application.

The request for a new quality seems impossible to satisfy without a purposeful change at all stages of management: planning, organization, motivation and control, determining the factors of this quality and actively influencing them. Effective management can be considered not as managing the transition of an object (education system) from one more or less stable state to another stable state, but as a continuous process, which is divided into separate stages for tactical purposes.

Russian education has a multi-level management system: the Ministry of Education and Science - regional ministries (committees) - municipal (city, district) management body - educational organization. The effectiveness of such a system depends on the degree of unity of the educational sphere, the relationship between the distribution of powers and responsibilities. The limitation of management capabilities at each level is due to the transferred powers and available resources: administrative, financial, personnel, information. An important problem in the development of quality management in education is the uncertainty of the responsibility of each level for this quality.

The relevance of the study is due to:

The ambiguity of the concept of “education quality” and the need to identify the components and factors that ensure it in order to solve management problems at the level of the metropolitan area;

Uncertainty of the district's responsibility for achieving normative quality and the need for quality management at all levels of management;

The need for an objective assessment of quality management at the district level and the use of quality indicators that do not meet the authority and responsibility of the district for this quality.

The degree of development of the problem.

The nature of pedagogical research in the field of education quality management is significantly influenced by the general theory of quality management (V.I. Azarov, S.A. Voroshilov, S.D. Ilyenkova, G.Yu. Naumenko, etc.), the requirements of international quality management standards ISO 9000, principles of total quality management (TQM). Various aspects of the problem are considered in the works of V.A. Bolotova, E.M. Korotkova, O.E. Lebedeva, V.P. Panasyuka, M.M. Potashnik, G.A. Shaporenkova and others. Yu.A. Konarzhevsky, G.M. Polyanskaya, A.I. Subetto, S.Yu. Trapitsyna, E.V. Yakovlev. We have not found any issues of the specifics of education quality management at the district level in these sources.

The purpose of the study is to identify the applicability of modern criteria for assessing the quality of education in management at the district level.

Achieving this goal led to the setting of the following tasks:

1. To identify the criteria and indicators of the quality of education in state programs for the development of education, legal documents of all levels of education.

2. Determine the compliance of the criteria and indicators identified in task 1 with the requirements that the modern methodology of quality management imposes on the criteria and indicators.

3. To identify limitations for the use of these criteria and indicators in the existing education management system at the district level.

4. Suggest possible criteria and indicators for solving the problems of managing the quality of education at the level of the metropolitan area.

The object of empirical research: the process of managing general education in St. Petersburg (on the example of 5 districts of the city).

Subject of study: features of the activities of the district departments of education in managing the quality of education.

theoretical and methodological framework researches were the works of domestic and foreign scientists working in the field of research: A.A. Avetisova, D.A. Alexandrova, M. Alberta, V.I. Andreeva, M.P. Afanasiev, Yu.K. Babansky, V.A. Bolotova, I.A. Waldman, M. Meskon, V.P. Panasyuka, M.M. Potashnik, S.G. Kosaretsky, N.V. Kuzmina, N.A. Selezneva, A.I. Subetto, S.Yu. Trapicina, P.I. Tretyakov, A. Fayol, I.D. Frumina, F. Hedouri.

Theoretical (analysis, synthesis) and diagnostic (study of documents, statistical analysis of data from monitoring studies, questioning, survey) research methods were used in the work.

The information base of the study includes:

official statistics on various issues functioning of the educational industry;

federal laws, legislative acts of the Russian Federation, Decrees of the President, decrees of the Government of the Russian Federation on the problems of the development of education;

legal documents on education quality management at various levels of education management;

primary materials of educational institutions and organizations, including development programs and other documents.

data of surveys of heads of the district level of education management.

The scientific novelty of the research lies in:

applying the theory of education quality management to identify the compliance of the criteria and indicators of political and regulatory documents aimed at improving education, the requirements of unambiguity, clarity and controllability in management practice at the city district level;

systematization of criteria for evaluating the activities of education authorities at the district level to improve the quality of education.

The specific elements of the increment of new scientific knowledge include the following results:

clarified the conceptual apparatus associated with the research topic;

possible criteria for evaluating the activities of education authorities at the district level to improve the quality of education have been identified.

Keywords. Quality of education, quality factors, components of quality, quality management, powers of educational authorities, quality indicators, concepts of education quality management.

The results of the work can be used in the process of course preparation and retraining (seminars) of managers (administrators) when considering issues of education quality management:

heads of the Departments of Education of the administrations of the districts of St. Petersburg in the development of the Program for the development of the educational system of the district, the analysis of the results of educational activities;

public authorities of St. Petersburg in assessing the effectiveness of education management at the level of city districts, in the development of state and regional policy in the field of education;

by researchers in the field of education quality management for further study.

Approbation of the research results.

The practical results of the phased study of the problem were discussed at the videoconferencing session "Quality Assessment System in an Educational Institution" of educational institutions of the Krasnoselsky District with educational institutions of Russia in November 2013.

Publications on the research theme.

Materials on the topic of the dissertation are reflected in the article "The concept of "quality of education": a variety of approaches" in the Collection of articles of undergraduates "Education Management" NRU HSE St. Petersburg, 2013.

The main provisions of the work submitted for defense:

1. Criteria and indicators of education quality management at the district level are determined by the logic of distribution of management functions between management levels and the resulting restrictions on the rights and resources of this management level when performing the functions of goal-setting, planning, coordination of activities and control of educational institutions.

2. The possibilities of managing the quality of education at the district level are determined by managing the quality of conditions (quality components): material and technical, organizational, personnel, information, and are practically not related to the goal-setting of the tasks of the educational process.

quality education district

1. Qualityeducationandtheorymanagementquality

1.1 concept"qualityeducation":diversityapproaches

The quality of education is a particularly complex category due to its ambiguity, relativity, and variability. Its application for management practice is greatly complicated by its widespread use in political and ideological rhetoric, where the quality of education is recognized as a source of intellectual reproduction and development of society, the basis of the economy, the guarantor of preserving the independence and integrity of the nation, the imperative of time that determines the quality of life. This variety of connections allows us to consider many indicators that go far beyond the sphere of education as criteria for the quality of education. Therefore, the condition for the transition to the practice of managing the quality of education is the definition of the concept of "quality of education", which allows it to be measured and evaluated.

What is the "quality of education"?

The Pedagogical Dictionary interprets the quality of education as “a certain level of knowledge and skills, mental, moral and physical development, which students achieve at a certain stage in accordance with the planned goals; the degree of satisfaction of the expectations of various participants in the educational process from the educational services provided by the educational institution” . The quality of education is primarily measured by its compliance with the educational standard. Let's clarify some points. In most of the definition, the criteria for the quality of education are associated with the completeness of mastery by the trainees of the set of knowledge and skills described in the standard. Thus, the possibility of assessing the quality turns out to be a derivative of the specificity of the description in the standard of the requirements for knowledge and skills and the procedures for checking the completeness of their development by students. It is logical to recognize the subjects of such assessment as professionals in the field of education, acting on the basis of regulatory legal acts. However, there is also a smaller part in the definition - the degree of satisfaction of the various participants in the process with the educational services provided. There is a minimum of specificity here. It can be assumed that the circle of "participants in the process" does not include training (their criteria, by default, cannot differ from the criteria of the standard), but the rest of the subjects and procedures remain undisclosed. These can be both those trained themselves and, at the stage of training, their legal representatives - parents with very different expectations (requests) for the result and the learning process. Therefore, in this definition, its second part looks declarative.

The dictionary of agreed terms and definitions in the field of education of the member states of the Commonwealth of Independent States gives a different interpretation: “the quality of education is the correspondence of education (as a result, as a process, as a social system) to the diverse needs, interests of the individual, society, state; a systemic set of hierarchically organized, socially significant essential properties (characteristics, parameters) of education (as a social system, as a process, as a result)” . Meeting the needs determines the quality. Since the needs are diverse for different social groups, different institutions of society and the state (family, sphere of work, protection of the fatherland, etc.), then according to this definition, the quality of education cannot be determined unambiguously, it is always contextual. For education management, the proposed definition is not applicable.

M.L. Agranovich and P.E. Kondrashov propose to consider the quality of education as “the level of solving a complex of educational tasks, including: learning outcomes, socialization of graduates, including mastering the skills of orientation and functioning in modern society, the development of civic consciousness in compliance with regulatory requirements for learning conditions; development educational standard; compliance of educational services in terms of composition, content and quality with consumer expectations” . Let's try to figure it out. The process of managing the quality of education involves setting a set of goals (tasks). To determine the level of their achievement, a system for evaluating the results and a certain scale of measurements is needed. And if the methods and procedures for evaluating educational achievements are constantly being improved, then hardly anyone today knows how to measure the development of "civic consciousness" or "skills of orientation and functioning in modern society."

According to A.I. Adamsky “the quality of education is the level of success, socialization of a citizen, as well as the level of conditions for mastering the educational program of a school (educational institution). The results that ensure a high level of quality are academic knowledge, social and other competencies, plus the social experience acquired by the student in the course of mastering the educational program of the school (educational institution) ". Requirements for the conditions for mastering the educational program are imposed by the federal state educational standard. Time will probably help to assess the success and socialization of a citizen. Academic knowledge remains in demand, but quality requires mastery of “other competencies”. Competence-based approach establishes new type educational results, focused on the ability and readiness of the individual to work, to solve various kinds of real problems and tasks.

MM. Potashnik defines the quality of education as "the ratio of the goal and the result ..., despite the fact that the goals (results) are set only operationally and predicted in the area of the student's potential development" . This approach to the definition of the quality of education makes it a "piece of goods" that matters at the level of an individual student.

V. A. Kachalov considers the quality of education through the prism of educational services, highlighting three groups of factors that affect quality:

The subject of receiving educational services (student);

Object (management, structure and content of programs, resources: material and technical, methodological, personnel, financial);

Process (technologies and interactions, process and result control).

Quality management requires the management of all stages of the service life cycle. The considered factors do not cover all stages and therefore need to be supplemented and clarified.

According to A. I. Subetto, the quality of education is “the unity of the qualities of education in the narrow sense as the transfer of knowledge”, learning (the formation of skills, abilities, professional competencies, readiness for relevant activities) and education ". Without the quality of education, there can be no quality of education. But it is much more difficult to assess the degree of achievement of educational goals.

Equally little does international practice provide for concretizing the criteria and indicators of the quality of education. The Dakar Framework for Action in the broader definition of quality establishes desirable characteristics of learners (healthy and motivated), processes (competent teachers, active pedagogical methods), content (relevant curriculum) and systems (good governance and equitable distribution of funds) .

UNICEF names five aspects of the quality of education: students, environment, content, processes, results.

UNESCO refers to the key components of quality:

Individual traits of students (abilities, readiness, obstacles);

Context ( public values and attitudes, economic situation and social policy);

Resources (material and human);

Teaching and learning (time, technology, assessment, stimulation, safety);

Outcomes (achievement, socio-economic acquisitions) .

Concluding the review of the definitions of the quality of education, let us turn to the Law of the Russian Federation "On Education". He defines the quality of education as "a comprehensive characteristic of education, expressing the degree of its compliance with federal state educational standards and federal state requirements and (or) the needs of an individual or legal entity in whose interests educational activities are carried out, including the degree to which the planned results of the educational program are achieved" .

Summing up, we can say that today there is no and cannot be a single definition of the quality of education, since the authors of the above definitions formulate them for objects of different levels (from the education systems of countries in general to separate class educational institutions). The set of such definitions can be based on the compliance of the educational system, the processes occurring in it and the results achieved with the requirements of the standard (invariant part) and the needs and interests of consumers of educational services (variable part). The characteristics and parameters of the quality of education require clarification and coordination at all levels, since they provide the criteria basis for building a quality assessment system in order to manage the development of education.

We accept the following as a working concept for solving the problems of this research work: the quality of education for management tasks at the regional level and below - a set of characteristics that express the degree of compliance of the created conditions and the achieved learning outcomes with the requirements of federal state educational standards and other regulatory legal acts in the field of education ( invariant part for the period of validity of these documents), and the requests of consumers of educational services (variable part).

1.2 Componentsandfactorsqualityeducationandtheminfluenceon theresultsUSEon theleveldistrictmetropolis

Assessment of the quality of education requires consideration of the totality of its components and factors, determination of the main criteria and indicators of the quality of education.

The Big Encyclopedic Dictionary defines a factor (from Latin factor - making, producing) as the cause, the driving force of any process, phenomenon, which determines its character or individual features. We propose to consider the education quality factor as a resource of educational activity that influences the result.

Component - (from lat. componens - component) an integral part, an element of something. For us in this case, this means that it is logical to call the components subject, meta-subject, personal results of students, consumer satisfaction with the quality of educational services.

The main indicator of the quality of education results today is the unified state exam (USE). As an indicator, the average score in subjects is most often used: Russian language and mathematics, since they are mandatory and are taken by all graduates. Introduction of the main state exam(OGE) for graduates of the 9th grade, compulsory in the same subjects, will allow the use of similar indicators in the quality assessment system at the level of basic general education.

The Olympiad movement can serve as an indicator of the quality of the result. Since the number of proposed Olympiads is growing exponentially, in order for the results to be comparable, it is rational to use the results of the All-Russian Olympiad for schoolchildren. An indicator of quality can be: the number of winners of the corresponding stage of the Olympiad.

The development of systems for assessing the quality of education implies the emergence of new assessment procedures: monitoring the educational achievements of students at different levels education; monitoring the readiness of basic school students to choose a further professional and educational trajectory; monitoring the socialization of 16-year-old students. Together with them, the range of indicators of the quality of education results will expand.

Quality management requires the definition of its components, which together determine the result, and the objectivity of the assessment implies the need to take into account factors that limit quality. The conditions directly affect the result. educational process.

Afanas'eva M.P., Keyman I.S., Sevruk A.I. the conditions of the educational process include the type and type of educational institution, the professional level of teaching staff, the characteristics of the contingent of students, the educational, methodological, logistical and financial support of the educational process. At the same time, the limiting factors at the district level are: the legal and financial support of the educational process, as well as the characteristics of the contingent of students. The selection of criteria and indicators of the quality of education proposed in the work is based on the studies of Agranovich M.L., Alexandrov D.A., Valdman I.A., Konstantinovsky D.L., Kosaretsky S.G., Pinskaya M.A., Frumina I.D. .

The type and type of educational institution determine the specifics of the implemented educational programs, have an impact on the organization of the educational process, the contingent of students and, as a result, on the achieved results of education. As a rule, socially unprotected segments of the population choose "cheaper" schools that implement general education programs basic level. When analyzing the quality of education, comparison and comparison of results is possible only in a group of institutions implementing similar educational programs.

Institutional prerequisites for development Russian system education are:

The concept of the Federal target program for the development of education for 2011 - 2015;

Federal Law "On Education in the Russian Federation" N 273-FZ;

State Program of the Russian Federation "Development of Education" for 2013-2020;

Federal State Educational Standards (FSES);

- Federal Law No. 83-FZ “On Amendments to Certain Legislative Acts of the Russian Federation in Connection with the Improvement of the Legal Status of State (Municipal) Institutions”;

- National educational initiative "Our new school";

- Order Ministry of Education and Science of the Russian Federation dated March 24, 2010 No. 209 "On the procedure for attestation of teaching staff of state and municipal educational institutions";

- Decree of the Government of the Russian Federation of December 30, 2012 No. 2620-r “On approval of the action plan (“road map”) “Changes in social sectors aimed at improving the efficiency of education and science”;

- Decree of the Government of St. Petersburg dated November 12, 2012 N 1200 "On the Main Activities of the Government of St. Petersburg for 2013 and for the planning period of 2014 and 2015" (as amended and supplemented).

Formal institutions regulate the activities of educational institutions, but are not evaluated in the general education system. Their assessment can be carried out at the international level when comparing the quality of education in different countries.

Features of the contingent of students include socio-economic characteristics, ethnic composition, health indicators of schoolchildren. According to a study by the National research university high school Economics (Higher School of Economics) in 2012, low educational results are shown by schools where students study:

- children from low-income and incomplete families;

- children for whom Russian is not their native language;

- children with special needs.

Pedagogical personnel have a significant impact on the quality of education. This influence is determined by a number of factors: the level of education, the experience of teaching, the degree of motivation, the workload of the teacher. The workload affects the quality of professional activity, the possibility of providing an individual approach to the student, self-improvement. HSE research proves that consistently successful schools in terms of USE indicators are characterized by better staffing. There are more teachers of the highest category and fewer young specialists. At the same time, in schools experiencing problems with the USE, the percentage of teachers with higher education is lower and the highest category. The influence of the qualifications of teaching staff on the USE indicators in educational institutions of the Krasnoselsky district of St. Petersburg is not entirely obvious (Table 1). Thus, in schools Nos. 247, 380, 383, 394, 549, the proportion of teachers with higher qualifications is higher than in other institutions, but the USE scores in mathematics and the Russian language are at the level of the average for the district (43.71 and 62.9 respectively) or even somewhat lower. School No. 568 demonstrates high USE results, where the share of teachers with the highest category is 32%.

The following indicators can be used as indicators characterizing various aspects of the teaching staff:

Share of teachers with higher professional education from total teachers;

Share of teachers with the highest qualification category;

The share of young specialists in the total number of teachers;

The number of students per teacher.

To assess the educational and methodological support, you can use the following indicators:

- “the number of units of literature in the school library” (turned out to be significant in assessing the quality of schools based on the results of the USE);

Percentage of students provided with textbooks from the school fund.

Logistics is associated with the availability of equipped classrooms: physics, chemistry, biology, sports and assembly halls, equipping the educational process with laboratory equipment, robotics, informatization tools, and providing access to the Internet. Comparison of secondary schools in the Krasnoselsky district of St. Petersburg in terms of the availability of computer equipment and USE indicators shows that there is no direct correlation here (Table 1). The maximum number of units of computer equipment in educational institutions Nos. 247, 252, 291, 394. None of the listed schools demonstrate high USE results. The highest USE scores in mathematics and the Russian language are in schools where the provision of equipment is below the average for the region (OU No. 382) and average (OU No. 568). The insignificance of the influence of indicators of material and technical equipment on the quality of the results is confirmed by the studies of the Higher School of Economics. We propose not to consider them among the significant components of the quality of education at the present stage.

Table 1. The impact of the qualifications of teaching staff and the amount of computer equipment on the USE indicators in the schools of the Krasnoselsky district of St. Petersburg

Name of institution	Qualification of teaching staff	Availability of computer equipment	Average test score USE
	Share of teachers with the highest category of the total number of teachers		mathematics	Russian language

Financial support can be assessed by the expenditures of the consolidated budget for general education per student and by the share of the wage fund (payroll) of teachers in the total payroll.

To provide relevant and sufficient information to the decision-making processes of education authorities at the district level, we propose to use the following criteria and indicators of the quality of education (Table 2).

Table 2. Education quality factors at the district level, their criteria and indicators

Quality Factors	Criteria	Indicators
Organization of the educational process	Program implementation advanced level education.	Share of students in advanced education classes out of the total number of students, %
	Duration of study (time spent in an educational institution)	Average number of hours spent in compulsory and additional classes per year by 15-year-old students, hour.
Contingent of students	Family income	The share of students from low-income families in the total number of students, %.
	Parental education	Share of mothers with higher education in the total number of students, %.
	The presence of students for whom Russian is not their native language	The share of children - foreigners from the total number of students,%.
	Schoolchildren's health	Share of children of the first and second health groups from the total number of students, %.
Pedagogical personnel	Qualification	Share of teachers with the highest qualification category of the total number of teachers, %.
	experience	The share of teachers under the age of 30 from the total number of teachers, %.
	Education	Share of teachers with higher professional education in their total number, %.
Educational and methodological support	Provision with textbooks	share of students provided with textbooks from the school fund, %.
	Library book fund	number of units of literature in school libraries, pcs.
Financial support	Budget spending on education	Consolidated budget expenditures on general education per student, rub.
	Salary of teachers	The share of the wage fund (payroll) of teachers in the total payroll, %.

To determine the impact on the quality of education of the listed quality factors, a statistical analysis of the express analysis "General education in St. Petersburg: 2001 - 2011" was carried out. (according to the results of monitoring education in St. Petersburg).

Districts of St. Petersburg were compared in terms of:

The share of students in advanced classes of the total number of students;

The share of children - foreigners from the total number of students;

Consolidated budget expenditures on general education per student;

Proportion of teachers under the age of 30;

Percentage of the number of students to the number of places in the educational organization;

Share of children of the first and second health groups in the total number of students.

As the main indicator of the quality of education results, the average score of the unified state exam in the Russian language and mathematics in the districts of St. Petersburg was adopted.

The results of comparison of St. Petersburg districts are shown in Table 3.

The analysis shows that the quality of general education is significantly affected by the presence in the region of organizations with a higher level of education: lyceums, gymnasiums, schools with in-depth study of individual subjects. Thus, in the Kronstadt district of St. Petersburg there are no organizations of a higher level of education. Average score The district's graduates in Russian language and mathematics are the lowest in the city. At the same time, graduates of the Vasileostrovsky, Petrogradsky, and Tsentralny districts, where the proportion of students in schools with an advanced level of education is high, demonstrate comparablely high results in the Unified State Examination. The highest USE results in mathematics are in the Petrodvorets district, with a relatively small number of high-level schools. It is likely that other factors come into play here. The results of the Unified State Examination in mathematics in Petrodvortsov and Petrograd regions are comparable. With the same workload of schools and the level of health of students, the share of students in schools of an advanced level draws attention, which in the Petrogradsky district is twice as high as in the Petrodvortsovy district. At the same time, the proportion of children who are foreign citizens in the Petrogradsky district is four times higher than in the Petrodvortsovy district. It is likely that National composition learners can affect the quality of education. In the Krasnogvardeisky and Kurortny districts, the share of children - foreign citizens is almost the same. Better results USE graduates Krasnogvardeisky district can be explained by a large number of schools with an advanced level of education, and the relatively small difference in these results can be influenced by the cost of the consolidated budget per student, which in the Kurortny district is the highest in St. Petersburg. If we compare the Moskovsky and Nevsky districts, where the proportion of children - foreign citizens is the same, then the higher quality of education demonstrated by students of the Moskovsky district may be associated with a large number of schools with an advanced level of education, high education costs per student, and a higher level of health students. A similar picture is in Vasileostrovsky and Vyborgsky districts.

The share of young professionals in the total number of teachers in the district can be an indirect indicator of the level of qualification of teachers. It can be assumed that young specialists have a lower qualification category than teachers with experience. It is not possible to trace the dependence of the quality of education on the proportion of young specialists. The highest share of young specialists is in the Kirovsky, Krasnogvardeisky and Central regions. Kirovsky and Krasnogvardeisky districts demonstrate similar USE results. The greater number of schools with a higher level of education in the Krasnogvardeisky district and the high costs per student, in comparison with the Kirov district, are neutralized by a larger proportion of children - foreign citizens. In the Krasnogvardeisky and Tsentralny districts, with the same proportion of students in advanced schools, the higher results of graduates from the Tsentralny district may be associated with a smaller number of foreign children. The lowest percentage of young professionals in the Krasnoselsky district. It also has the lowest cost per student. With an average number of high-level schools and an average proportion of children who are foreign citizens, graduates demonstrate average USE results in the city.

The dependence of the quality of education on the health group of students cannot be established. The fewest healthy children are in the Central District, however, the quality demonstrated by the results of the Unified State Examination is one of the highest.

There is no unequivocal dependence of quality on the workload of schools.

Conclusions on the paragraph:

1. The quality of education outcomes at the level of districts of St. Petersburg is influenced by:

The nature of the educational programs being implemented;

Features of the contingent of students;

The professionalism of the teaching staff.

2. Logistics and financial conditions do not directly affect the quality of educational outcomes.

Table 3. Influence of education quality factors on USE indicators at the level of districts of St. Petersburg.

	The share of students in advanced classes of the total number of students (%)	Percentage of children - inost. citizens from the total number. students (%)	cons. budget for the total arr. in races. for one training (thousand roubles.)	Proportion of teachers under the age of 30	Percentage of. Qty. students to the number of places in the image. organ. (%)	The share of children of the first and second health groups in the total number. training (%)	The average USE score in Russian. language	Average USE score in Math.
Admiralteisky
Vasileostrovskiy
Vyborgsky
Kalininsky
Kirovsky
Krasnogvardeisky
Krasnoselsky
Kolpinsky
Resort
Kronstadt
Moscow

Petrodvorets
Petrogradsky
Seaside
Pushkinsky
Frunzensky
Central

1.3 Evolutiontheoriesmanagementquality

Until the mid-60s of the 20th century, the control and rejection of defective products played the main role in ensuring product quality. The quality control system and the structure of the production process were organizationally consistent with each other. The combination of acceptance and operational control made it possible to reduce production costs due to the early detection and removal of defective products. An important role was played by the input control of the raw materials used. Ensuring quality only by means of control required a large number of inspectors, the number of which became commensurate with the number production staff. The advent of sampling based on statistical methods has made it possible to increase the efficiency of quality control and reduce time costs.

The concept of control is being replaced by the concept of quality management, one of the founders of which was A.I. Feigenbaum. He proposed to analyze the stages of production, identify the causes of marriage and develop measures to prevent it. The overall quality assurance system included several enlarged stages:

Market analysis;

Forecasting and planning the quality level;

Development of standards;

Designing quality in the technological process;

Quality control of raw materials and starting materials;

Operational control in the production process;

Acceptance control;

Quality control of products during operation;

Analysis of customer reviews.

The next step in the development of quality management theory was a comprehensive quality management system based on Shewhart-Deming cycles: PDC (S) A ("Plan-Do-Chek (Study)-Act" - "Plan-Do-Check (Study)-Act"). "). The system was put into practice in Japan.

Further development of the theory and practice of modern quality management was the development of international quality standards ISO 9000.

The main result of the evolution of quality management is quality assurance: the creation and functioning of a quality assurance system, quality compliance modern conditions and requirements.

Quality management and general management are interrelated.

The founder of both general management and quality management can be considered F.U. Taylor. In 1905, to establish product quality criteria, he proposed using the maximum tolerance fields: upper and lower, and for quality measurements - calibers: through and through. Quality management system F.U. Taylor was built on the functions:

Quality planning through the establishment of boundaries of tolerance fields or calibers;

Fulfillment of quality requirements in the production process;

Verification of product compliance with established requirements;

The reaction of the administration to the result: encouragement or punishment of the employee, correction or removal (utilization) of the marriage.

At the same time, management functions were assigned to different performers. Quality planning was carried out by design engineers, the workers fulfilled the established requirements, quality control is the task of the technical controller, decision-making is the function of the administration. F.U. system Taylor cited a conflict of relations associated with the difference in interests of those who set the requirements, who fulfills them, and who checks the implementation.

From the 20s to the 50s of the last century, the problem of quality was perceived mainly as a scientific and technical one, associated with quality control and regulation of technological processes, and the problem of management was perceived as organizational and socio-psychological. The convergence of general management ideas with quality assurance methods begins in the 50-80s. Organizational issues of quality assurance were first noticed by E.W. Deming and D.M. Juran. In 14 famous postulates of E.W. Deming engineering and organizational methods of quality assurance are interrelated.

The expansion of ideas about quality and ways of influencing it, the development of intra-organizational management required the creation of an organizational structure that includes all departments, each employee at all stages of the product life cycle. Against this background, the concept of TQM (Total Quality Management) appears - total quality management. The TQM philosophy of total quality management is based on the idea of continuous improvement.

TQM is based on the following principles:

Orientation to the consumer, since it is the consumer and only the consumer who sets the level of quality;

leader leadership;

Staff involvement, teamwork to achieve goals;

Process approach with exact definition all actions, their sequences and relationships;

System approach to management: horizontal process interaction of hierarchically subordinate units;

Continuous improvement;

Fact-based decision making;

Mutually beneficial relationships with suppliers.

A key feature of the TQM system is the participation in improving the quality of the entire team, joint analysis of problems and the search for their solution. At the same time, the importance of continuous staff training increases significantly.

While quality management was overgrown with new elements of the production system, general management was divided into a number of disciplines: personnel, finance, marketing, innovation ... Theoretical development general theory management is associated with the emergence of the concept of management by objectives (MBO - Management by Objectives). The essence of the concept is the formation of a "tree of goals", the design of a system of organization and motivation to achieve them.

At the same time, management based on quality (MBQ - Management by Quality) was formed, and the asset of which is 24 international standards ISO 9000. The emergence of ISO 9000 standards is associated with the development of quality management and protection of consumer rights to reliable information about the quality of goods.

Conclusions on the paragraph:

1. Quality is one of the fundamental categories that determine the lifestyle, social and economic basis for the development of man and society.

2. Quality is determined by the action of many random, local and subjective factors.

3. To prevent the influence of these factors on the level of quality, a quality management system is needed.

4. In the history of the development of quality systems, five stages can be distinguished: product quality as compliance with standards; product quality as compliance with standards and process stability; quality of products, processes, activities as compliance with market requirements; quality as meeting the requirements and needs of consumers and employees; quality as meeting the requirements and needs of society, owners (shareholders), consumers and employees.

5. Quality as an object of management is characterized by all the components of management: planning, analysis, control.

1.4 Modernconceptsatboardqualityeducation

Until the 1980s, school science was the basis for the management of general education in domestic practice. It was limited to the preparation of practical recommendations on the organization of activities based on the generalization of the experience of the best school leaders. The beginning of the use of new methods in education management is associated with the implementation of the ideas of a systematic approach (Yu. A. Konarzhevsky, V. S. Lazarev, M. M. Potashnik, P. I. Tretyakov, P. I. Khudominsky, T. I. Shamova and etc.). The system approach allows us to consider the control object as an integral structure consisting of separate interconnected elements (subsystems) integrated into the environment. The components of the system include: goals, objectives, structure, resources, technologies. The unifying factor that determines the integrity of the system are goals. The system approach is based on the use of both external and internal control mechanisms. The main principles of the systems approach include:

Integrity: consideration of the system as a whole and as a subsystem for a higher level;

Hierarchy, subordination of subsystems lower level subsystems of the highest level;

Structurization: analysis of the interconnections of subsystems within a certain organizational structure;

Multiplicity: using different models to describe both individual elements and the system as a whole.

Like any open system, the educational system has an input, transformation processes and an output. Entry refers to students, personnel, logistical, educational and methodological, financial conditions and restrictions (regulatory requirements). The process as an educational subsystem has a complex structure and consists of various subprocesses:

Educational process as a unity of education and upbringing;

Educational work and extracurricular activities;

The educational process as a whole;

Education by levels of education;

Training by classes and parallels;

Training in areas of knowledge and individual subjects.

The results of educational activities represent the output of the education system.

The concept of management by goals is based on the definition of goals agreed upon at various levels of the education system, ways to achieve them and evaluate them. The effectiveness of management based on this concept is determined by the quality of goal setting and planning. The goal, "performing motivational, managerial and backbone functions, becomes the main criterion for selecting the content, methods, forms and means of the educational process" .

The concept of results-based management is based on the ideas of the process approach to management and describes a process that includes the stages of results planning, direction setting and control. Planning the result is carried out on the basis of a comprehensive analysis of external and internal factors of the organization. Control allows you to determine the degree of achievement of the planned result, the need to adjust activities. As applied to education management, the concept of management based on results was implemented by P.I. Tretyakov.

AT recent times an approach focused on the development of an educational institution based on the introduction and use of innovations has become widespread in education management (M.M. Potashnik, P.I. Tretyakov, O.G. Khomeriki, etc.).

ON THE. Seleznev and A.I. Subetto consider quality management, on the one hand, as the impact of the "subject of management" on the processes of formation, provision, development of the quality of objects and processes in the chain of life cycles, on the other hand, as the organization of control, analysis and evaluation of the achievement of goals and established standards.

In a broad sense, education quality management is understood as managing the compliance of educational standards and social quality norms with the requirements of social development. In a narrow sense, it is the management of the quality of training of students.

The concept of dual management of the quality of education, developed by N.A. Selezneva, proceeds from the need to have two interacting control channels: a channel for managing the quality of the functioning of the system (quality assurance) and a channel for managing the quality of system development (improving quality). The quality of the system is determined by the quality of all its components: resources, potential, processes (technologies), results. The resources of education are: the content of education, material and technical and educational and methodological equipment, personnel, finances. The potential of the educational system includes: economic, technological, pedagogical, administrative, educational and others. The quality management of the functioning of the educational system is aimed at the current support of the educational process and the formation of potentials. Development quality management involves the growth of the potential quality of the system. This model considers the quality of the result in conjunction with the components that provide it.

In the studies of A.A. Avetisov considers the concept of functional-systemological management of the quality of education. According to the concept, the processes occurring in any educational systems are considered as controlled dynamic processes that are subject to general laws. The main systemological attributes of educational systems are: purpose (program), structure, process (algorithm) and quality (efficiency) of functioning. The quality of education within the framework of this concept is a complex characteristic of the functioning of the educational system and expresses the degree of compliance of the achieved results of educational activities with the normative level.

The theory of optimization of the educational process by Yu.K. Babansky. The theory is based on the idea of managing the quality of education through managing the quality of the components of the educational process. The main provisions of the theory:

The quality of education is ensured by the optimization of the educational process and its elements;

The strategy for optimizing the educational process is carried out ...

44. Education quality management

Practical experience in the implementation of education quality management systems in developed European countries allows us to identify the main stages of management:

1. Designing school education quality management systems

(SHS UKO) and education quality management planning - the formation of normative, organizational, methodological and instrumental

basis for carrying out activities to achieve the required quality).

2. Education quality management is a process of quality formation, which is a set of systematic actions to study the needs of customers of educational services, develop and implement basic and additional educational programs, and provide resources.

3. Process monitoring and correction - the process of assessing and comparing the achieved level of quality with the target, implementation feedback with all stakeholders, making adjustments to the activities and management system.

Thus, education quality management is a continuous closed process consisting of interrelated and interdependent elements.

The purpose of creating an education quality management system in an educational institution is to provide the necessary conditions for the provision of high-quality educational services that meet the needs and expectations of consumers.

In addition, a quality management system is necessary for a modern educational institution for:

 increase the efficiency of the educational process in achieving the requirements set by state educational standards;

 development of a creative and active atmosphere in the institution, activation

professional activities of employees;

 improving the overall management system in a general education institution;

 optimization of financial, resource and personnel support of the educational process;

 increase the competitiveness of a general education institution;

 creation of modern safe conditions for educational activities;

 Ensuring broad public participation in the management of the educational institution.

The functions of the UCO loop are:

 determination of the criteria basis for the quality of education in an educational institution;

 preparation of analytical reports and public reports on the quality of education in the EI;

 stimulation of innovative processes in an educational institution

to maintain and continuously improve the quality of education;

 determination of directions for the development of an educational institution, advanced training of teaching staff.

All possible objects of the UCO loop can be conditionally divided into three

The first group includes those objects that must be identified and established by the management of the MA:

 policy in the field of education quality;  organizational structure;

 maintaining contacts with external expert organizations, which include the licensing and accrediting body, institutions that carry out external audit of the quality of education, associations of experts and individual experts, etc.

The second group - objects related to the design, planning, content and organization of educational and work processes:

 educational programs of educational institutions (basic and additional);  curricula and programs;  forms, methods, technologies of teaching;  extracurricular activities.

The third group includes elements related to resources and evaluation of the result:

 keeping records and control of quality documentation;

Provision of educational activities (legal, organizational and administrative, financial, material and technical, personnel, etc.);

 education quality assessment system.

Management of the sample pr-som.1. Theoretical level - an idea of the reverse pr-se as a system, its driving forces and patterns. The role of the hand-la: knows the theory of arr-nogo pr-sa .; Provides assistance to students in the development of knowledge about the obr-nom pr-ce. The role of the teacher Masters knowledge in the field of EP theory. The role of the student Gradually accumulates knowledge about the pr-se of his own teaching and the pr-th .2. project level plan and curricula The role of the leader 1. leads the collective activity of teachers in the development of the school component of the account. plan, familiarization with school plan, studying uch. programs, textbooks. The role of the teacher 1. Participates in the development of the school component of the curriculum. 2. Selects and studies curricula. The role of the student Makes a choice of additional. obr-tion, profile. Declares his own needs .3. the level of creation of a project of a specific sample project in the form of its planning for the academic year, topic, separate lesson Supervisor's Role 1. Organizes teachers' planning activities. 2. Encourages teachers for long-term planning of the EP in the form of a technological map. The role of the teacher Makes plans for a sample project for the academic year, topic, lesson. The role of the student Participates in the planning of the EP in the development of training sessions. Expresses his wishes. 4. real pr-sa level The role of the leader 1. studies the course of the sample project at school. 2. Carries out an analysis of the sample pr-sa, evaluates its results. 3. Plans the development of a sample project at the school. The role of the teacher 1. implements a sample pr-s in the classroom. 2.reflexes its ped. activity. 3. Builds a development program for his ped. activities. The role of the student Actively participates in all stages of the training session. Reflects its educational and cognitive activity.

What is the difference between an administrator and a manager? AdministratorManager Supervises the fulfillment of their duties by employees Controls the compliance of actions with the existing norm Manages people and maintains the existing functioning Complies with the established financing scheme Creates a vision for the future product, result Defines the purpose, goals and objectives of the organization Creates an organizational structure to achieve the goals of the organization Motivates staff, etc. Defines strategy, manages processes and process changes Allocates resources to maintain effective functioning Supports the required workflow

Management is: Management is a kind of professional activity. Management is a kind of professional activity. The purpose of this activity is to organize, transform and coordinate the activities of specialists in order to achieve the goals of the organization The purpose of this activity is to organize, transform and coordinate the activities of specialists in order to achieve the goals of the organization Objects of management - processes - activities. Control objects - processes - activities.

Management (continued): Goals of management (mission, strategy) are formulated by the top managers, who, with their help, set their vision of the purpose of the organization, the content of its activities, including future results. Goals of management (mission, strategy) are formulated by the top managers, who, with their help, set their vision of the purpose of the organization, the content of its activities, including future results. The main functions of management: planning (development of an organization development program), organization (development of an organizational structure), personnel motivation and control. There are also additional functions: leadership (manage processes, manage people), decision-making and organization of communication (information exchange). The main functions of management: planning (development of an organization development program), organization (development of an organizational structure), personnel motivation and control. There are also additional functions: leadership (manage processes, manage people), decision-making and organization of communication (information exchange). Today, this understanding of management activities has become the most widespread in the world.

Evolution of the concept of quality in economics Compliance of the result with the standard developed by the manufacturer External control (inspection) of the parameters of the result Disadvantages of the model: 1. Inspection is the enemy of the manufacturer 2. Does the standard (product) satisfy the consumer's expectations?? Model 1 Compliance with the application (expectations, customer needs) Continuous improvement and self-control of each process Feedback from the customer Model 2 Compliance with latent needs - meeting the needs of the customer before he realizes these needs Model 3

Quality is: Orientation to the consumer (products, services, results) Orientation to the consumer (products, services, results) Fairness - equality in access to education Fairness - equality in access to education Leading role of management (quality development strategy) Leading role of management (strategy quality development) Continuous improvement of products, services, results required by the consumer Continuous improvement of products, services, results necessary for the consumer Involvement of all employees in achieving goals in accordance with the development strategy Involving all employees in achieving goals in accordance with the development strategy Continuous improvement of employees' activities to achieve the goals of the organization Continuous improving the activities of employees to achieve the goals of the organization Process approach (definition of all processes necessary to achieve the goals of the organization, providing them with resources and creating conditions for their effectiveness effective functioning) Process approach (determining all the processes necessary to achieve the goals of the organization, providing them with resources and creating conditions for their effective functioning) Not external control, but internal examination of the organization's activities (self-examination) in order to identify problems and determine ways to solve them Not external control , and internal examination of the organization's activities (self-examination) in order to identify problems and determine ways to solve them

Quality-summary: Quality is not equal to the standard Quality is not equal to the standard Quality = self-improvement and creation of organizational conditions Quality = self-improvement and creation of organizational conditions Quality - the ability of an organization to achieve the result required by the consumer (society) Quality - the property of an organization to achieve the result required by the consumer (society) Quality - the ability of an organization to determine the development trend and respond to a customer demand that has not yet been formulated Quality is the ability of an organization to determine a development trend and respond to a customer demand that has not yet been formulated

What is the specificity of quality in education? Who and how determines the result? In what form should the result be formulated so that it can satisfy the consumer? Who are the consumers of the educational result? How to determine what consumers need? In what areas can the consumer use the result? Does it matter how you achieve results? In the presentation and application of the educational result (product)

The quality of education is: Social order: An agreement on the requirements for educational results (including the results of research) between: Government Society Employers Academic community of universities Student Parents Development program Transformation of these requirements into the mission, goals and objectives of an educational institution Organization conditions Creation of conditions and their improvement to achieve educational results determined in accordance with the social order - implementation of the Program Internal and external examination of the intra-school quality management system, educational conditions (satisfaction of parents, students and teachers) and educational results

Challenges to human education from the side of modern society Correspond to the dynamism (constant change) and diversity of life and activity in modern society Correspond to the dynamism (constant change) and diversity of life and activity in modern society Focus on basic democratic values Focus on basic democratic values Self-reliance in solving problems, initiative, responsibility for the result Independence in solving problems, initiative, responsibility for the result Tolerant behavior in a multicultural, pluralistic society Tolerant behavior in a multicultural, pluralistic society

Quality management in education - ensuring and developing quality (state level) At the level of state policy - determining the main priorities in achieving the required educational results At the level of state policy - determining the main priorities in achieving the required educational results Independence of schools (budget, changes in the content of education, use means of achieving it, public administration, lack of state inspection) Independence of schools (budget, changes in the content of education, use of means to achieve it, public administration, absence of state inspection) Determining the key competencies necessary for a young person for his successful socialization in a given society ( competence model of a graduate) Determination of the key competencies necessary for a young person for his successful socialization in a given society (competency model graduate) is determined by the result of negotiations of all interested parties regarding the requirements for educational results, which are reflected in the formulation of educational goals and objectives. is determined by the result of negotiations of all interested parties regarding the requirements for educational results, which are reflected in the formulation of educational goals and objectives.

US educational policy 1. Access to education for the majority of citizens, regardless of their social status belonging to a racial or ethnic group. 2. Education should contribute to the reform of society. 3. Education should contribute to the preparation of the political, academic and scientific elite. 4. Education should promote self-improvement and finding a person's life path. (Gunnar Mirdal Education. In the book: America: people and country. M., PPP (prose, poetry, journalism), 1993)

Development of the quality of education in educational institutions Quality of education in educational institutions Analysis of the initial state in the field of education quality. Decision on transformations Development of a philosophy, mission in accordance with the social order Coordination of educational goals and priorities (teachers, parents, students) Development of an implementation program and criteria for evaluating results Creating conditions for the implementation of the mission and goals (way of life, pedagogical technologies, organization of the educational etc.) Internal expertise of activities to develop the quality of education

Education quality system in educational institutions General strategy for the implementation of the social order Public and state administration Mission and goals (educational results) Pedagogical principles Pedagogical technologies Methods and procedures for evaluating results Approaches to teaching different categories of children living space Improving pedagogical competence Cooperation with parents Social partnership Internal and external expertise

What ensures the educational result of a student in the education quality management system? Mission, goals (student’s competence model) General pedagogical principles Educational outcome Teaching, teacher activity (methods) Organization of the educational process Evaluation of educational results Formation of social order Internal and external expertise Improving the competence of the teaching staff School, class as a living space Public administration ( independence, autonomy of schools) Cooperation with parents Involvement of all in the activities to achieve the goals Social partnership (relations with the external environment)

Public and state management of the educational institution School is an independent organization in the “educational services market” (inspectors are excluded) School is an independent organization in the “educational services market” (inspectors are excluded) Governing councils (administration, parents, representatives of municipalities, teachers, “people from the external environment ”, high school students) Governing councils (administration, parents, representatives of municipalities, teachers, “people from the external environment”, high school students) Participation in decision-making on key issues of organizing the educational process Participation in decision-making on key issues of organizing the educational process The idea of independent, responsible and an active school (any organization of education) is the core and strategic direction of the development of education quality assurance systems in developed countries.

Civic School “Only a civic school, in which parents and teachers, on the basis of common fundamental beliefs, within the framework of goals binding on the whole society, form a specific pedagogical program, is able to meet the requirements of education focused on values and learning achievements in a pluralistic society.” Frank Rüdiger Yach

Strategic Change Management Framework for Educational Quality Management Student Achievements What are we? What are we striving for? What else should we try to achieve? Are we starting to change? What are the results? What have we achieved? What are our new activities? What should we do for this? The main issues of internal examination (evaluation)

Concept - development strategy: Key idea (mission) - indicates the final result of educational activities and the conditions for its achievement (in a generalized form) Key idea (mission) - indicates the final result of educational activities and the conditions for its achievement (in a generalized form) Values (pedagogical philosophy) - the basis for choosing a given final product Values (pedagogical philosophy) - the basis for choosing a given final product Problem - reveals a social contradiction Problem - reveals a social contradiction Goals - specific new educational results of students Goals - specific new educational results of students Means - pedagogical methods, techniques, techniques, results assessment system, conditions necessary to achieve the required educational results Means - pedagogical methods, techniques, techniques, results assessment system, conditions necessary to achieve the required educational results

Implementation program Analysis of the initial state (strengths and weaknesses in the activities of the teaching staff in relation to the achievement of the stated goals) Analysis of the initial state (strengths and weaknesses in the activities of the teaching staff in relation to the achievement of the stated goals) Tasks - actions and intermediate results necessary for the effective achievement of the goals set: Tasks - actions and intermediate results necessary for the effective achievement of the goals set: change in pedagogical principles and technologies, forms of organization of the educational process, motivation system, competence of the teaching staff, school life change in pedagogical principles and technologies, forms of organization of the educational process, motivation system, competence of the teaching staff , the way of school life, changes in the management system of the school (new management structure; new mechanisms and methods of management; new functionalities; new ways to information, etc.); changes in the management system of the school (new management structure; new mechanisms and methods of management; new functionalities; new ways of obtaining information, etc.); Performance assessment - expert assessments of students' activities according to specified criteria and PISA and USE test materials Performance assessment - expert assessments of students' activities according to specified criteria and PISA and USE test materials Stages of achieving goals with their results Stages of achieving goals with their results etc.) Risk assessment (personnel, economic, etc.) The first step in the implementation of the concept The first step in the implementation of the concept

Formation of a social order: Formation of a mechanism for determining a social order: Formation of a mechanism for determining a social order: Determination of trends in the development of a socio-economic system Determination of trends in the development of a socio-economic system Accounting for global trends in the development of education Accounting for global trends in the development of education Determining the needs of consumers in learning outcomes Determining the needs of consumers in learning outcomes Determination of qualities and skills (competences) that meet these needs - results of national and international studies (PISA) Determination of qualities and skills (competences) that meet these needs - results of national and international studies (PISA) "Agreement" between all interested parties regarding requirements for educational outcomes: students and their parents, teachers, employers, the academic community, civil institutions "Agreement" between all stakeholders parties regarding the requirements for educational outcomes: students and their parents, teachers, employers, academia, civic institutions

Mission, key idea Examples - how not to formulate: Creative learning based on the methodology of system dynamics, as a new educational practice, ... Creative learning based on the methodology of system dynamics, as a new educational practice, ... How to formulate: How to formulate: Ensure that students receive high-quality linguistic education, by mastering communicative competence (working with information, participating in discussions, understanding text, writing different texts) Ensure that students receive high-quality linguistic education, by mastering communicative competence (working with information, participating in discussions, understanding text, writing different texts) ) Ensure the mastery of communicative, research, project competencies and the ability to solve problems necessary for the successful socialization of students in modern society Ensure the mastery of communicative, research, project competencies and the ability to solve problems necessary for the successful socialization of students in modern society Creation of an educational developmental environment that provides independent choice, search for information, problem solving, generation of knowledge, responsibility for the result, setting personally significant goals Creation of an educational developmental environment that provides independent choice, search for information, solving problems, generating knowledge, responsibility for the result, setting personally significant goals Formation of natural scientific thinking as a methodology for scientific explanation Formation of natural scientific thinking as a methodology for scientific explanation

Educational goals How to formulate goals correctly? Informatization of the educational environment Building a new model Building a new model of the educational environment of the educational environment Stimulate motivation Stimulate the motivation of students Frequently used verbs: develop, activate, prepare, provide, increase, continue, organize, improve, etc. The ability to highlight facts, assessments, interpretations in the text Explain the reasons physical phenomenon(describe, put forward hypotheses, use models, etc.) Analyze and summarize information Set goals and formulate tasks (correctly) Harmonious personality Developing personality type Teach physics Develop logic Independent intellectual As a means: Non-specific educational outcome: As a specific educational diagnosable outcome: (wrong)

Pedagogical principles and approaches to learning: Education for life (personal, professional, public) Education for life (personal, professional, public) Teaching based on one's own motivation and responsibility Teaching based on one's own motivation and responsibility based on their experience and meaningful action Not the transfer of knowledge, but its generation to students on the basis of their experience and meaningful action Creation of a developmental environment that encourages students to search, research, problem solving, communication and self-determination Creation of a developmental environment that encourages students to search, explore, solve problems, communication and self-determination Involvement in independent activities that meet the interests of students Inclusion in independent activities that satisfy the interests of students Taking into account the individual interests, abilities and characteristics of students Taking into account the individual interests, abilities and characteristics of the student xia Constant support for the weak and help them reach the highest possible level Constant support for the weak and help them reach the highest possible level

Positions of an adult in the educational process Teacher Teacher Curator (solution of social problems) Curator (solution of social problems) Tutor Tutor Psychologist Psychologist Special teacher (work with those who are lagging behind) Special teacher (work with those who are lagging behind) class together with the teacher) Master Master Nurse (health prevention) Nurse (health prevention)

Improving the competence of the teacher to achieve the stated educational results Organization of conditions for professional communication of teachers within the framework of methodological work in educational institutions: Organization of conditions for professional communication of teachers within the framework of methodological work in educational institutions: Collective and group forms: Scientific seminar, pedagogical council, expert council, open lesson, round table, creative groups, mutual attendance of lessons, subject and interdisciplinary seminars, methodological council, Scientific seminar, pedagogical council, expert council, open lesson, round table, creative groups, mutual attendance of lessons, subject and interdisciplinary seminars, methodological council, school of excellence, practical conference, methodical exhibition, methodical marathon, methodical association, panorama of pedagogical ideas, pedagogical fair, business game, skill competition, teacher conference, experimental groups, young master school Individual forms: Interview, introspection, consultation, self-education, course preparation, author's work, creative portrait, research work, training, presentation of author's pedagogical technology, author's school, mentoring, postgraduate, internship

Key competencies Competent - having the ability to strength, power, skill, knowledge, etc. (to do what is required) Competent - sufficient, adequate (Oxford Dictionary) Competence - Ability Skill Knowledge Necessary to achieve the required result Key competencies - qualities, abilities, skills necessary for every person in his professional, personal and social life in modern society Key competencies are those skills that can be applied in situations that cannot be predicted in advance regarding future tasks and the knowledge and skills necessary to solve them.

Types of key competencies Communication (participation in a discussion, working with information, understanding texts, writing texts, speaking) Communication (participating in a discussion, working with information, understanding texts, writing texts, speaking) Operations with numbers (Regarding the interpretation of numerical information, performing calculations and presentation of conclusions and conclusions.These competencies are necessary when taking measurements, collecting information presented in the form of diagrams and graphs, when calculating volumes and sizes, when using tables to present the results of calculations). Operations with numbers (Regarding the interpretation of numerical information, making calculations and presenting conclusions and conclusions. These competencies are necessary when taking measurements, collecting information presented in the form of diagrams and graphs, when calculating volumes and sizes, when using tables to present the results of calculations). Information Technology (These competencies will be required when using a computer to find the information the client needs or to implement a project, develop methods for solving a problem, build tables and graphs, write letters or reports). Information Technology (These competencies will be required when using a computer to find the information the client needs or to implement a project, develop methods for solving a problem, build tables and graphs, write letters or reports). Working with people (Deals with how to work together with people in planning and implementing activities aimed at achieving common goals). Working with people (Deals with how to work together with people in planning and implementing activities aimed at achieving common goals). Improving Learning Ability and Performance (Related to Human Resources Management, Career Development and Learning Ability) Improving Learning Ability and Performance (Related to Human Resource Management, Career Development and Learning Ability) Problem Solving (These competencies are required in problems at work, in training or in personal life, when various methods of finding solutions are used and the effectiveness of these methods is tested.(Cambridge and RSA Examinations 2000) when various methods of finding solutions are used and the effectiveness of the application of these methods is checked. (Cambridge and RSA Examinations 2000) Oxford-Cambridge Core Competency Model (2000):

Types of key competencies (continued) Austrian model: Competences in specific areas of activity - language and communication, creativity and design, people and society, health and movement, nature and technology. Social competencies - the ability and willingness to take responsibility, the ability to communicate, the ability to work in a team, the ability to resolve conflicts, the ability to adapt, the ability to understand others, contact, etc. Personal competence - the development of one's own abilities, knowledge of one's strengths and weaknesses, as well as a willingness to learn and test oneself in new situations. German model: Subject competencies Competence of methods (ability to learn) Personal competencies Social competencies By type of activity: Scientific (research) Pedagogical Managerial Expert Engineering, etc.

New house exercises (the focus of innovative programs, innovative technologies on the development of competencies) Subject competence Competence of methods Social competence Personal competence Work and learning based on one's own motivation and responsibility Possible educational work Organizational forms Work by epochs (in the immersion system) Work in groups, by stages Projects, educational research activities Work according to an individual curriculum Work according to a weekly plan Production of educational products Reports / Communication Request and search for information from different sources(learn and ask) Teaching methods trainingTeamworkCommunication trainingKey competencies

Modern pedagogical technologies Project method - purpose - to teach different types of competencies: Provide students with the opportunity to freely choose topics and tasks that suit their interests and inclinations Provide students with the opportunity to freely choose topics and tasks that suit their interests and inclinations with his age) Teach the student to plan and implement work (in accordance with his age) Teach the student to independently analyze the content in accordance with the tasks set Teach the student to independently analyze the content in accordance with the tasks set Teach the student to independently look for ways to achieve goals, implement them and transfer learn how to find ways to achieve goals on your own, implement them and transfer this experience to other situations Learn to develop and test your capabilities and understand their limits Learn to develop and test your capabilities and understand their limits Learn to identify existing tensions and conflicts and look for ways to solve them Learn to identify existing tensions and conflicts and look for ways to solve them Learn to collect necessary information, systematize it, critically evaluate it and use it. participate individually and in a group in events and influence them in a decisive way To learn how to purposefully participate individually and in a group in events and influence them decisively

Teacher Competence What should a teacher be able to do using the design method? 1. Be able to design (know the design methodology) 2. Be able to organize independent design activities of students 3. Be able to organize group work 4. Be able to teach different skills (communicative, research, reflective, etc.) 5. Be able to be a partner, consultant, organizer student activities 6. Be able to appreciate the contribution of each to the final product The teacher must be able to do everything that he teaches students

Competence of the teacher What should the teacher provide in the project form of organization of students' activities? Independent choice by students (topics, level of difficulty of the task, forms and methods of work, etc.) Independent choice by students (topics, level of complexity of the task, forms and methods of work, etc.) Independent study work, planning their activities (independent implementation different types of work, during which the formation of skills, concepts, ideas takes place); Independent educational work, planning one's own activities (independent implementation of various types of work, during which the formation of skills, concepts, ideas takes place); Awareness of the purpose of the work and responsibility for the result Awareness of the purpose of the work and responsibility for the result Realization of the individual interests of students Realization of the individual interests of students Group work (distribution of responsibilities, planning, discussion, evaluation and reflective discussion of the results) reflective discussion of the results) Formation of concepts and organization of one’s actions on their basis Formation of concepts and organization of one’s actions on their basis Use of an assessment system adequate to the required educational results (criteria assessment, portfolio, achievement diary, student’s success map, etc.) Use of an assessment system adequate to the required educational results (criteria-based assessment, portfolio, achievement diary, student success card, etc.) Demonstration of one’s competent behavior Demonstration of one’s competent behavior

Evaluation of educational results - competencies Essay (point score according to levels of achievement - A, B, C, D, E of the required indicators - reasoning, originality of the idea, logical coherence and validity, structuredness, use of sources, design, etc.) Essay (point assessment by levels of achievement - A, B, C, D, E of the required indicators - argumentation, originality of the idea, logical coherence and validity, structuredness, use of sources, design, etc.) Project protection - report - reflection of the results and work process Protection project - report - reflection of the results and process of work Portfolio (collection of student work - his achievements - evaluated in points) Portfolio (collection of student work - his achievements - evaluated in points) Expert assessments of specific activities and behavior according to known criteria through observation Expert assessments of specific activities and behavior according to known criteria by observation Test tasks, allowing you to fix the level of achievement of skill (competence) For example, PISA Test items that allow you to fix the level of achievement of skill (competence) For example, PISA Different types of exams Different types of exams

Expertise as: Expertise (French Expertise, from Latin Expertus - experienced) is a study by experts of any issues, the solution of which requires special knowledge in the field of science, technology, art, etc. (TSB, 1978, vol. 30, p. 9). “Evaluation is a comparison of the valued with the equivalent as a measure of the valued. The presence of an equivalent as a measure of what is being assessed is the most important factor that distinguishes the process of assessment from the process of cognition. (Gorbunova T.I. Expertise as an assessment of human activity and its results.) Research Evaluation

Internal expertise Carried out by an expert group consisting of: teachers, parents, students, administration (on an elective basis) The following main areas of school life are analyzed: The following main areas of school life are analyzed: management - the presence of an idea and strategy, as well as the involvement in its implementation of the majority of members of the teaching staff Content of education - results - social order Content of education - results - social order Evaluation system - corresponds to the results Evaluation system - corresponds to the results Organization of the educational process Organization of the educational process Increasing competence teachers - mastering new methods, forms of professional communication Increasing the competence of teachers - mastering new methods, forms of professional communication Working with parents work with parents Way of life of the school Way of life of the school Social partnership (interaction with the external environment) Social partnership (interaction with the external environment)

Internal expertise (continued) The satisfaction of schoolchildren with their life at school is analyzed (organization of the educational process, educational results, relationships with teachers, availability of free time, etc.) The satisfaction of schoolchildren with their life at school is analyzed (organization of the educational process, educational results, relationships with teachers, availability of free time, etc.) The satisfaction of teachers with the organization of their professional activities and life at school is analyzed. The satisfaction of teachers with the organization of their professional activities and life at school is analyzed. The satisfaction of parents with what happens to their children at school is analyzed. what happens to their children at school Tools: specially designed questionnaires, interviews, observation

Introduction

The concept of "quality of education"

2. "Management of the quality of education", the specifics of the application to preschool educational institutions

3. Characteristics of the concept of "quality management" in preschool education, its goals and objectives

The role and place of FGT (federal state requirements) in the process of managing the quality of education in preschool educational institutions

Review of regulatory documents regulating the activities of preschool educational institutions on education quality management

6. Problems of education quality management

The quality of the implemented educational program

Conclusion

Bibliography

Introduction

Today, education must be considered as the production of human capital, an important component of which is intellectual capital. If we take into account the growing role of human capital in the trends of economic, scientific and technological development, it is easy to see that education is becoming the main driving force behind the development of modern society. It is not enough to say that education is our future. This phrase has turned into a slogan, the meaning of which is no longer thought about. Education is the production of active knowledge that ensures the acceleration of social development in all its directions and trends. Education is the harmonization and humanization of public life, it is a movement towards true freedom person.

The development of society depends on the development of education. The development of education can be carried out on its own, but is effective only if it is managed and improved in management processes.

Education management can be carried out on the basis of the current, partial and particular, general and consistently-perspective improvement of the existing system.

For effective management of education, it is necessary to know the objective trends in its development, more precisely, the patterns of development of education. After all, it can be improved on an empirical and pragmatic basis. Now this is what is happening. But you can do this, based on a scientific approach.

A significant place in the improvement of education management is reforming. With all the positive qualities modern education it needs consistent reform. And this is today the main factor in the management of education.

1. The concept of "quality of education"

The quality of education is a set of characteristics of the educational process that determine the consistent and practically effective formation of competence and professional consciousness. Three groups of characteristics can be distinguished here: the quality of the potential to achieve the goal of education, the quality of the process of forming professionalism and the quality of the result of education.

The quality of the potential is expressed in such characteristics as the quality of the goal of education, the quality of the educational standard, the quality of the educational program, the quality of the material and technical base of the educational process, the quality of the teaching staff, the quality of applicants, the quality of the information and methodological base.

As you can see, the quality of education is a complex indicator:

correlation of the goal and the result of training;

ensuring the degree of satisfaction of the expectations of the participants in the educational process from the educational services provided;

a certain level of knowledge, skills, competencies and competencies, mental, physical and moral development of the individual;

At the same time, it is a system, model, organization and procedures that guarantee students the necessary social development.

concept quality of preschool education analyzed from three different perspectives. In the national aspect, the quality of preschool education can be determined by the measure of its adequacy to the socio-economic conditions of society. Here, the quality of preschool education comes into contact with such categories as the standard of living, the country's economic potential, and so on. In the social aspect, it is determined by the correspondence of educational services to the real request of parents. The quality of preschool education in the pedagogical aspect can mean the implementation of the principle of variability in education, the transition to a student-oriented interaction between the teacher and children.

concept "quality" multifaceted and from the position of each of its participants is interpreted differently:

For kids - this is learning in an interesting game form for them.

For parents - this is effective education of children, that is, education according to programs that prepare children well for school:

· training without fatigue;

· maintaining the health of children, both mental and physical;

· learning success;

· supporting children's desire to learn;

· providing an opportunity to enter a prestigious school;

· training in prestigious subjects (foreign language, choreography, etc.)

For educators - this is, firstly, a positive assessment of their activities by the head of the preschool institution, parents:

· successful completion of all educational programs by all children;

· optimal selection of methods and techniques for working with children;

· maintaining children's interest in the educational process;

· successful development of children in the process of their education;

· maintaining the physical and mental health of children;

· rational use study time of children and working time of the educator;

· provision of the pedagogical process with all the necessary aids and equipment.

For the leader - This:

· high assessment of the activities of educators by parents and children, thereby increasing the prestige of the kindergarten as a factor in the preservation and development of a preschool institution;

· maintaining the health of children;

· rational use of children's study time and teachers' working time;

· the success of the activities of teachers and children;

· full assimilation of the selected programs, high-quality preparation of children for school.

· from the point of view of the head of the micro or macro level, this is the efficiency of functioning and increasing the resilience of the managed subsystem.

2. "Education quality management", its specific application to preschool educational institutions

Quality management of the educational process, in fact, is the main subject of management activities at all levels of the preschool education system.

The development of a systematic approach to quality management originates from the development of product quality standards. The “quality of products” is understood as a set of consumer properties of these products that are significant for the consumer (in my case, the consumer is the society, more precisely, the family, the parents of the pupils). A set of these qualities define the standards. Then, quality standards are selected, and the achieved quality is compared with the standard. In the status of such a temporary GOST of preschool education, there are “Temporary (exemplary) requirements for the content and methods of education and training implemented in preschool educational institutions” (order of the Ministry of Education of the Russian Federation dated 08.22.96 No. 448). It formulates the basic requirements for the conditions of stay of children in preschool institutions, and ensuring the quality of educational services is seen as compliance with the requirements for the software of the educational process and pedagogical technologies, the nature of the interaction between an adult and a child, as well as for the developing environment of a kindergarten.

The system of preschool education, as indicated in the Law of the Russian Federation "On Education", is the first step in the system continuing education, which imposes increased requirements on the quality of education in preschool educational institutions.

The quality of management of a preschool educational institution is understood as a set of properties and features that determine its dignity, high quality. And here a special role is given to managerial skills. The success of the development of the institution, its social status depends on the professional skills of the manager, his ability to make decisions quickly, the ability to aim the team at continuous development, creative growth.

Characteristics quality work the head of the preschool educational institution is formed at the intersection of four lines of his activity:

resource supply and resource saving (including health saving);

organization of educational work and its methodological support;

examination of educational innovations and projects, organization of monitoring of their implementation;

stimulating the development of the teaching staff in the system of building dialogic relationships.

The main managerial skills of the head of a preschool institution for managing the quality of the educational process are:

· addressing managerial influences, the ability to draw attention to the problems of developing interaction, the goodwill of appeals and explanations of the head and senior educator;

· the reasoning of their points of view, manifested through the justification of orders, instructions, requests, assessments;

· the predominance of positive assessments of the actions of educators, preschool specialists, parents of children over negative ones.

3. Characteristics of the concept of "quality management" in preschool education, its goals and objectives

Modern management is a specific type of managerial activity revolving around a person, with the aim of making people capable of joint action, making their efforts effective and smoothing out their inherent weaknesses, for the human ability to contribute to society depends as much on the effectiveness of enterprise management as on own efforts and the bestowal of people.

Quality management in a preschool institution is a coordinated activity for the leadership and management of a preschool educational institution in relation to quality, which allows you to overcome emerging difficulties and obstacles through continuous improvement of the preschool system, anticipating and preventing possible crisis situations.

The quality management system of an educational institution is determined by the policy of the head. The policy is the general intentions and directions of the organization in the field of quality, formally formulated by the management. The policy of the MDOU in the field of education quality is aimed at: ensuring the compliance of the educational process with the state educational standard; ensuring that the educational process meets the requirements and expectations of parents; continuous improvement of methods and means of organizing the educational process; establishing long-term partnerships with institutions of additional education, medical institutions, public organizations; creating the image of MDOU, providing competitive advantages.

Tasks of education quality management:

1. Motivating the staff to be active in ensuring the required quality of the educational process.

Purposeful impact on the activities of employees of the institution through stimulation.

Ensuring the development of materials and the organization of mechanisms for internal audit and exchange of information on quality management issues.

Implementation of an internal audit mechanism, at regular intervals.

Exchange of experience with other teaching staff of MDOU, methodological support and innovative technologies in the field of monitoring the quality of education.

Creation of an information base for the exchange of monitoring data.

Continuous improvement of work efficiency and compliance with the requirements of quality management.

Development of a graduate model and determination of the level of readiness for learning at school.

Improving the skills of MDOU employees and developing a model of the personality of the educator.

Determination of measures to maintain feedback with consumers (parents and children) of educational services.

The quality of preschool education is such an organization of the pedagogical process in kindergarten, in which the level of upbringing and development of each child increases in accordance with his personal, age and physical characteristics in the process of education and training. What determines the quality of the work of a preschool educational institution?

From the quality of the work of the educator.

From the relationships that have developed in the teaching staff.

From the conditions created by the leader for the creative search for new methods of working with children.

From an objective assessment of the performance of each employee. Therefore, the quality of preschool education in an institution is a manageable process. Therefore, based on the components of "quality" listed above, two approaches to quality management can be distinguished.

One - through the management of the entire pedagogical process and its components. The other is through personal subjective aspects in the management system: the formation of a team and the regulation of the moral and psychological climate in it.

Having singled out these, perhaps, the main positions, it can be argued that quality is the result of the activities of the entire team, which is determined by two positions: how the pedagogical process is organized in kindergarten (mode, choice of programs and technologies, provision of benefits, a system for improving the professional growth of teachers through various forms of methodical work, etc.); How does a child (children) in an institution realize their right to individual development according to age and ability. Therefore, the quality of the work of a preschool educational institution is both a process and a result.

The head of the educational institution, heads of structural divisions and developers of educational projects are responsible for fulfilling the tasks of implementing the quality management system.

4. The role and place of FGT (federal state requirements) in the process of managing the quality of education in preschool educational institutions

AT last years there are significant changes in the system of preschool education. In just 2 years, several significant regulatory documents have appeared that define new priorities for the development of preschool education. Federal state requirements for the structure of the main general educational program of preschool education are developed in accordance with the Law of the Russian Federation "On Education" (clause 6.2. Article 9 of the Law)

This norm was introduced into the Law with an understanding of the importance of preschool education for further successful development, training of each person, to ensure that each child has that same equal start. In this regard, it was necessary to standardize the content of preschool education in a certain way, in whatever educational institution the child received it.

The development of the draft federal requirements was carried out with the involvement of leading scientists, research workers of the Russian Academy of Education. This is the first document in the history of Russian education that determines at the federal level what the program of a preschool institution should be like, what content to implement in order for each child to achieve the optimal level of development for his age.

The federal state standard of general education is a set of 3 groups of requirements: requirements for the structure of basic educational programs; requirements for the conditions of implementation; requirements for the results of mastering the main educational programs.

The specificity of preschool education is such that the achievements of preschool children are determined not by the sum of specific ZUNs, but by the totality personal qualities. Therefore, it is unreasonable to impose strict requirements on the results, which is present in the standard of primary general education.

The developers of the FGT offer instead the section " Planned results of mastering the main general educational program of preschool education by children”. It describes the integrative qualities that a child can acquire as a result of mastering the program.

The main users of federal requirements are: educational institutions implementing the main educational program of preschool education, bodies exercising management in the field of education; groups of authors developing general educational programs for preschool education (complex and for the development of individual educational areas); OU of secondary and higher vocational education for the training of specialists of preschool educational institutions; advanced training institutions; public organizations operating in the field of preschool education.

Thus, FGT:

· Establish norms and regulations that are mandatory for the implementation of the main general educational program of preschool education (BEP DO) by all educational institutions with state accreditation;

· FGT take into account the specifics of the implementation of the BEP DO for children with handicapped health (HIA);

· Provide a unified educational space of the Russian Federation in the conditions of modernization of all levels of education;

· On the basis of federal requirements, the following is being developed: an exemplary basic general educational program for preschool education;

· Based on the FGT, an examination of the main general educational programs of preschool education is carried out with licensing and state accreditation of educational institutions.

In 2010, it is planned to approve the FGT to the conditions for the implementation of the main general educational program of preschool education, and in 2011-2012 - to complete the development of Model Programs.

The main general educational program of a preschool institution is developed, approved and implemented in an educational institution on the basis of exemplary basic general educational programs of preschool education.

Review of regulatory documents regulating the activities of preschool educational institutions on education quality management

No. Name of the regulatory document, its imprint Issues addressed in the document related to the management of the quality of education in preschool educational institutions1 231 of the Federation of November 23, 2009 No. 655 "ON THE APPROVAL AND INTRODUCTION OF FEDERAL STATE REQUIREMENTS TO THE STRUCTURE OF THE BASIC GENERAL EDUCATIONAL PROGRAM OF PRESCHOOL EDUCATION"<#"justify">National Doctrine of Education in the Russian Federation / Decree of the Government of the Russian Federation of 04.10.2000 No. 751. // SZ RF, 2000, No. 41, Art. 4089. Preschool educational institution - a type of educational institution that implements the main general educational program of preschool education. The state status of a preschool educational institution (type, type and category of an educational institution, determined in accordance with the level and direction of the educational programs it implements) is established upon its state accreditation, unless otherwise provided federal laws. A preschool educational institution provides education, training and development, as well as supervision, care and rehabilitation of children aged 2 months to 7 years. These federal state requirements establish the norms and regulations that are mandatory for the implementation of the main general educational program of preschool education by educational institutions with state accreditation. Federal requirements take into account the specifics of the implementation of the main general educational program of preschool education for children with disabilities. Based on federal requirements, the following are being developed: An exemplary basic general educational program for preschool education; exemplary basic general education program of preschool education for children with disabilities. On the basis of federal requirements, an examination of the main general educational programs of preschool education is carried out when licensing educational activities and state accreditation of educational institutions. Fundamental government document that establishes the priority of education in state policy, the strategy and the main directions of its development. The doctrine defines the goals of education and training, ways to achieve them through the state policy in the field of education, the expected results of the development of the education system for the period up to 2025. The program formulates the main directions and features of education in preschool educational institutions that guarantee the quality of education in preschool educational institutions. 16.11.1997 N 144-FZ, OT 20.07.2000, OT 17.12.2009 N 313-FZ, 16.11.2011 No. 318-FZ, OT 03.12.2011 N 383-FZ) Education in this Law is understood as a purposeful process of upbringing and 4. ORDER OF THE MINISTRY OF EDUCATION OF THE RUSSIAN FEDERATION dated August 22, 1996 No. 448 "ON APPROVAL OF DOCUMENTS ON CARRYING OUT THE CERTIFICATION AND STATE ACCREDITATION OF PRESCHOOL EDUCATIONAL INSTITUTIONS" Approved: the form and content of self-examination (self-analysis) in the process of attestation of a preschool educational institution: criteria for evaluating the activities of a preschool educational institution. Temporary (approximate) requirements for the content and methods of education and training implemented in a preschool educational institution. Criteria for attributing a preschool educational institution to the appropriate type and category. Establish that the Temporary (exemplary) requirements for the content and methods of education and training implemented in a preschool educational institution are valid until the introduction of the state educational standard for preschool education. To the educational authorities of the constituent entities of the Russian Federation and departments that have preschool educational institutions: Organize the study of these documents with the leaders and teachers of preschool educational institutions, methodological services, leaders and specialists in preschool education of educational authorities. To carry out training of specialists in carrying out attestation of state accreditation of preschool educational institutions in the system of institutions of additional pedagogical education. 4 5. DECISION OF THE GOVERNMENT OF THE RUSSIAN FEDERATION OF 19.09.1997, No. 1204 “ON APPROVAL OF THE MODEL REGULATIONS ON A PRESCHOOL EDUCATIONAL INSTITUTION FOR CHILDREN OF PRESCHOOL AND PRIMARY SCHOOL AGE” (IN REV. REGULATIONS OF THE GOVERNMENT OF THE RUSSIAN FEDERATION OF 23.12.2002 N 919). It enshrined the right that a preschool educational institution is independent in choosing a program from a set of variable programs recommended government bodies management of education, making changes to them. In the development of copyright programs in accordance with the requirements of the state educational standard.6. LAW OF THE RUSSIAN FEDERATION "ON THE BASIC GUARANTEES OF THE RIGHTS OF THE CHILD IN THE RUSSIAN FEDERATION" DATED 24.07.1998 No. 124-FZ N 170-FZ) The law establishes the basic guarantees of the rights and legitimate interests of the child, provided for by the Constitution of the Russian Federation, in order to create legal, socio-economic conditions for the realization of the rights and legitimate interests of the child. The state recognizes childhood as an important stage in a person’s life and proceeds from the principles of the priority of preparing children for full life in society, the development of socially significant and creative activity in them, the education in them of high moral qualities, patriotism and citizenship.

6. Problems of education quality management

quality education preschool program

The problem of managing the quality of educational services of preschool educational institutions and preschool education in general is dealt with many modern researchers: K.Yu. Belaya, N.N. Lyashchenko, L.V. Pozdnyak, L.I. Falyushin, P.I. Tretyakov and others.

However, science has not yet developed specific mechanisms for its solution in kindergarten, so one has to turn to the analysis of methodological literature on the creation of school management.

Characteristic of such literature, according to L.Yu. Falyushina, is that in her as a universal means of solving all problems, recommendations are given for the implementation of pedagogical control and analysis.Moreover, some authors focus on the results of pedagogical work (M.M. Potashnik, T.P. Tretyakov and others), others (Yu.A. Konarzhevsky and others) focus on the process of pedagogical activity. Thus, it turns out that such a direction as conditions quality management.

Meanwhile, the management of the quality of conditions, along with the management of the quality of the process and the result, is included in the system for analyzing the quality of modern preschool education. [3 p.14]

modern science and practice highlights the following directions for improvement quality conditions of preschool education

First of all, this financing of preschool educational institutions. This includes:

· payment for educational services at the expense of the state - the federal level;

· expenses for the maintenance and strengthening of the material base at the expense of the founder - the regional level;

· payment for the maintenance of children at the expense of parents with simultaneous targeted support for low-income families.

At the same time, federal budgetary funds for preschool educational institutions will be legally assigned to municipalities through the volume of subsidies - monetary assistance for the appropriate purpose from the federal budget. These funds will be delivered to institutions by municipalities on a regulatory basis.

As a result, the role of regulation of education financing norms at the regional level will sharply increase.

According to the PEI financing model under consideration, regional standards imply the following minimum costs:

· for the remuneration of employees of preschool educational institutions;

· acquisition of educational equipment and manuals;

· social services financed from the budget (for wages of administrative, educational support and service personnel; for food in the amount of 30% of the norm, calculated according to natural indicators in accordance with established norms and taking into account the price level of a particular region; for medicines);

· household needs, except utility costs.

To compensate for problems in financing preschool educational institutions, local governments within own funds establish local regulations budget financing.

Thus, this direction of managing the quality of the conditions of preschool education involves increasing the economic and financial and economic efficiency of a preschool institution in the new conditions of activity.

L.I. Falyushina proposes to use the following mechanisms to create the basis for the formation of a modern quality management system for preschool education:

· conducting global monitoring of the spending of budgetary funds of the preschool education system;

· determination on this basis of flexible norms for financing a preschool institution;

· regulation of parental fees for kindergarten services, depending on the real costs per child (real costs minus the standard)

L.G. Loginova suggests that there is a direct dependence of education quality management in a preschool institution on the income that an institution can receive if it can quickly identify the social needs of the population and the need of children and parents for basic and additional educational services, predict problems and outline ways to solve them, organize " buisness process".

The second direction of quality management of the conditions of education is improvement management decisions concerning staffing issuesstages of pre-school education and professional competence teachers.

Necessary improve the process of training specialistsin universities, colleges and schools, and already working specialists need constantly updated information about the availability of programs, methodological kits for them, traditional and non-traditional technologies, the number of which is constantly increasing. In addition, systematic work is needed to improve the level of professional culture of educators. As part of organizing project activities in a preschool institution and holding workshops, it is required to provide a set of measures to coordinate the actions of all preschool specialists aimed at creating organizational conditions for managing the quality of education with the variability of the software and methodological support of the educational process.

Finally, solving the problem of managing the quality of the conditions of preschool education requires improving the managerial culture of the headpreschool institution. Here it is necessary to solve the following tasks:

· disclosure of the psychological, pedagogical, methodological and managerial foundations of the activities of the head and senior educator in the field of personnel development management and creating conditions for improving the quality of the educational process in a preschool institution;

· revealing the ability to manage the development of personnel in preschool institutions of various types and improve the quality of the methodological service in them, mastering the technology of managing the quality of work according to goals and results;

· the formation of a culture of managing the development of the personnel of a preschool institution, mastering the socio-psychological methods of working with the teaching staff and the theory of behavioral management, etc. [ 4 p 35]

. Characteristicthe quality of the educational program being implemented

Kindergarten No. 7 "Golden Key" of the city district of St. Petersburg - was opened on February 26, 1962. From November 25, 1999, on the basis of Decree No. 767, it becomes a Municipal preschool educational institution of a general developmental type.

The maximum occupancy of groups is 60 people, but due to the high birth rate, the kindergarten accepts children more than the norm. In kindergarten there are no special correctional, speech therapy groups, no disabled children.

Most of the joint activities with children are organized outdoors.. For this, the necessary conditions have been created: the site is landscaped, there is a sports ground; isolated, equipped with sheds (verandas) and buildings, playgrounds for each age group; paved path with markings for teaching children traffic rules; garden for children's experimentation, flower beds.

The kindergarten carries out itseducational, legal and economic activityin accordance with the Law of the Russian Federation “On Education”, “Model Regulations on a Preschool Educational Institution in the Russian Federation” dated September 12, 2008 No. 666, an agreement between the founder and a preschool institution, and other regulatory acts.

The institution is a legal entity, has an independent balance sheet, separate property, settlement and other accounts in banking institutions; seal and stamp with your name. The kindergarten acquires the rights of a legal entity in terms of conducting statutory financial and economic activities aimed at preparing the educational process, from the moment of registration. It is financed by the founder in accordance with the agreement between the MDOU and the founder. Independently carries out financial and economic activities; annually provides the founder with a report on the receipt and expenditure of funds.

The activities of the kindergarten are aimedfor the implementation of the main tasks of preschool education: for the preservation and strengthening of the physical and mental health of children; intellectual and personal development of each child, taking into account his individual characteristics; assistance to the family in the upbringing of children and material support guaranteed by the state.

The management of the preschool educational institution is carried out by the head, the senior educator is engaged in methodological work, the administrative and economic part is represented by the supply manager, the health of children in the preschool educational institution is monitored by the paramedic of the children's clinic.

The management of the preschool educational institution is built on the basis of documents regulating and regulating its activities.

The work of the methodological office is based on the Concept of preschool education. The main task of development for the staff of the preschool educational institution is the development of new approaches to preschool education - from the educational and disciplinary to the personality-oriented model of building pedagogical work with kids.

Since 1999, the kindergarten has been implementing a comprehensive program "Rainbow"T.N. Doronova. The program is aimed at creating conditions for the effective development of the child; is focused on kindergarten, where the child gets opportunities for broad emotional and practical, independent contact with peers; carried out in various forms of organizing children's activities, taking into account the age of children and the characteristics of activities . I must say that the program is not thought out to the end by the authors. There is almost no work on the physical education of children in the program, and if there is, then the information is very vague.

Therefore, since 2007, the work of the institution has been introduced program M.D. Makhaneva "Raising a Healthy Child"". The work is carried out in the system thanks to the close interaction of the physical education teacher, music director, age group teachers and the kindergarten paramedic.

All educational activities are organized in accordance with the curriculum. The teaching load and the time allotted for the educational process correspond to the standard and norms. In connection with the chosen priority in the curriculum, by the decision of the Council of Teachers, additional classes on the development of speech were conducted, since in the schedule recommended by the Rainbow program, one “speech” class is not enough. In addition, to the main method of speech education V.V. Coat of arms (one of the authors of the Rainbow program), added « The program for the development of speech of preschool children in kindergarten "(

Using the technique of V.V. Gerbovaya in addition to O.S. Ushakova led to the identification of positive results in the assimilation of the program by the children under the section "Speech development".

Learning activity is built on game motivation. Teachers stimulate children's interest in activities, effectively using the methods and techniques of the organization, a personality-oriented approach is carried out for each child.

The teaching staff decided to create in the kindergarten game library for the development of children's intellectual abilities. A mini-gallery has been created in the kindergarten, visiting which children get acquainted with the works of artists: E. Charushin, V. Vasnetsov, A. Savrasov, I. Shishkin and others; learn about different genres of painting: landscape, still life, portrait, book graphics, etc. Work is underway to create a video library - several CDs with lessons for children in geography, mathematics, cognitive development, and teaching the basics of security have already been purchased.

There are technical teaching aids, in each group there is a tape recorder for listening to music, children's fairy tales, songs. The authors of the "Rainbow" program recommend the use of music throughout the day of children's stay in kindergarten: musical accompaniment of classes, holidays, entertainment, leisure activities, in work with parents.

The educational process is organized in accordance with the approved class schedulein kindergarten and the requirements of the Rainbow program T.N. Doronova . Play activities are present throughout the day.

It should be noted potential of teaching staffkindergarten. Each age group has two educators, one of which has the I qualification category. He teaches, helps and advises a younger partner.

The composition of the teaching staff is 12 people: the head of the kindergarten, the senior teacher, group teachers, music director and physical education teacher. All teachers have an average - special education, of which 4 people study at universities.

All teachers in accordance with the long-term plan undergo certification and course training. To date, 1 teacher has the highest category, 6 people have the 1st qualification category, 4 teachers have been certified for the 2nd qualification category, one teacher has not yet been certified.

The constant improvement of professional competence, qualifications and self-education of teachers leads to an increase in the quality of the organization of the educational process with children and, accordingly, to an increase in the quality of the result of the activities of the preschool educational institution.

To achieve positive dynamics of children's readiness for school helps interaction with the families of pupils. In working with parents, more and more attention is paid to joint practical activities. One of the new forms of cooperation for the staff of the institution was the Day of Family Communication, the second year a competition of family talents is being organized. Parents are happy to take part in the manufacture of toys from waste material, repair broken toys together with their children, guess crossword puzzles, etc.

Based on the foregoing MDOU kindergarten No. 7 "Golden Key" from a functioning institution is moving into a developing institutionof a general educational type, and after certification - with the implementation of a priority cognitive-speech direction. Accordingly, the kindergarten is currently operating in an innovative mode.

Innovation activity DOW

Nowadays, more and more attention is paid to moral education. children. Therefore, starting from 2009, a program has been introduced in the kindergarten "Origins" and "education on sociocultural experience"(author: I.A. Kuzmin). Additionally, partial programs are being implemented: "Young Ecologist" (author: S.N. Nikolaeva), "Fundamentals of Safety for Preschool Children" (authors: Avdeeva N.N., Knyazeva O.L., Sterkina R.B.), "Program speech development of preschool children "(

In 2009, the kindergarten is developing within the framework of the municipal project " Availability of education»your organization project short-termstay children 6 - 7 years oldnot attending kindergarten to prepare them for school. And for children 2-3 years old - adaptive walking groupfor the summer period for further successful adaptation of children to kindergarten. In addition, additional education is organized in the kindergarten. This is the work of circles on the interests of children, a theater studio and a sports section. From the 2009 - 2010 academic year, the physical education teacher is developing a new project "ABC of body movements".

innovation working with parentsfor our kindergarten was the issue of a newspaper for family reading. Currently, the kindergarten team is participating in the implementation of the municipal order. For the third year, the institution has concluded an agreement with the Founder for the implementation innovative design and experimental activities. As of September 1, 2009MDOU Kindergarten No. 7 "Golden Key" carries out five such projects. Three of them were mentioned above, two more are aimed at updating the subject-developing environment adapted to the conditions of the institution for the successful implementation of the M.D. Makhaneva "Raising a healthy child": Territory of Health and Landscaping.

Conclusion

The problem of the quality of education does not have a final solution. At each stage of the development of education, which is determined by the trends of the socio-economic development of the country, new conditions, opportunities and needs appear. Quality criteria are changing, the problem of quality management is becoming more acute, and again there is a need to investigate and solve this problem.

The quality of education is constantly evolving. There is no limit to its increase. Therefore, today it is very important to predict a possible change in quality, to investigate the causes and nature of this change. But there are no methods for such forecasting yet, although there are already prerequisites for forecasting in modern ideas of quality management. They include anticipating a change in the outcome of education - from qualifications to competencies and further to human capital, a change in the purpose and social status of education. The ideas of transition from the subject-evaluative principle of constructing educational programs to a modular-credit one also reflect the vision of the future.

Today, most often they talk about ensuring the quality of education, less often about quality management. But providing and managing are not the same thing. Apparently, in the future the opinion will be strengthened that the main thing is quality management, that is, its conscious and timely change in a certain direction. But this involves building a system of mechanisms and technologies for quality management. Today we are only taking the first step towards such a comprehensive solution to this problem.

The future is born today. Moving into the future depends on his vision and understanding.

Bibliography

1. Management of the quality of education: a textbook for universities / E.M. Korotkov. - 2nd ed. - M.: Academic Project, 2007. - 320 p.

2. Vinogradova N.A. Quality management of the educational process in preschool educational institutions. - M.: Iris-press, 2006. - p. 26

Falyushina L.I. Quality management of the educational process in a preschool educational institution. - M.: ARKTI, 2003. - p. fourteen

Loginova L.G. Methodology for managing the quality of additional education for children. M.: APK and PRO, 2003, - p. 35

5. Federal state requirements for the structure of the main general educational program of preschool education (Order of the Ministry of Education and Science of the Russian Federation No. 655 of November 23, 2009)

Skorolupova O., Fedina N. Educational areas of the main general educational program of preschool education. // preschool education. 2010. №7

8. Alyamovskaya, V.G. Development of the annual plan of a preschool institution: Educational and methodological manual / V.G. Alyamovskaya, S.N. Petrov. - M.: "Ascent", 2009.

Analysis of the educational activities of the preschool educational institution // Handbook of the senior educator. - 2010. - No. 4. - S. 16 - 28.

10. Materials of the Development Program of MDOU kindergarten No. 7 "Golden Key" were used

11. #"justify">. Desk Book of the Head of the Kindergarten.- 4th Ed., Add. And Pererab. - Rostov N / D, 2005. - S. 91-103.

13. www.consultant.ru

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1 Intra-school education quality management system in an educational institution: design, assessment Moscow Center for Education Quality Poroshinskaya L.G year 1

America had war heroes in the 1940s; in the 1960s, astronauts were role models. Nowadays, quality professionals should be considered heroes, since their contribution to future development and prosperity may be even greater than the outstanding personalities of the past. "J. Harrington, 1990" Quality management in American companies» 2

3 The state policy in the field of education must guarantee the necessary conditions for full-fledged quality education, take into account the interests and abilities of the individual, ensure the achievement of a competitive level for all levels of education individual, society and state. “The quality of Russian education is a key aspect of its development strategy” -A. Fursenko Quality education is a resource for the sustainable development of society. The quality of life and the quality of education are the main guidelines for the policy of UNESCO and the UN The Berlin Declaration (d) defines what should ensure the national system of education quality assurance

4 TRENDS IN THE SPHERE OF EDUCATIONAL QUALITY ASSURANCE TRENDS IN THE SPHERE OF EDUCATIONAL QUALITY ASSURANCE Development of uniform criteria and standards of education quality Development of uniform criteria and standards of education quality Creation and development of national systems of accreditation of educational programs of European countries Creation and development of national systems of accreditation of educational programs of European countries countries Construction of quality management systems for the educational process on the principles of quality management Construction of quality management systems for the educational process on the principles of quality management Development and implementation of QS OU based on various models of the quality system, including the requirements of International standards quality systems, including the requirements of International Standards Transfer of the center of gravity from the procedures of external quality control will form. process and its districts on the basis of the certification and accreditation system for internal. self-assessment of the educational institution The transfer of the center of gravity from the procedures of external quality control will form. process and its districts on the basis of the certification and accreditation system for internal. self-assessment of the educational institution

6 To manage means, first of all, to purposefully influence all components of the managed system in order to achieve predetermined results. In other words, organization management as a process includes people, material, financial and other resources. Administration - the style of activity of any body, official, characterized mainly by the publication of directive acts, orders, orders. Leadership is the impact on people, the purpose of which is for them to perform work efficiently, in accordance with the standard, i.e. to manage people but not resources

7 The purpose of management is to change the existing conditions (processes, mechanisms) to achieve the set goals - new results Objects of management - processes of activity Management goals (idea, idea, mission, strategy) - which set the vision of future results, the purpose of the organization, the content of its activities. The main management functions are: analysis, planning (setting strategic goals, development of a development program, implementation plan), organization (distribution of powers, consolidation of joint activities, staff motivation) and control.

Planning organization Management management control 5 Analysis 5 Analysis of the goal of the goal of the goal of the goal Information management Management decision

13 How do you understand the essence of the concept of “intra-school education quality management” The education quality management system is the management of the quality of the educational process and other activities that ensure the formation of competencies of students and school graduates. Education quality management is the management of quality assessment and control mechanisms. The education quality management system is an organized intra-school control and planning of the school's work on education quality issues. The quality management system is a set of organizational structure, methods, processes and resources necessary for the implementation of general quality management.

14 Management of the educational process information about the progress of the process Indicators of the educational process Indicators of the educational result Consumer satisfaction Resources Main activity of the process control consumer result Control points of the process correction input Scheme of the educational process

15 What ensures the educational result of a student in the quality management system Organization of the educational process Improving the competence of teachers Educational, methodological and material and technical resources Public administration Independence and openness of educational institutions Implementation of the mission, goals and objectives of the development program Organizational culture OU aimed at supporting the OU strategy Social partnership New approaches to the education quality assessment system The essence of the result Social order: a successful graduate control External and internal expertise

16 New accents in the assessment system Transition from assessment as a control tool to assessment as a tool for managing the quality of education Transition from stating assessment to formative, programming self-development of a student, teacher, school

The intra-school education quality management system is a mechanism for internal education quality assurance in general. The requirements for the national education quality system are determined by directives and quality standards in the European Region and can be considered as basic for educational institutions When developing an intra-school quality management model, it is recommended to use: PRACTICAL RECOMMENDATIONS ON THE CHOICE OF A TYPICAL MODEL OF THE QUALITY MANAGEMENT SYSTEM OF EDUCATION FOR HIGHER EDUCATIONAL INSTITUTIONS AND SSUZES" (Federal Agency for Education 15% of deviations in quality depend on the performers and 85% of defects are determined by the shortcomings of management Edwards Deming 15% of the deviations in quality depend on the performers and 85% of defects are determined by the shortcomings of management Edwards Deming 18

19 the concept of total quality management (Totel Quality Control), proposed by Armand Feigenbaum-Methods for improving the quality of a person, proposed by Klaus Möller: Basic principles of AQI: Joseph M. Jurana "Quality Management Handbook" Recommended for use in the development of an Educational Quality Management System Recommended for use in development Quality Management Systems in Education Principles of the Theory of Quality Management by American Edward Deming

20 Process Management Fundamentals Determining the desired result measuring the "input" and "output" of the process; Focus on process steps, resources and evaluation Focus on decision-making Consistency with MA capabilities Evaluation of barriers and failures Clear distribution of powers and responsibilities TQM concept

21 Factors determining the success of educational institutions (European Commission studies) Financial independence High level of autonomy of educational institutions High level of competition within the system High level of management in educational institutions High level of education quality control

22 Studies that determine the effectiveness and quality of the impact on education Strength of the effect Overall effect Average value Satisfaction of the student's personally important expectations with the qualitative performance of tasks 1.13 a space that allows organizing the student's self-education in accordance with his capabilities 0.84 The direct influence of the teacher through direct teaching instructions 0.82 Intensification (inclusion of additional programs, increasing the pace of passing programs) 0.72 Domestic factors (living conditions, influence of parents) 0, 67 Presence of feedback and remedial support (performance that triggers special assistance) 0.65 Research paper published by the University of Auckland

23 Studies that determine the effectiveness and quality of the impact on education Strength of the effect Attitude towards learning 0.61 Classroom environment (favorable atmosphere, support, high expectations from the student) 0.56 Formation of goals (goals formed in joint activities with the teacher, as their own learning objectives student) 0.52 Peer-to-peer tutoring (successful students help the weak) 0.50 Teacher development (teaching new methods) 0.49 Parent involvement 0.46 Homework 0.43 Quiz-exam (provided it helps students think studied) 0.41

24 Education quality management is the quality management of the educational process and other types of activities that ensure the formation of competencies of trainees of educational institutions. Each educational institution, depending on the goals set in the field of quality and available resources, chooses its own organizational structure of the quality system. Quality Service Functions: planning the quality of account. process, conducting monitoring studies, developing preventive and corrective measures, developing documentation for the IC, etc. The activities of the service are regulated by: the Charter, the position of service, orders and orders of the director, orders and instructive documents of the Ministry of Education and Science of the Russian Federation, etc.

25 Options for building an organizational structure for managing the quality of education of the educational institution Council for the quality of education under the director of the educational institution Deputy director of the educational institution for the quality of education Educational quality service of the educational institution Educational quality laboratory of the educational institution Educational quality department of the educational institution

26 Tasks of the education quality service of the educational institution Development and implementation of the organizational and functional structure of the SC of the educational institution Conducting internal audits and self-assessment of the educational institution of the SC of the educational institution Preparation of proposals for the administration to improve the quality of education in the educational institution Determination of the measurable characteristics of the quality of education and methods for their measurement Organization of work to improve the quality : planning, collection and analysis of information, monitoring and control operations, etc.

28 What types of activities are covered by the intra-school education quality management system Analysis of the quality of education (subject, supra-subject results, personal development) Work processes for quality management Information support for management decisions on the problems of improving the quality of education; Implementation of the quality policy:. planning the quality of the educational process; organization of work to improve quality; development of preventive and corrective measures; Expertise diagnostics, assessment of the quality of education A system for improving the professional competence of teaching staff Material and educational and methodological support for images. process Carrying out various monitoring operations of the quality of education

29 Education quality management work processes Content of work processes Education quality analysis Analysis: - HSC; - Final certification; - External control; - Comparative analysis of external and internal control-Conditions that ensure the educational process (the quality of lessons, professional competence, educational and methodological support, etc.) Planning the quality of the educational result Planning the quality of conditions to achieve the planned result, including the use of resources to achieve it

30 Organization of work to ensure the quality of education Creation of conditions necessary to ensure the quality of education (personnel, educational and methodological, material and technical, financial) Activities for studying the personality of the child, identifying the abilities of schoolchildren of all age groups (Individual assessment of the capabilities and abilities of children, diagnostics of professional orientation, etc.), Directions of activity for the development of the professional competence of the teacher (systematic - activity approach, new approaches to the assessment of educational achievements, etc.) Motivation of all participants in the educational process for its quality Activities for the organization of preventive and corrective measures Creation of a system measures for tracking and stimulating improvement clear distribution of powers, responsibilities in the organization of work to ensure quality. Organization of work on quality control Development of criteria and indicators for examination and evaluation. Development of control and measuring materials, etc. Activities for the organization of the HSC Organization of work to determine the measured parameters of the characteristics of the quality of the educational process Preparation of documents reflecting the records of quality assessment Preparation of documents reflecting the records of the assessment of the quality of education Normative consolidation of procedures for assessing, collecting, storing data about the quality of education, etc.

31 Monitoring the quality of education Determine and include in the HQ the necessary types of monitoring for the identified indicators Determine the subjects of monitoring (consumers of information) and possible forms of providing information to them Determine the frequency of monitoring, appoint those responsible for its collection, storage, processing and analysis. Information support of management - the progress of schoolchildren and the level of academic performance; - competitiveness of schoolchildren in terms of studying at universities, participation in olympiads - satisfaction of schoolchildren with curricula; - teaching effectiveness; - composition of schoolchildren and its analysis; - available teaching resources and their cost, etc. Management decisions Determination of information flows necessary for making a management decision on the quality of education Determination of a specific object of management influence and certain executors and those responsible for its implementation;

32 The quality of the education system cannot be higher than the quality of the teachers working in it! The only way improve learning outcomes – improve the quality of teaching! Conditions for improving teaching - a mechanism for improving teaching Results of an international study of the factors of successful schools (McKinsey, 2007) The role of the quality of teacher performance

33 Every child should have access to high-quality teaching Effective teacher training Teachers must be “the right people” Factors critical to improving the quality of education (based on an international study of the top 25 school systems) Attracting strong candidates to the teaching profession Applicant selection mechanism tov Tightening academic requirements for the received arr. Annual professional development courses Each teacher should be provided with all available materials, knowledge, abilities to improve the child's level Implementation of processes that guarantee quality improvement

34 Directions for the formation of a new formation of teachers Using the mechanisms of the Priority National Project "Education" to identify and support the best teachers A new system for confirming the level of teacher professionalism Development of a professional standard for teacher activity in line with a competency-based approach Updating the system for training and advanced training of personnel

36 Complete the task and answer the questions: Describe the management system for the development of teachers at school What analytical information do you use at school to assess the quality of education and make managerial decisions Describe the structure, activities and evaluation of the effectiveness of the intra-school education quality management system.

37 Literature Practical recommendations for the choice of a typical model of the education quality management system for universities and custody of St. Petersburg State Electrotechnical University "LETI. St. Petersburg State Electrotechnical University "LETI".) 2005 Monitoring of general educational achievements of graduates of the basic school Polivanova K.N. Kasprzhak A.G. Wenger A.L. M. 2006 Monitoring of general educational achievements of graduates of the basic school Polivanova K.N. Kasprzhak A.G. Wenger A.L. M. 2006 Quality monitoring: statistics and sociology of education M. L. Agranovich O. Ya. Dymarskaya et al. M. 2007 Quality monitoring: statistics and sociology of education M. L. Agranovich O. Ya.