He is the author of target management in education. Program-targeted management of the regional educational system

"The introduction of the experiment into psychology not only armed it with a very powerful special method of scientific research, but generally raised the question of the methodology of psychological research in general, putting forward new requirements and criteria for the scientific nature of all types of experimental research in psychology," wrote
"The immeasurability of man" - this is the result to which I came after many years of intense reflection on the problems of philosophical anthropology.
"Only a person - since he is a person - can rise above himself as a living being and, proceeding from one center, as it were, on the other side of the spatio-temporal world, make everything, including himself, the subject of his knowledge," he said.
X. Plesner offers a methodology based on the belief that the unity of human life in all its manifestations ______________ is not covered by knowledge.
X. Plesner believes that the one-sidedness of existentialist philosophy and anthropology is due to
"Meeting Groups" is focused on
“It is necessary to distinguish between a person as an immeasurable being and a person as a way of organizing human essence,” said
“The basic law of the historical development of the human psyche is that a person develops by working: changing nature, he changes himself,” wrote
Acceleration around the world has waned and the pace of physiological development has fallen somewhat since _____________.
Personal activity, like activity, has a ________________ character.
American researcher D. Bell identifies __________ basic meanings of the term "mass"
The anthropological theory of M. Scheler undertakes to cause a revival of true values, radically rejecting those theories that rely on __________________ contradictions as the engine of history.
Anthropology includes sections
The unconditional priority of the value of a particular person over any abstract ideas is inherent in ___________________ worldview.
Behaviorism as a science of behavior substantiated
Of greater importance are normative historical factors in the period
The literal meaning of the word "psychotherapy" is caring for __________
In the "cultural anthropology" of M. Landman, the historical dimension of a person is recognized in the aspect.
In the 19th century, L. Feuerbach substantiated the category __________________ as the main category of the new philosophy.
In anthropological pedagogy, M. Langefeld deserves credit for considering the problem of growing up as a problem of attitude to
In the arsenal of psychological science, such terms as: information, processing, coding, subprogram, cognitive map were introduced
Biologically, in younger schoolchildren, compared with the previous age
In behaviorism and its varieties, what constitutes its scientific subject has dropped out of the sphere of psychology.
In the being of a child, the category "becoming", according to M. Langefeld, has a _________________________ meaning.
In the activity of the first type, the child mainly develops the sphere
In spiritual culture, ______________ section stands out
As a defining structure, they fixed a set of generally accepted norms and values ​​that force a person to fulfill the functional requirements of the social system.
As the main method in psychodrama is used
Ultimately, the elementary processes of consciousness for E. Titchener were
Facets are distinguished in culture
In the culture of physical development, the ________________ side of a person acts as an object of application of his activity.
At primary school age, ___________ becomes the leading activity.
At primary school age, favorable conditions are created for the formation of a highly moral personality.
The following laws underlie the allocation of a certain cultural-historical type
In the period from birth to the transition to middle school, the process of _________________ prevails over the process of individualization.
In a genuine work of art, the one-sidedness of _____________ description of a person is removed while maintaining a cognitive attitude
In adolescence
During adolescence, thinking becomes
In the view of behaviorists, human education is the education
In the view of behaviorists, a person is a _________ being, all his actions and deeds are interpreted as a reaction to external influences
In contrast to the animal, a person does not have a firmly established "center", he _______________ perceives the world and himself in it.
In the process of interaction with the external environment, the internal ____________ of a person changes, new relationships are formed, which in turn leads to another change.
In the process of education, an important place is occupied by the internal ________________ personality of external influences.
In psychoanalysis, human psychology began to be interpreted as being conditioned by unconscious, irrational forces - drives, instincts, the main of which are
In modern science, the proposed by D.B. Elkonin periodization of early youth ____ years
In modern science, the periodization of preschool age proposed by D.B. Elkonin is accepted - from ___________ years
In modern science, the periodization of infancy proposed by D.B. Elkonin from birth to
In modern science, the periodization of early childhood from ____________ years proposed by D.B. Elkonin is accepted
In the Middle Ages, the word "culture" was identified with
In the use of M. Scheler, it means the militant spiritual, active position of youth, a form of noble knightly life, which denies the centralized will and forms of domination
In functionalism, consciousness is seen as an _______________adaptive mechanism between the organism and the environment.
At the center of the pedagogical-anthropological approach, formed under the direct influence of the German philosophy of life, was ______________, considered in the light of the general life course in the diversity of its life manifestations.
In adolescence, the ability to evaluate a person develops ____________.
V. Pareto imagines society in the form of ___________ with the elite at the top
Introduced a number of widely used concepts into the psychological circulation, such as "time perspective", "quasi-need", "target structure", "level of claims", "search for success and the desire to avoid failure"
The leading, basic element in the formation of character is
External influences can acquire educational value, being refracted through
The external point of view on education inevitably leads to the opposition of the type of perception to the individual-personal manifestation.
Attention of younger students
The inner judge of a person, indicating the true motive of a particular act of a person, its meaning is
The inner life of a person, his subjective world is
In many ways, this completion of pedagogical anthropology ran parallel to the anthropological ______________L. Feuerbach, which to a greater extent reflected the pros and cons of the development of German classical philosophy.
The emergence of self-education begins with
Age-related changes reflect such transformations that occur in the psyche of the majority of representatives of this
War for M. Scheler is not the impotence of the mind, but the opposition of ________________ states as aggregate subjects.
M. Scheler dealt with the issues of education in the ________________ of knowledge developed by him, correlating the type of knowledge, its carrier and the form of organization.
Questions about the origin and essence of art studies
Education can ensure the development of certain qualities, only relying on the inherent nature
The upbringing of a person means the conscious ___________ process of internalizing the goals of social development, or social goals, as values ​​that determine the direction, nature and content of his practical activity.
The perception of younger students is different
Perception, being a special purposeful activity, becomes more complex and deepened, becomes more analyzing, differentiating, takes on an organized character.
For the first time, the term "pedagogical anthropology" was used in his famous article "Questions of Life"
Any reaction in response to an external stimulus, through which an individual adapts to the world around him, is
The separation of psychology from philosophy, the design of psychology as an independent science took place in the _____________ century.
Gestalt psychology argued that the person himself is part of a whole, a special "psychological" __________________, but such a part that is itself characterized by integrity.
Gestalt therapy was created
The main function of testing in pedagogical practice is
The main goal of natural science was proclaimed to be the construction of an absolutely true picture _______________, the knowledge of the objective laws of nature.
The main issue of pedagogical anthropology is the question of ______________ person, ways, means and sphere of its formation.
The main categories of "anthropology of the child" are
Skills training groups are based on ______________ therapy and are aimed at teaching adaptive skills that are useful when faced with difficult life situations.
Humanistic psychology acts as an ideological and practical basis of pedagogy, which proceeds from the idea of ​​______________ personality, the disclosure of the creative possibilities of each person.
Humanistic psychology proceeds from the position that a person is endowed with ______________ to continuous development and realization of creative possibilities, and considers him capable of managing his own development.
Humanistic psychology as a set of theoretical views on a person and as a psychotherapeutic practice arose at the beginning of the _____________ century.
Humanistic psychology is a complex _______________ science of man.
The humanistic principle of considering culture includes
Humanitarian psychology reveals the ______________ of mental life as a whole, and does not summarize it from separate parts.
The humanities (or the humanitarian paradigm in science) arose in the ______ century.
The humanities use the _______________ approach in cognition
D.B. Elkonin considers the child as a holistic personality, included in two systems of relationships
The deterministic part of the human development program provides
Children inherit from parents
Childhood is a _____________________ phenomenon, and its content and duration have changed over the centuries.
The activity of education involves the penetration into the nature of man, the understanding of his
J. Watson sought to consider behavior as ______________ adaptive reactions on the model of a conditioned reflex.
Dialectical-materialist philosophy interprets development as a property of living matter, inherent in it from the very beginning due to the ability to
The dynamic theory of personality in Gestalt psychology was specially developed by
For K.D. Ushinsky, education in its content, the direction of the person as such ___________________.
For M. Langefeld, the category ________________ has the meaning of an "anthropologically fundamental" category.
To communicate with the outside world, the human body is endowed with ____________ sense organs.
Advantages of the biographical method are
The advantages of knowing a person by means of art are that a person in works of art appears multifaceted and at the same time ____________
The ancient Greeks contrasted their own "education" ______________
Spiritual culture is studied within the framework
Spiritual ___________________ makes it possible to see the inner distance between what a person is and what he wants to become, forms the desire to move from the old state to a qualitatively new one.
Psychic phenomena are divided into three categories
The unity of biological and social moments in the process of mental development was emphasized
If in adolescence, boys value physical strength most of all, then high school students respect ___________________ qualities.
If a person reaches such a level of development that allows him to be considered a carrier of consciousness and self-consciousness, capable of independent transformative activity, then such a person is called
The life force of man is
Everyday knowledge about human psychology is acquired through
The final stage in the development of psychoanalysis was its transformation into a philosophical doctrine, where the basic concepts and theoretical constructions extended not only to human nature, but also to all spheres of human
The dependence of a particular person on society was realized in the XVIII-XIX centuries. as an addiction
The task of psychological anthropology is to
Regularities of physical development
He was engaged in the substantiation of the possibility of an anthropological understanding of the world of the child, its formation.
The famous one-sidedness of psychoanalysis consisted in reducing human psychology to _____________________________ phenomena.
The famous "Cogito erqo sum" by the French philosopher R. Descartes indicates that the only criterion for the authenticity of one's own existence is
Knowledge about a person includes, on the part of the educator, everyday, non-scientific, emotional
The idea of ​​conducting a psychological experiment in the natural conditions of human life belongs to
From natural science, psychology borrowed the ______________ method, which, in fact, played a decisive role in shaping it as an independent science.
Changes in our body occur throughout life, but the physical data and the spiritual world of a person change especially intensively in (in)
The integral way of being of subjectivity is
Interest in education as a powerful social force that determines the entire life direction of a person determined the content and form of expression of a whole cultural and philosophical trend in European philosophy of the 18th century. - _____________.
Art is built on a person's ability to _________________ enjoy the beautiful, on a non-utilitarian perception of the world around him.
Historically, the first projection of the psychological reality of a person, the subject of scientific psychology was consciousness, and the subject of psychology was
The history of individual life by G. Nolem is presented in the form of ____________ the totality of all the events that happened to a person, exists in his memoirs as a kind of organ of self-understanding and understanding of the world.
The sources of information in the survey are
The internal conditions that determine human development include
The specific research methods of psychology include methods
K.D. Ushinsky perceived nature in ______________ aspect, i.e. like human nature.
KD Ushinsky said that the principle of "independence", self-activity of a person in the knowledge of the world around him indicates that a person as an object of education is not a _______________ product.
Each age has its own level of development
Each level of the soul needs appropriate conditions for realization, on which the unity of functioning in the structure of the soul depends, which is ensured by the principle
Like any other area of ​​public life, education presupposes a scientific justification, i.e. _________________ conditions, features, arrangement of patterns and trends in the functioning and changes in the main components of the educational sphere.
As a sphere of human activity, science developed in the Enlightenment, and the first system of scientific knowledge is
Cognitive psychology as a scientific school took shape in the United States in __________. XX century
Cognitive psychology actually reduces the complex world of man to its simplified
Cognitive sphere - an area covering all mental abilities and mental processes, to which
The criterion according to which an individual inclines towards one or another type of views on education is determined purely by _________________ factors.
The culture of healing and health prevention depends on
Cultural and historical types N.Ya. Danilevsky singles out on the grounds:
Personality is determined
Personality is manifested in the way _____________ and action, free and creative determination of one's place in the community, independent actions, taking responsibility for the consequences of one's social actions.
Logotherapy was created
Any "system of culture" has as its prerequisite a certain set of information about a person, a "fund of human experience", which combines a whole range of information from political and religious to philosophical and strictly scientific - wrote
M. Langefeld identifies three ways of representing and significance of the physical body for a growing person:
M. Langefeld uses the category ______________ to designate the specifics of the child's relationship to the body as a certain essential delimitation from the bodily sphere.
M. Scheler is one of the first in foreign philosophy of the XX century. developed not so much theoretical as _________________argument against the philosophy of materialism.
M. Scheler believed that all the main problems of philosophy can be reduced to the question
Mass consciousness exists at __________________ basic levels
The large-scale and intensive integration processes that characterize the 20th century give grounds to talk about profound qualitative changes in human society - up to the appearance in the 21st century of a single __________________civilization.
Mathematical Methods in Psychology
The materialistic attitude, the orientation towards the "precision of nature" even in F. Bacon assumed an orientation
There is a relationship between the age of a person and the pace of spiritual development.
The method of science is specified in ________________________ methods.
The survey method is used in psychology in ______________ forms.
The methodological prerequisite for the formation of psychology as an independent science was the ideas of the European _________________ New time, which have already proved their success in natural science.
The method of Gestalt psychology was _____________________ description, aimed at direct and natural observation of the content of one's perception, one's experience.
Methods of psychology are classified into groups methods of ______________ psychology
The world of consciousness and self-consciousness is __________________ the human world.
The human mindset includes
The multidimensional goal of education, M. Scheler believes, is
Children's thinking develops in conjunction with
High school students think differently
Thinking in elementary school children develops from ______________ to abstract-logical.
N.I. Pirogov in his articles moved to the consonant anthropological philosophy of L. Feuerbach, the problem of the existence of a person not only as a man, but also
N.I. Pirogov opposed the idea of ​​_________________education to the official course of education, which should prepare a highly moral person with a broad mental outlook for public life.
In the West, the myth about the _____________ nature of mass culture is widely popularized and it is believed that this is a natural stage in the development of human culture in general, a product of the "technical age".
At each age stage, in a certain social environment, the child goes through ________________ phases in his personal development.
The action is based on the plasticity of the nervous system
The purpose of the methods of descriptive psychology is to
The most characteristic features of mass consciousness
Directions and scientific schools in psychology get their specifics through the allocation of the central ______________, through which the main manifestations of the psyche are explained.
Hereditary human development programs include parts
The science that studies the relationships of organisms with each other and with their environment
The scientific objectivity and practical significance of the data obtained in a laboratory experiment is reduced by _________ of the conditions created.
Scientific currents in psychology differ in
Disadvantages of subcultures
The insufficiency of a rational idea of ​​a person, based on a specific quality inherent in a person - reason, was supported and substantiated by M. Scheler
The need for education is inherent in man
The inability to connect the perception of the surrounding life with the educational material is a characteristic feature of students
The area of ​​pedagogy that develops the theoretical foundations of learning
Justified the inevitable death of Western European civilization
Society, in order to preserve its social structures, is interested in the formation
Common features of world culture are
The object of scientific psychology has historically changed and included a variety of manifestations
The object of everyday psychology is always
The object of modern pedagogical anthropology are
The objects of humanitarian knowledge are
A huge role in the self-education of the individual, N.I. Pirogov rightly believes, is played by _____________, which opens the way for a person to other people, and, finally, to descendants, to the future, gives rise to a person’s desire to “live in it”, in this distant society
One of the first attempts to systematically involve private knowledge about a person in the theory of education was carried out by
M. Scheler assigned a decisive role to the type of knowledge that determines the form of organization and corresponds to a certain type of carrier:
The founder of psychodrama is
The founders of the theory of elites
The main reason that human psychology appears only in its particular projections is that from the very beginning, psychological science was built on the type of science
The main application of mathematical methods is at the stage
The main requirement of the natural science paradigm in science is ____________ research
The main cultural code has the following characteristics
The main method used by the logotherapist is
The main problem of behaviorism is the acquisition by a person of skills and ________________, to which all the richness of the inner world of a person is reduced.
The main activities of children and adolescents are
The main reasons for acceleration are
The main elements of style are
The main position of the new school in psychology was the assertion that the initial, primary data of psychology are _________________ structures, which in principle cannot be derived from the components that form the gestalt and are irreducible to them.
The main research methods in psychology are
The main elements of consciousness, which have both a physiological and a mental nature, W. Wundt believed
The basis of the philosophy of modern times, according to F. Bacon, are
The fundamental principle of philosophical anthropology - the principle of man - had for M. Scheler __________________, originally inherent educational meaning.
The basis of everyday psychology is
The foundations of a child's moral behavior are laid in
Features of primary school age
Features of adolescence
Features of senior school age
A feature of the humanities that distinguishes them from the natural sciences is that different researchers invest in the same concepts.
A feature of the religious doctrine of man is that it is not built according to the canons of rationalistic knowledge, the main place in it is occupied by
A special approach to the problem of a person, the creation of his holistic image is presented in those philosophical teachings that can be designated as ________________ of a person.
Rejecting the speculative, armchair construction of pedagogical theory, K.D. Ushinsky warned against ____________________ in pedagogy.
Separated from philosophy, psychology entered its history as a discipline
Distinguishes man from animal.
Distinctive features of the experiment in the laboratory
The starting position in the work of a psychoanalyst-practitioner is the presence of ___________________ between consciousness and the unconscious, the displacement of traumatic experiences into the sphere of the unconscious, the liberation of the individual from traumatic experiences through awareness of repressed drives.
Assessing the behaviorist idea of ​​human psychology, we can say that behaviorism ______________________ human nature.
The memory of a preschooler and a younger schoolchild is predominantly
Parameters of the existence of the main cultural code
Teachers regulate the teaching load, establish reasonable volumes of employment by various types of work, determine the most favorable daily routine for development, the mode of work and rest in accordance with the principle
Pedagogical anthropology is a holistic reflection of the materialistic philosophical tradition of __________ centuries.
Pedagogical anthropology, according to G. Roth, is "______ science", processing the data of numerous sciences that study a person, including pedagogy, from the point of view of education.
It is not enough for a teacher to master the principles and specific rules of educational work, he also needs to arm himself with knowledge of the basic laws of human nature and be able to apply them in each specific case.
The first program of psychology as an independent science was _________________ psychology W. Wundt
Initially, the knowledge of everyday psychology exists inseparably from
The first objects of culture are
The first who scientifically substantiated the need for strict consideration in the educational work of the age characteristics of children and put forward the principle of natural conformity was
The periodization of human life is based on the allocation of age
Written cultures are formed from the end
According to J. Watson, the whole variety of human behavior can be described by the formula
According to V. Pareto, the main property of social systems is the desire for
According to G. Nol, the character is formed through _______________ and maintains the stability of the spiritual state of a person for a certain time.
According to N.I. Pirogov, self-education as an internal kind of struggle requires
According to N.I. Pirogov, the characteristic features of self-education are
According to N.I. Pirogov, in order to find sympathy, a woman must have
According to O.F. Bolnov, every new life begins with
According to N.Ya. Danilevsky, the influence of one civilization on another can be carried out in ways
According to Christians, man was created by God on the ______ day of the creation of the world - he is the crown of creation.
At its core, the nature of human subjectivity finds its highest expression in the ability to
According to the methods of self-organization of culture that have developed in history, global cultural types are distinguished.
According to the theory of P.A. Sorokin, the modern "sensitive" culture appeared, replacing the culture
Behavior in behaviorism is studied by the same methods that are used in natural science, i.e.
The authenticity of M. Scheler's upbringing consisted in its _______________ content, which was expressed in maintaining the high authority of the church, the deep Christian idea of ​​love, the existence of a truly religious community
Approaches to the study of the historical path of mankind
He believed that special pedagogical or anthropological faculties should be opened at universities, which would have as their main goal "the study of man in all manifestations of his nature with a special application to the art of education."
The completeness of the representation of the human personality in psychology is possible only within the framework of the ________________________ approach to man.
Puberty of the body in girls begins at ____ years
The concept of "personality", in contrast to the concept of "man", is a characteristic of a person, indicating those qualities that are formed under the influence of social relations, communication with other people.
The concept of civilization among the encyclopedists (Didero, D'Alembert, Montesquieu, Rousseau, Voltaire, Helvetius, Holbach, etc.) is associated with
Concepts form the framework of any science and in their totality they form a ____________________ system.
Concepts indicate the essential and constant ___________ of human psychology
The consequences of the dominance of a "sensitive" culture are
A potential advantage of group therapy over individual therapy is the ability to obtain ______________ connection and support from people who share problems or experiences with specific group members.
The needs of the body are diverse, but, in general, they all boil down to the satisfaction of two basic instincts.
The appearance of reflection marks the emergence in a person of an inner life that opposes the outer life, the appearance of a kind of control center for one's states and drives, i.e. the emergence of ______________, which means freedom of choice.
The right of psychology to exist as an independent science W. Wundt substantiated _________________ by its difference from other sciences.
Practical psychology in its most common sense is the psychological _____________ of various social spheres - healthcare, education, production, sports, law, etc.
Practical psychology as a psychological practice is focused on
Behaviorists view almost all behavior as the result of
The subject of descriptive psychology
The subject of descriptive psychology is
Traditional psychology is
The subject of research by K. Levin in the dynamic theory of personality in Gestalt psychology was
Assumes some loss of personality
Representatives of the natural sciences insist on the need to turn psychology into a ______________ science.
Representing the sphere of concentration of drives, repressed experiences, the unconscious controls
The advantages of psychology over literature (according to G. Allport)
With regard to society, social forms of activity, according to M. Scheler, should be based on
The largest discrepancy between what the child has learned from the system of relations man - man, and what he has learned from the system of relations "person - object" is
Acquiring individual originality in each person, they give in their unity the character of quality
Nature and man, according to K.D. Ushinsky, do not contradict each other, as it may seem in an ordinary or metaphysical notion, they are interconnected due to the force
The work of art is directed not to utilitarian use and not to rational study, but to
The process of disintegration is the source of ______________, which fixes the transition from one supersystem to another.
The process and results of human development are determined by the combined influence of three general factors:
The outbreak of the First World War turned the problem of "man and animal" from a theoretical into
Psychological practice is aimed at helping the individual in
The psychological world of an individual is unique and inimitable, it is given to him in direct experience.
Psychology as a science, according to W. Wundt, has a unique subject - the direct experience of a person, therefore the subject of psychology should be
Psychological and pedagogical anthropology is
Psychological and pedagogical anthropology, based on the laws of development of the individual and their communities, established by various sciences, in turn creates knowledge about the laws of human development from the point of view of his
Psychotechnical theory can be built only on the ________________ paradigm, which develops a holistic view of a person.
The development of thinking occurs inextricably linked with the change in ___________ adolescent
The development of the philosophy of education primarily proceeds from the ______________ factor, which is fully the object of scientific knowledge.
Divided mass culture into "dead" and "live"
Distinguish contradictions
Various variants of the study of consciousness constituted the so-called subjective, or ___________________, psychology.
Developed "client-centered psychotherapy", or non-directive therapy
Developed a person-centered psychotherapy, called "client-centered therapy"
He developed a reflex theory of the mental, according to which mental processes (perception, memory, thinking, etc.), higher acts of consciousness and personality unfold according to the mechanism of a physiological reflex.
Having destroyed, to create and create on the life soil cleared from the rubble of scholasticism, a new building, a new program of education, in the center of which is and should always be a person - this is the goal
The reality in which human development takes place is
The result of the test is evaluated in ____________________ indicators.
The founder of philosophical anthropology, Helmut Plesner, criticized Scheler's approach to the "universality" of man, reproaching him for
The founders of philosophical anthropology as a special philosophical trend are
The founder of the materialism of the New Age, a peculiar type of philosophizing, figuratively compressed aphoristic, alien to the schematism of scholasticism, was
The role of non-normative factors is steadily increasing with
From the very beginning, psychotherapy is focused in a person on his
From the point of view of Pitirim Sorokin, the cultural-historical process is the dynamics of cultural supersystems
From a philosophical and ideological point of view, a person is a ___________ being
S.L. Rubinshtein identifies ______________ main features of the experiment.
The deepest essence of man as a generic being is
The shortest childhood was for children in
In his bodily life man is no different from other living beings; it consists in the satisfaction of the ________________ of the body.
The peculiarity of sensations, perception, thinking, memory, imagination, peculiarities of interests, inclinations, abilities, temperament, personality character belong to
Psychology has been counting itself as an independent science since _______.
The symbols of "massification", according to O. Spengler, are
The vocabulary of today's fourth graders has approximately ____________ words
The complexity of implementing the principle of the unity of consciousness and activity in the study lies in establishing the nature of the connection and the relationship of internal processes and
Over time, the objects of psychology became
Soviet psychology had a single philosophical, methodological and worldview basis - _____________________
According to Uri Bronfenbrenner's model of ecological systems, the ecological environment of a child's development consists of ___________ nested systems, which are usually depicted as concentric rings.
According to the main ideas of cognitive psychology, a decisive role in human behavior is
According to Freud's ideas, a neurotic illness develops as a result of the action of traumatic _______, forced out of consciousness, which form a highly charged focus in the sphere of the unconscious - an affective complex.
According to the reasoning of I. Derbolava, the subject and content of pedagogical anthropology is _______________________
According to the theory of elites, the necessary components of any social structure is the highest privileged ________, which performs the functions of managing and developing culture.
According to Christian views, an unscrupulous person is a person ____________ from God.
According to Christian anthropology, the spirit manifests itself in _________ forms.
Created and developed the main provisions of psychoanalysis
He created a cultural and historical concept of human development, introduced into psychology the concept of higher mental functions as specifically human forms of the psyche, and formulated the law of their development
Originally created as a method of treating hysterical neuroses, psychoanalysis was later transferred and extended by 3. Freud to explain the __________ of people's mental life.
Freudianism ascribed to consciousness in human life
They make up the driving forces of human behavior, the activity of his aspirations
Socialization occurs in the conditions of ____________ human interaction with the environment.
The socialization of a person lasts throughout his life and has a ____________ character.
The social basis for the formation of a subculture is
Sociocultural relations predetermine the presence in the whole organism of society of separate __________________, social communities of various kinds.
The combination of experiment with ________________ in the conditions of training gives good results for the psychological study of schoolchildren.
The specificity of all youth subcultures is that they are trying to form
A specific subject of art is ________________ relationship of man to reality.
The way of expressing the human relation, which is characterized by "the dual aspect of the outer and the inner, is
Methods of practical action and subjective states are reflected and fixed in _________
Stabilization of personal development begins
Style characterizes ________________________ entry into the subculture
Proponents of elite art opposed themselves to _____________ art.
The subjectivity of a person, his inner world, human individuality are analyzed using concepts in psychological science and visual means in
The subjects of culture are
A purely human form of life is such a community as
The essence of values ​​is their
T-groups (training groups) are based
Since direct experience, according to W. Wundt, is given to a person in his mind, the only and direct method of research is
The theoretical substantiation of education reflects the fundamental __________________ approach to a person.
The term "pedagogical anthropology" originated in Russia in the ________________ century.
The term "pedology" was proposed by the American psychologist O. Khrizman in _______.
A type of religious philosophy characterized by an interest in formal logical problems is
A typology of cultures can be built
Traditional discussions of the problem of man were carried out in the form of a concept
In N.I. Pirogov, education is endowed with dialectical tension due to the fact that the internal, individual self-change of the personality is associated with
R. Descartes has a system of philosophical sciences, the famous "tree" of philosophical knowledge ends with fruitful, aimed at a practical result
It is important for high school students
Specify the correspondence between anthropologically oriented disciplines and their content
Indicate the correspondence between great people and their views
Specify the correspondence between activities and their content
Specify the correspondence between types of culture and their content
Specify the correspondence between the types of pedagogical anthropology G. Roth and their content
Indicate the correspondence between the types of manifestations of the spirit and their content
Indicate the correspondence between the types of psychological experiment and their content
Specify the correspondence between the types of cohesion and their content

Specify the correspondence between ages and their content
Indicate the correspondence between the civilizations identified by N.Ya. Danilevsky, and their content
Specify the correspondence between groups and their content

Specify the correspondence between and their content

Specify the correspondence between categories and their content
Specify the correspondence between categories and their content
Specify the correspondence between categories and their content

Indicate the correspondence between the categories of pedagogy and their content
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Methodology levels are
The teaching of Christian anthropology on the essence of man suggests that man is three-fold, and consists of
The doctrine that behavior is the sum of adaptive reactions is
Physical development includes changes
Philosophy as a science claims to build a _____________ idea of ​​a person.
Philosophy determines the generic features of a person
Philosophical anthropology has a twofold methodological impact on education
The philosophical orientation of pedagogical anthropology is largely consonant with B. Spinoza's principled approach to mastering the true _______.
Philosophical knowledge about a person has the status of _____________, i.e. value and worldview.
The philosophical direction that recognizes the mind as the basis of human knowledge and behavior is
Philosophers are quite unanimous in their opinion that the boundary separating man from animals is ______________.
The form of human being, the form of the mental and the general designation of the inner world is
Fundamentally common, linking the entire human history, making world culture a truly whole genetically, historically (diachronically) and system-structurally (synchronously), are
The fundamental way of being a person in the world, consisting in a conscious and purposeful transformation of both the world and oneself in this world, is
The functions of an educator who intelligently directs the process of personality development.
The function of pedagogical anthropology is reduced to a way of coloring scientific data relating to the pedagogical process in _______________ colors.
The character of a person is expressed each time in the relationship between different levels of the soul.
It is characterized by a combination of intellectual, strong-willed, moral, social and other personality traits that noticeably distinguish this person from other people.
The characteristic of age features is based on the identification of the content of the ________________ process of the development of cognitive abilities and the formation of personality at successive age stages of ontogenesis.
A characteristic feature of the development process is the __________ transition of quantitative changes into qualitative transformations of the physical, mental and spiritual characteristics of the individual.
Although interventions that support and stimulate development can be implemented at all 4 levels of the model, Uri Bronfenbrenner believes that they play the most significant role at the level
Christian anthropology is the doctrine of ______________ man, his origin and his purpose in the world and eternity.
Christian anthropology delimits the spheres in man
A holistic philosophical image of a person can be considered as a ______________ educational system, specified in relation to its main subject - the developing personality of a person.
The central place in natural science was assigned to the ______ method.
The central existential category of anthropological pedagogy is the category
In Freudianism, a person appears as a ____________ being, and the highest forms of manifestation of the human spirit are considered as a substitution and sublimation of sexual desire.
A person lives in the world of culture, which, according to the figurative expression of philosophers, is his ________________________ nature.
Human images, ideas and thoughts, according to the psychologist A.N. Leontiev, biased, they are permeated
The better organized social groups, the more opportunities to have ________________________ influence on the individual.
The more complex the function, the longer the path of its development, the less the influence of the factor affects it.
The practice of psychoanalysis, built on the use of methods and techniques created in the treatment of ____________________ mental disorders and based on real psychological mechanisms, has received wide recognition from specialists.
The existential nature of the category of meeting is determined by such properties as
The elite, like no other group, should be a ____________ group, that is, one in which each participant identifies himself with other members of the group, is aware of his belonging to it.
The era of "ossification" of the creative principles of culture in mechanically lifeless forms of civilization is accompanied, according to O. Spengler, by ____________ processes that penetrate into all spheres of human life
Rationalism considered the standard of scientific knowledge of the world

FAR EASTERN STATE UNIVERSITY PACIFIC INSTITUTE OF DISTANCE EDUCATION AND TECHNOLOGIES GRISHAN IP MANAGEMENT OF EDUCATIONAL INSTITUTIONS VLADIVOSTOK 2002 Topic 1. Formation of the science of intraschool management as a branch of scientific knowledge. Its subject, tasks, methods .............................................. ................................................. ......................3 1.1 Evolution of ideas of scientific management of social organizations. ...............................................3 1.2 General theory of management and development of problems of education management abroad. ................................................. ................................................. ................................................. ....7 1.3 The formation of intra-school management as a scientific discipline in Russia .............................. 9 1.4 The subject, tasks and methods of the science of school management .............. .................................................12 TOPIC 2. ORGANIZATION OF THE FUNCTIONING OF THE SCHOOL. .............................................................15 2.1 Designation of organizational activities ................................................. ......................15 2.2 The structure and educational system of the school ..............................15 ...............................................17 2.3 Features organizational structure depending on the size and type of school....19 2.4 Approaches to school management and its structure........................................... .................................................... 27 TOPIC 3. PLANNING THE EDUCATIONAL PROCESS IN THE SCHOOL.... ..................30 3.1. Planning the goals of education at school .............................................. ......................30 3.2. The basic curriculum is the basis for planning the educational process at school.................................................................. ................................................. ................................................. ............33 3.3. School Curriculum .............................................................. ................................................. 36 3.4 Developing the School Curriculum .................................. ................................................. .41 3.5. Scheduling your training sessions............................................................... .......................43 TOPIC 4. CONTROL OF THE FUNCTIONING OF THE SCHOOL.................................. ...........45 4.1. Subjects of intraschool control .................................................................. ............... .................45 4.2. Types and forms of control ............................................................... ................................................. ......46 4.3. Principles and methods of control ............................................................... ...............................................47 4.4. Intra-school control procedures .............................................................. ..............................50 TOPIC 5. SYSTEM MANAGEMENT OF SCHOOL DEVELOPMENT .............. ..........................................54 5.1 Fundamental features of the system management of school development .......... ............54 5.2. Systematic planning of school development: identifying and assessing problems .............................56 5.3. Systematic planning of school development: development of a conceptual project of the desired future.................................................................. ................................................. .........................................59 5.4. Systematic planning for school development: developing a strategy for change and a plan for its implementation .............................................................. ................................................. ......................................61 5.5. Program implementation management .................................................................. ...................................................63 Topic 1. Formation of the science of intra-school management as a branch of scientific knowledge. Its subject, tasks, methods. Educational questions: 1. Evolution of ideas of scientific management of social organizations. 2. General theory of management and development of problems of education management abroad. 3. Formation of intra-school management as a scientific discipline in Russia. 4. The subject and methods of the science of school management. The development of scientific approaches to school management abroad began in the 20s, and in our country in the 50s of the twentieth century. For a long time, this work in our country was carried out in isolation from what was being done in the world. If abroad the search for ways to improve the efficiency of school management from the very beginning was based on the achievement of a general theory of social management, then in our country it was based mainly on the provisions of pedagogical theory. However, since the mid-1980s, this gap has been rapidly decreasing. 1.1 Evolution of ideas of scientific management of social organizations. The first scientific schools of management In the late 19th - early 20th century. The industry has entered the era of mass production, in connection with which the tasks of enterprise management have become more complicated. The old methods of management were increasingly demonstrating their inefficiency. Awareness of the need for new forms and methods of management led to the emergence of management science. The first theory of scientific management was developed at the beginning of the 20th century by F. Taylor. Criticizing the management practices of that time, he argued that in order to be effective, management must be carried out on the basis of certain laws, rules and principles. And although his focus was on the management of enterprises, he believed that the same principles could be the basis of any social activity. He considered the main reasons for inefficient activity to be: the unwillingness of performers to achieve high results, their use of unproductive methods of work, poor management organization, which encourages performers to work “with coolness”. To eliminate these causes, management, according to F. Taylor, must be built on the basis of four "basic great principles": the development of true scientific foundations of production; scientific selection of performers; their scientific education and training; close friendly cooperation between the administration and the performers. The main tasks of management F.Taylor singled out in order to: divide the work evenly between the performers in accordance with their abilities; define clearly tasks; identify rational work technologies, train employees in them and ensure that everyone uses them and does not work “with coolness”; to provide financial incentives for the performance of tasks and at the same time establish a system of penalties for unproductive work, applying them dispassionately and fairly. The worker must be freed from thinking about how to do the job. The task of employees is to perform, and the administration must encourage or punish the employee, depending on the results. Therefore, F. Taylor considered clearly set tasks and bonuses to be the most important element in the mechanism of scientifically posed management. F.Taylor is called the father of scientific management. His merit and the merit of his followers: G. Gantt, F. and L. Gilbreths, S. Thompson and others is, first of all, that they practically showed that management based on scientific principles allows obtaining better results. than management based on common sense and experience. However, his theory also has significant shortcomings. It is based on a mechanical model of organization, i.e. idea of ​​an ideal organization, working on the principle of a well-oiled clockwork. In such an organization, the influence of the individual characteristics of employees and their interests on the final result is reduced to zero. This theory is focused on the stable functioning of the organization and says nothing about the management of its development. It ensures the productive work of each performer, but if the general goals are set incorrectly, then no matter how productive the work of the performers is, the organization as a whole will be ineffective. Almost simultaneously with F. Taylor, the Frenchman A. Fayol proposed his management theory. His work "General and Industrial Administration", published in 1916, is considered the first holistic theory of management, which later received the name classical. If the focus of F. Taylor's theory was the rational organization of the work of performers, then A. Fayol investigated the actual management activity and methods of rational organization of management systems. According to his theory, to manage means: to foresee (that is, to take into account the future and develop a program of action); organize (i.e. build a dual material and social mechanism of the enterprise); to dispose (i.e. to force the staff to work properly); coordinate (i.e. link, unite all actions and efforts); to control (i.e. to make sure that everything is done according to the established rules and given orders). He believed that there were general principles of government that needed to be followed to make the economy efficient. He included the following 14 principles among the main ones: division of labor; power and responsibility; discipline; unity of management (command); unity of command and control (only one boss can give two orders for one action, as well as one leader and one program for a set of operations pursuing the same goal); subordination of private interests to common ones; remuneration; centralization (the presence of a "think tank"); hierarchy; order; Justice; the constancy of the composition of the staff; initiative; staff unity. In addition to the above principles, there may be others. In management, in his opinion, there should be nothing inflexible, absolute. You should always take into account changing circumstances, the difference and change of people and many other factors. That is, the principles must be flexible and one must be able to operate with them. Fayol's main contribution to management theory was that he was the first to consider management as a universal process and single out its components. But, just like F. Taylor, he did not consider the issues of managing the development of the organization. His theory is based on a simplified model of man. Behavioral approach to management In contrast to the rationalistic approach, in the early 1930s, a new approach was formed in management science, based on a fundamentally new understanding of the role of the "human factor" in the organization. The founder of this approach was the American sociologist and psychologist E. Mayo. In the course of studying the causes of low productivity and staff turnover at the enterprises in Hawthorne, a group of scientists under his leadership, as well as in experiments, it turned out that the main factors influencing productivity were socio-psychological and, above all, relationships in the team. It was found that within the working groups there are their own norms of behavior and values ​​that affect the results to a greater extent than the norms and rules established by the administration. Based on the results of the famous Hawthorne experiments, E. Mayo developed a management theory called "the theory of human relations." If the formal structure is at the center of the classical theory, then the informal structure is at the center of his theory, which he defined as a set of norms, unofficial rules, values, beliefs, as well as a network of various connections in and between groups, centers of influence and communications. They cannot be regulated within the framework of a formal structure, but they essentially determine the behavior of people in an organization. The activities of the administration, according to this theory, should be focused primarily on the interests of the people. These interests are not limited to material interests. The motives of people's behavior are more diverse and leaders must understand them in order to create conditions for their satisfaction. Fear of punishment is a bad motivator. The followers of E. Mayo subsequently conducted numerous studies of the mechanisms of human motivation, factors of production efficiency. This theory became especially popular in the West in the 1950s. However, the practical implementation of its provisions did not produce the expected results. She failed to offer effective methods of influencing the motivation of employees. One of the largest authorities in the field of management, P. Drucker, noted that the basic ideas of the doctrine of human relations are the main foundation in the management of an organization, but they do not form a building. Awareness of the limitations of this doctrine initiated a more in-depth study of the factors that determine human behavior in an organization. An important difference in the assumptions in the study of these factors was the recognition that the organizational behavior of people depends not only on the nature of the informal structure, but also on the formal structure and psychological characteristics of the person himself. The most prominent representatives of the behavioral approach are K. Argiers, F. Gelzber, R. Likert, R. Blake, D. McGregor, J. Mouton, F. Fidler. In the 60s, these scientists carried out a number of studies to assess the motivational mechanisms of human behavior, the relationship between satisfaction and labor productivity, the effectiveness of leadership styles, the impact of organizational structures and the nature of communication in an organization on organizational behavior, etc. Based on them, recommendations were developed for managers that received widespread in management practice. Many ideas of the behavioral approach to management have not lost their significance in our time. System approach to management The system approach arose in the early 1960s, on the one hand, under the influence of the system movement that was widespread in science at that time, and on the other hand, the desire to combine the advantages of rationalistic and behavioral approaches and overcome their limitations. Ch. Barnadr, G. Simson, R. Ackoff, S. Optner, D. Cleland, W. King and others made a significant contribution to the development of the ideas of a systematic approach. as a system (set) of parts so connected and interacting with each other that in this case a whole arises that has its own qualities, different from the qualities of its constituent parts. From the standpoint of a systems approach, an organization is an open system. It interacts with the external environment, exchanging energy, information, materials with it, and its effectiveness is determined not only by systemic qualities, but also by environmental conditions. These conditions are constantly changing, therefore, in order to remain effective, the organization must develop and acquire new qualities. Changes in any part of the organization should not occur in isolation. They will inevitably require concerted changes in other parts. With a systematic approach to management, the decision-making process is in the center of attention. Decisions are made at all levels of the organization, incl. and at the worker level. Thus, the organization is represented as a set of decision-making centers interconnected by communication channels. The main thing is that at each level of the organization decisions should be made that correspond to its interests and are coordinated with each other. Differences in modifications of the systems approach are determined by the initial models, on the basis of which the organization is considered as a system. The following are most often distinguished as components of the system: goals, objectives, strategy, structure, resources, technology, people. Goals are usually recognized as the central component of the system. Technology, structure and other components depend on their nature. In turn, goals cannot be set arbitrarily, they also depend on the properties of other components. For example, goals can only be those provided by technology. To achieve other goals, it is necessary to change the technology. The ideas of a systematic approach had a great influence on the development of managerial thinking. Its importance is especially great for management at the upper levels of the organization in the development of decisions of a strategic nature. However, the implementation of this approach places very high demands on the thinking of managers, which is a significant limitation for its wide distribution. Situational approach to management Its main ideas were developed at about the same time as the system approach. The desire to find a universal management approach to any organization and the conditions of their activities, the shortcomings of the classical and human approach to management, forced us to look for more acceptable approaches to managing organizations. Proponents of the situational approach see their task in establishing which management models, under what environmental conditions, are the most effective and, on the basis of this, offer managers the most effective standard solutions for building management systems for specific conditions. The first attempt at such a study was made by the English scientists T. Burns and G. Stalker. They examined several firms from diverse industries and found that, depending on whether the external environment is stable or changing, rigid (mechanical) or flexible (organic) management structures are more effective. At about the same time, the American scientist F. Fiedler published the results of studies in which he showed that there is no one best style of activity (it was believed that such is democratic) and that the effectiveness of the leadership style depends on the structure of the task solved by the team, on the volume authority of the leader and his relationship with subordinates. The authors of the situational theory in its modern sense are American scientists P. Lawrence and J. Lorsch. They developed specific characteristics describing the situation and organizational structure, and conducted research to identify the relationship between these characteristics for well-performing organizations. The main conclusion from these studies is that the characteristics of the external environment are the main factors determining the effectiveness of organizational differentiation and integration. In another management theory popular in the 80s, T. Peters and R. Waterman (known as the “C-7” theory), seven interrelated components of the organization are distinguished, changes in which must be agreed in order to ensure the effectiveness of the organization: strategy; structure; system; staff; qualification; accepted values; leadership style. The situational approach does not contradict the system approach. He rather complements it. Process approach to management This approach, which I also call functional, develops the ideas of classical management theory, enriching them with the ideas of behavioral, systemic and situational approaches. Management is considered by representatives of this approach as a holistic process of implementing management functions, among which various authors distinguish: planning; organization; motivation; management; coordination; communication; control; making decisions; analysis; grade; selection of personnel, etc. Most often, among other management functions, the main ones are distinguished: planning, organization, leadership and control. The control system, from the standpoint of this approach, is presented as a hierarchical structure of interrelated processes for the implementation of control functions. In order for the management process to be effective, the structure of the management system (composition of bodies, distribution of powers and responsibilities, ways of coordinating communications, communication networks) and management methods must comply with both internal and external conditions of the organization. Thus, in contrast to the system approach, which bases the control system on a generalized model of the decision-making process, the process approach solves this problem based on a set of models for implementing control functions. It also assumes that in the implementation of each management function, various decisions are made, but the development of these decisions is carried out according to different schemes. The ideas of situational management are reflected in the process approach in that it is recognized that there is no one best composition of management functions for different management systems, and there is no best way to implement functions of different types. Supporters of the process approach recognize both the formal and informal structures of the organization as equally important. Therefore, when researching and developing models of control systems, they widely use models and methods developed within the framework of the behavioral approach. 1.2 General theory of management and development of problems of education management abroad. The Origins of Scientific Management of Education Abroad Two years after the publication of F. Taylor's work in 1911, an article by F. Bobbitt, lecturer in educational administration at the University of Chicago, "Some General Principles of Management Applied to Urban School Systems" was published. In it, he recounted his experiences with scientific management ideas applied to school systems. In the same year, the superintendent of schools in Newton, Massachusetts, made a presentation at a national conference on the application of the principles of scientific management in the schools of the city. In the 1920s and 1930s, experiments in the use of scientific methods expanded significantly, primarily in the United States, but then in Europe - England, Germany, France, Switzerland. The first steps of scientific management (1912-1930) of education were influenced by classical management theory. Although the influence of this theory continued in subsequent years. Many principles of the classical theory still play an important role, and in the 1980s and 1990s there were often works based on this theory. The second phase of the development of the theory of school management in the West is associated with the dissemination of the ideas of the theory of "human relations". This period, which lasted until about the 1950s, was characterized by a significant increase in attention to the human factor, it was often called a turn towards democratic governance. The work of J. Koopman "Democracy in School Management" and W. Yoh "Improving Human Relations in Education Management" had a significant impact on the turn towards the human factor. Development of education management problems based on the concepts of social sciences. In the second half of the 1950s, the third period of development of the theory of education in school management began, which lasted until about the 1970s. This period is characterized by the substantiation of the theory of management from the standpoint of the social sciences - sociology, psychology, philosophy. An important role in recognizing the importance of the social sciences in school management was played by national structures and education, primarily in the United States: the National Conference of Professors in Educational Management (1947), the Cooperative Program for Educational Management (1950), the University Council for Educational Management (1956 ). Subsequently, the social science approach to educational management spread to Canada, Australia, New Zealand and, later, to England. A significant contribution to this movement was made by the works of J. Beron and W. Taylor "Educational Management and the School Environment" (England, 1969) and R. Glatter "The Development of Management for the Educational Profession" (USA, 1972). Educational institutions and their management began to be considered from positions of the sociological theory of organization. In the 1950s and 1970s, works appeared that either popularized the theory of management in relation to educational institutions, or analyzed educational structures as social systems. There are still different opinions on the use of sociological theories in educational systems in the West. If some authors believed that management is essentially the same process for all organizations, whether educational, industrial or ecclesiastical, then others, disagreeing with this, believed that there are specific characteristics of educational systems that make them in some cases different from other organizations. These specific characteristics included: a more difficult definition of the tasks and goals of an educational organization due to its special service nature; lack of a single source of policy formation; difficulties in evaluating survey outcomes; the existence of a special close relationship between teachers and students as primary clients. The Concept of Targeted Management in Education One of the most popular approaches to management in the 1960s and 1970s was the concept of management by objectives (MBO - management by objectives). Its main ideas were formulated by the greatest authority in the field of social management P. Drucker. MVO is a results-oriented management philosophy. It provides for the focus of the head on the development of goals agreed at various levels of the organization and the development, together with subordinates, of decisions on the means of achieving and evaluating them. The application of the concept of MVO was widely practiced in the 70s - 80s in Canada, the USA, Great Britain. It was mainly used in intra-school management and planning, as well as in the training of educational personnel. A systematic approach to education management In the 1970s, the ideas of a systematic approach had a significant impact on the development of education management. This approach was applied in the analysis of the situation and the solution of managerial problems at various levels of management and even to individual aspects of management. M. Johnson (USA, 1974) suggested using a general model of education management, and D. Haag (Switzerland, 1976) used a systematic approach to analyze the management of school education. Due to its complexity, the application of a systematic approach to the management of educational institutions was not widespread. Nevertheless, this approach was quite actively used in studies on education management in the 80s and 90s. An example of the successful use of this method is the book translated into Russian by the Dutch scientists A. De Kaluve, E. Marx, and M. Petri "Development of the School: Models and Changes" (1993). It implements the basic principle of a systematic approach - Interaction and interconnectedness of all components of an educational organization in the context of development. Development of educational management problems abroad in the 1980s and 1990s In the 1980s, along with the growing interest in the theory and practice of management in general, the interest in school management in particular also increased. At that time, a shift in emphasis in the state policy for the development of education was noticeably manifested: the quantitative expansion of educational systems in the 1960s and 1970s was replaced by an orientation toward improving the quality of education in accordance with the requirements of a post-industrial society. Raising the level of intra-school leadership, democratization of the school are reflected in school legislation. Along with this, the development of educational institutions has led to the emergence of large educational institutions with thousands of students, hundreds of staff and huge annual budgets. Under these conditions, traditional methods of education management turned out to be insufficient to solve the problems of improving the quality of education. The period of the 1980s was also characterized by the implementation of major educational reforms in a number of countries. In many countries, decentralization of management was carried out, the strengthening of the autonomy of educational institutions, which required the development of the principle of participation: in the new conditions, schools could no longer manage with authoritarian management systems, they needed more advanced structures and management mechanisms. All this led to the intensification of scientific research on education management, both theoretical and applied. At the same time, research and development was carried out based on the classical, human, behavioral, systems and situational approaches. It is typical to use, as a basis for research, a variety of philosophical schools, trends and concepts from positivism to subjectivism and neo-Marxism. In the 80s - early 90s, a number of major theoretical works were published, aimed either at developing the theory of education management itself, or at generalizing its state and popularizing what has already been developed for practical workers. For example, the works of T. Bush "Theories of Management in Education" (England, 1986); P. Silver "Management of Education" (USA, 1983); K. Evers and G. Lakomsky “Knowing the management of education. Controversy and research” (Australia, 1991); W. Rast "Management Guide for Teachers" (England, 1985); the work of English managers - practitioners J. Dean and R. Bletchford "Management of the secondary school" (1985); N. Adams "Secondary School Management Today" (1987) and others. In the same years, they emerged as a separate area of ​​research in the field of assessing education personnel and managing the development of education. Until the mid-1980s, research in the field of education management concerned mainly the management of the functioning of educational organizations. However, due to the constant and sometimes abrupt changes in the socio-economic sphere that took place in society, researchers and educational organizations at the turn of the 80s and 90s and especially in the early 90s began to turn to methods of strategic planning and development management. As can be seen from the above, the theory of education management abroad is an intensively developing, practice-oriented area of ​​scientific knowledge, actively assimilating general management approaches and developing special models and methods on their basis to improve the efficiency of management activities in the field of education. 1.3 Formation of intra-school management as a scientific discipline in Russia Statement of the problems of school management in pre-revolutionary Russia The need to solve the problems of school management arose simultaneously with the emergence of the school as a social institution. This was required by the tasks of recruiting personnel, remunerating teachers, controlling the quality of students' knowledge, maintaining discipline, and so on. Initially, these questions were decided on a purely empirical basis. However, with the accumulation of knowledge, the growth in the number of educational institutions and the contingent of students, it became necessary to generalize the experience of managerial activity and systematize it. A number of school management issues are reflected in the works of the outstanding Russian teacher KD Ushinsky. In the article "Three Elements of the School", he singled out the main components of the school's activities - administrative, educational and educational. He believed that the head of the school should be both an administrator and a teacher: the main subject of his activity is the content of teaching, the choice of teaching methods, examinations, the choice of textbooks, teacher conferences and a personal example in using the most effective methods. The problems of intra-school management were further developed in the works of N.F. Bunakov, A.N. Korf, N.I. Pirogov and other famous teachers of the 19th century. N.F. Bunakov paid great attention to the organization of school life, the creation of a favorable psychological climate in the educational institution, the combination of exactingness with respect for the personality of the student. He resolutely opposed the official, formal-bureaucratic approach to control, in favor of involving parents and the local population in controlling the activities of the school. A.N. Korf in his writings also consistently developed the idea of ​​the need to democratize control over the work of the school. He considered the main criterion for the work of the school - the results of learning, the depth and strength of students' knowledge. An important contribution to the formulation of problems of school management was made by the outstanding surgeon and teacher N.I. Pirogov. He formulated the requirements for intra-school management, which should be presented to the school leader. At the same time, the requirements of professionalism, competence, and the ability to reckon with the opinion of teachers are brought to the fore. N.I. Pirogov considers the teachers' council to be the most important body of collegiate school management. The director has no right to cancel his decision - he can only apply with such a request to a higher management body. The issues of school management for the well-known teachers listed above were not the subject of independent research, they were considered by them in a complex of organizational and pedagogical conditions of the educational process. In the second half of the 19th and early 20th centuries, attempts were made to publish books on the organization of school affairs (“Educational Studies” by N. Solonin, 1879 and under the same name by M.S. Grigorovsky in 1916). But even these works cannot claim the status of scientific research. In fact, they were collections of official instructions and recommendations on the organization of school work. Thus, we can state the fact that in pre-revolutionary Russia the need for intra-school management as a scientific discipline was not recognized. The Formation of School Studies in the Post-Revolutionary Period The February Revolution of 1917 gave rise to hopes for specific democratic changes in the education system. However, the October Revolution and civil war that followed created a fundamentally new situation. Instead of reforming the school system, the question was raised of demolishing the old school and replacing it with a school that was supposed to express and protect the interests of the proletarian state. June 18, 1918 The Council of People's Commissars approved the regulation "On the organization of public education in the RSSR." In more detail, the policy in the field of education is reflected in the "Regulations on the Unified Labor School" and "Basic Principles of the Unified Labor School". In these documents, vigorous attempts were made to democratize the process of managing school education. Electiveness of school leaders was established, school councils were created, which were endowed with broad powers. At the same time, it should be noted that the school management system being created had a clearly defined class character, its main task was to carry out the policy of the ruling party, strict ideological control over the education system. “Red directors” sometimes came to manage the school, most of whom had neither a pedagogical education nor work experience. In the 1920s, the problem of training and advanced training of personnel in the public education system became extremely acute. The first step in solving this problem was the opening in 1921 of the Central Institute of Organizers of Public Education. E.A.Litkens. The institute was a higher educational institution. The educational work in it sought to give a search,

As a manuscript

SHVETSOVA Galina Nikolaevna

Program-targeted management

regional educational system

13.00.01 Tsa general pedagogy, history of pedagogy and education

dissertations for a degree

Doctor of Pedagogical Sciences

Cheboksary - 2009

a The dissertation was completed at the Pedagogy Department of the State Educational Institution of Higher Professional Education, Chuvash State Pedagogical University named after I.I. AND I. Yakovlev.
Scientific consultant Official opponents:	Grigoriev Georgy Nikolaevich doctor of pedagogical sciences, professor,
	Academician of the Russian Academy of Education Slastenin Vitaly Alexandrovich, doctor of pedagogical sciences, professor Glazunov Anatoly Tikhonovich
	doctor of pedagogical sciences, professor Kuznetsova Ludmila Vasilievna
Lead organization	GOU VPO Tatar State Humanitarian and Pedagogical University

The defense will take place on June 17, 2009 at 11.00 am at a meeting of the dissertation council DM 212. 300.01 for the defense of dissertations for the degree of Doctor of Pedagogical Sciences at the Chuvash State Pedagogical University. AND I. Yakovlev at the address: 428000, and Cheboksary, st. K. Marx, 38.

The dissertation can be found in the library of the Chuvash State Pedagogical University. AND I. Yakovlev.

aa Academic Secretary

Dissertation Council Khrisanova E.G.

INTRODUCTION

The relevance of research. The processes of globalization, affecting all spheres of public life, necessitate the reform of Russian education in accordance with the new realities, certain agreements within the framework of the Bologna process. Under these conditions, it becomes an important task to develop strategic guidelines that ensure the unity of the global, pan-European and domestic educational space, which requires the creation of mechanisms for the sustainable development of education as an open state-public system.

In the Concept for the Modernization of Russian Education for the Period up to 2010, in the National Doctrine of Education in the Russian Federation until 2025, the development of a strategy for the development of the education system at the regional level serves as mechanisms for such development. The Russian education system is a multi-component structure that reflects federal (nationwide) and regional priorities, which are determined by socio-economic, historical, cultural and ethno-national characteristics that actualize the role of the constituent entities of the Russian Federation in the modernization of education. This involves scientific forecasting, development and implementation of long-term priorities of the regional educational policy, which are inseparably united and interconnected with national strategic priorities.

The implementation of targeted federal programs required the search for new approaches to the development of regional programs aimed at implementing the relationship and consistency between long-term development priorities and measures of medium-term and short-term educational policy based on the preservation of the basic values ​​of education in the 21st century in the context of globalization. Planned and ongoing changes in education have increased the requirements for management efficiency, the validity of management decisions, understanding and forecasting the effects caused by their adoption, and preventing possible risks.

Directions and main activities within the framework of the priority national project Education, approved by the Presidium of the Council under the President of the Russian Federation for the implementation of priority national projects (minutes No. 2 of December 21, 2005), Decree of the Government of the Russian Federation of December 23, 2005 No. 803 On the Federal Target Education Development Program for 2006-2010 determines the need to develop effective mechanisms and rational tools to improve the efficiency of management of regional education systems. One of the effective means of achieving organizational goals based on the combination of scientific and administrative management, new technological tools and resource mechanisms is the implementation of a program-targeted approach to the management of social systems.

The program-target approach is understood as a general methodology that procedurally reflects the analytical, target, program, planning, organizational, controlling and regulating components of the educational system management. It provides for a clear definition of the goals of managing the system, the allocation of the necessary resources for the implementation of programs and the formation of bodies that manage their implementation. In this program-target management acts as an effective and efficient mechanism for influencing the managed system to achieve the goal for a certain period of time with limited resources.

The complex nature of the problem under study determines the use in the study of the scientific provisions of the theory of systems and the cyclicity of the development of social and economic processes (V. G. Afanasiev, Yu. A. Gromyko, F. F. Korolev, K. Marx), the theory of economic growth (R. Harrod, E. Domar, I. Schumpeter, G.A. Feldman), management theory at the federal, regional and local levels of government (3. A. Bagishaev, V. I. Bondar, O. E. Lebedev, A. M. Moiseev, T.V. Orlova and others).

The development of the problems of managing the educational systems of the territories using the program-target approach is a separate area in pedagogical science and integrates scientific achievements in the field of:

Philosophies of education (P.K. Anokhin, B.S. Gershunsky, Yu.V. Gromyko, A.S. Zapesotsky, V.V. Kraevsky, V.A. Kutirev, N.A. Rozov, etc.);

Pedagogical activity and training for the education system (Yu. K. Babansky, V. I. Baidenko and Jerry Van Zantworth, L. V. Vasilyeva, S. G. Vershlovskiy, V. I. Zagvyazinsky, T. A. Ilyina, V V. Kraevsky, A. V. Mudrik, L. I. Novikova, V. G. Onushkin, and Yu. N. Kulyutkin, V. P. Strezikozin, V. V. Serikov, O, M. Simonovskaya, V. A Slastenin, L. S. Podymova, A. P. Tryapitsyna, N. M. Chegodaev, A. I. Shcherbakov, T. Schultz, WF White, etc.);

Education management (Yu. V. Vasiliev, G. G. Gabdullin, V. M. Gaskov, N. P. Kapustin, Yu. A. Konarzhevsky, V. S. Lazarev, A. M. Moiseev, A. A. Orlov , T. V. Orlova, Yu. N. Petrov, M. M. Potashnik, E. V. Tkachenko, P. I. Tretyakov, L. G. Rodionova, E. N. Khokhlachev, R. Kh. I. Shamova, E. A. Yamburg and others);

Designing educational systems (O. E. Lebedev, A. M. Moiseev, L. I. Novikova, A. I. Prigozhin, V. E. Radionov, V. V. Serikov, V. I. Slobodchikov, M. A. Ushakov, K. M. Ushakov, L. I. Fishman and others);

Studies of territorial problems of education (M. V. Artyukhov, V. V. Bagin, A. A. Gorchakov, S. A. Gilmanov, N. A. Kosolapov, V. B. Kulikov, M. I. Makhmutov, G. V. Mukhametzyanova, E. G. Osovsky, E. M. Nikitin, N. N. Petrov, V. A. Prudnikova, I. I. Prodanov, Ya. I. Khanbikov, etc.);

Socio-psychological, psychological and pedagogical studies of educational systems (B.G. Ananiev, K.A. Abulkhanova-Slavskaya, A.A. Bodalev, V.P. Zinchenko, G.A. Kovalev, E.I. Smolenskaya, N V. Kuzmina, V. F. Lomov, A. V. Petrovsky, V. V. Ushakov, I. D. Chechel, T. G. Novikova, V. A. Yakunin, J. Neave, etc.).

In the dissertations of V.N. Averkin, I.I. Kalina, M.R. Pashchenko, S.A. Repin, I.K. Shalaeva, T.D. Shebeko and others highlight the issues of regional and municipal program-target management of education. In studies, the program-target approach is considered as a system of principles that determine the overall management strategy, in particular planning as a type of management activity. The main idea is the provision that the management of the education system in the context of decentralization should be program-targeted, which allows linking together goals with resources, approaching long-term planning as the development of an integrated system of actions for all management structures and the local community.

Program-target management involves the implementation of a technological scheme, including interrelated stages of analyzing the external and internal situation, setting goals, developing a program to achieve them, indicators and assessing the success of their implementation; actualization of goal-setting in the management process; the multilevel nature of the goal, the need for its decomposition into subgoals and tasks, the disclosure of their logical and volumetric relationships.

The study of research in the field of management and the existing practice of the development of education indicates that the program-targeted management is one of the most important methods of management and requires the identification of the scientific foundations for its construction in modern conditions. To single out scientific grounds means to reveal the phenomenon of program-targeted management in the regional education system in the aggregate of concepts that reflect its essential and procedural characteristics. The following basic concepts are used in the dissertation: program, program-target approach, program-target management, program-target methods.

Program- a document that defines the content of program-targeted management and clearly establishes the links between conceptually defined goals and mechanisms for their achievement, with the obligatory presence of a description of the planned actions (activities), the timing of their implementation, responsible executors and the necessary resources.

Program-targeted approach- this is a methodological approach, consisting in a clear definition of management objectives, the allocation of the necessary resources for the implementation of programs and the formation of governing bodies. The program-target approach as a methodology, in contrast to more particular methods and techniques, sets a general orientation in practical management activities.

Program-targeted management- understanding of management as the organization of effective impact on the managed object to achieve the goal for a certain period of time with limited resources.

Program-target methods- ways and means of influence of the managing subject on the object of management to achieve the goal, characterizing the completed act of influencing the object of management.

The analysis of the studies showed that the scientific study of the problems of program-target management of education as a holistic phenomenon is far from being completed. The historical and cultural aspects of managing educational systems have been poorly studied, a complete picture of the interaction between the central and peripheral vectors of management has not been recreated, and a design and forecast mechanism for development has not been built. It should be noted that while there is no common understanding of the technology of program-target management, the issues of organizing horizontal communications, coordination activities, and management features of programs of various types remain little studied.

As a result of the analysis of territorial programs for the development of education, a number of management problems have been identified, including the delimitation of the jurisdiction, powers and functions of the branches and levels of government as a tool for implementing regional programs. The study of the experience of programming the development of education in the constituent entities of the Russian Federation gives grounds to conclude that in the current economic and sociocultural situation, new programming approaches are required that take into account the preservation of the unity of the educational space as much as possible, which corresponds to the nature of a dynamically developing society, vital areas of development of the region.

Successful application of program-targeted management also requires understanding of its ideology and technology by administrators of various levels of education; development of targeted programs; development of methodological tools for analysis and programming; the presence of motivation of managers, specialists and their equipment with methodological means of analyzing the situation, methods of problem-oriented analysis, goal-setting, development and implementation of strategic and tactical plans, etc.).

The study of research in the field of management and the existing practice of the development of education indicates that program-targeted management needs scientific foundations for its construction: disclosure of the content of program-targeted management in the regional education system, determining the principles and patterns of its construction, implementation technologies, the absence of which is not allows you to fully ensure the effectiveness of targeted programs.

Thus, the analysis of scientific literature, educational practice indicates the presence of the following contradictions:

- at the public level: between the need to ensure a new quality of Russian education as the basis for the innovative development of the state, its entry into the common European space and the insufficient readiness of regional education systems to achieve this quality; between new requirements for the management of education in a market economy and the predominance of traditional approaches to management; between the emerging diversity of social and individual educational needs and the inability of state federal and regional authorities to provide conditions for obtaining an education level that meets these needs, world standards and Russian traditions;

- at the scientific and theoretical level: between the approaches to the functioning of educational systems available in management theory and the lack of development of mechanisms for implementing the program-target approach, which reflect the analytical, target, program, planning, organizational, controlling and regulatory components of the management of the regional educational system;

- at the scientific and methodological level: between the need for organizational and pedagogical support (content, technologies, resources) of program-targeted management of the regional educational system and insufficient scientific and methodological development of a set of conditions, factors, criteria and indicators, mechanisms for the effectiveness of its implementation; between the priorities of federal programs for the development of education in the Russian Federation and the current regional target programs for the development of education; between the priority of the implementation of managerial and educational technologies and the lack of managerial and teaching staff of the appropriate skill level.

The need to resolve the identified contradictions determined the research problem: what are the methodological, theoretical and technological foundations of the program-targeted management of the regional educational system?

The purpose of the study is to develop and substantiate the methodological, theoretical and technological foundations of the program-targeted management of the regional educational system.

The object of the study is the regional educational system of the Republic of Mari El.

The subject of the study is the methodological, theoretical and technological foundations of the program-targeted management of the regional educational system.

Research hypothesis. The effectiveness of program-targeted management of the regional educational system can be achieved if:

As a methodological basis for management, systemic, synergistic, cultural, situational, informational approaches, justified in the study, will be used, the implementation of which will ensure stable relationships between the internal and external environment of the regional educational space and will allow its modeling according to parameters and factors that are justified from the point of view of the development of social processes, affecting the development of education;

The concept of program-target management was developed and implemented, including scientifically based goals and objectives for the development of the education system; principles, conditions and directions for the implementation of program-targeted management; its regulatory and legal support; predicted results; structure; content and organizational mechanisms of management; assessment of the effectiveness of the implementation of targeted programs (a system of target indicators and indicators); resources; networking technology; monitoring the activities of management structures for the implementation of programs;

The development of the regional education system is ensured by the conformity of the nature of innovative processes in education with the peculiarities of the social environment, social order in the educational space of the region. At the same time, development programs, productive technologies, new (not known in other regions) products of the educational market become the tools for transformation;

Regional targeted programs have been developed and implemented, provided with resources based on identifying the problem field and points of growth in the educational space of the region;

The main procedures of program-targeted management, and its regulatory and legal framework, mechanisms for creating an effective structure for managing the development of regional education are substantiated;

Aa developed a system for monitoring the development of the regional educational system, including a list of indicators and criteria for its effectiveness based on modern information technologies;

The factors of reducing social risks and problems in the management of the regional education system on the basis of a program-targeted approach are identified, and their minimization is ensured by the example of the implementation of the priority national project Education.

To achieve the goal and the main provisions of the hypothesis, it was necessary to solve the following tasks:

1. To give the essential and content characteristics of the program-targeted management of the regional educational system as a socio-pedagogical phenomenon.

2. Determine the methodological foundations of the program-targeted management of the regional educational system.

3. Develop the concept of program-targeted management of the regional education system.

4. Develop a system for monitoring the development of the regional educational system, including a list of indicators and indicators of its effectiveness.

5. To experimentally substantiate the effectiveness of the Concept of program-targeted management of the regional education system.

6. To identify factors for reducing social risks and problems of program-targeted management of the development of the regional education system on the example of the implementation of the priority national project Education.

7. To develop a system of measures to form the readiness of teaching staff for program-targeted management in the education system.

The methodological basis of the study was:

Dialectical theory of knowledge about the universal connection, interdependence and integrity of phenomena; general dialectical principles of the relationship between subject and object, process and result, individual, particular and general; unity of continuity and progress (traditions and innovations);

Information approach as a modern paradigm for the analysis of ongoing social processes;

System approach as a general methodological principle of the analysis of social systems, links between the system and the environment, the components of the system itself;

The phenomenological approach as a general methodological basis for the analysis of various social processes, the identification of the parameters of a social phenomenon, the functions of a particular social action;

Synergetic approach as an interdisciplinary direction of scientific research, the task of which is to study natural phenomena and processes based on the principles of self-organization of systems;

Methodology of socio-pedagogical design as a basis for constructing a special kind of practice-oriented research in education management that allows solving real problems of education development using program-targeted management.

The theoretical basis of the study was:

Social-psychological and psychological-pedagogical studies of educational systems (B.G. Ananiev, K.A. Abulkhanova-Slavskaya, A.A. Bodalev, V.P. Zinchenko, G.A. Kovalev, E.I. Smolenskaya, N V. Kuzmina, V. V. Lazarev, B. F. Lomov, A. P. Petrovsky, V. V. Ushakov, I. D. Chechel, T. G. Novikova, V. A. Yakunin, J. Neave, etc.);

Scientific works in the field of management of educational systems (J. Van Geek, P.F. Drucker, A.A. Gorchakov, G.N. Grigoriev, G.A. Kovalev, E.I. Smolenskaya, Yu.A. Konarzhevsky, N A. Kosolapov, D. Campbell, O.E. Lebedev, A.P. Markov, A.I. Prigozhy), education management and its information support (Yu.N. Afanasiev, A.T. Glazunov, A.N. Dakhin, YA Konarzhevsky, MI Kondakov, VY Krichevsky, AN Leibovich, VS Lazarev, OE Lebedev, AM Moiseev, MM Potashnik, AM Novikov, P. I. Tretyakov, K. M. Ushakov, L. I. Fishman, T. P. Shamova);

Research in the field of socio-pedagogical design and innovation in education (V.I. Zagvyazinsky, E.S. Zair-Bek, M.V. Klarin, V.F. Krivosheev, L.V. Kuznetsova, L.S. Podymova, V. M. Polonsky, V. E. Rodionov, V. V. Serikov, A. P. Tryapitsyna, O. G. Khomeriki and others), program-target management in education (V. N. Averkin, I. I. Kalina, D. Cleland, V. King, Cleland David I., King William R., VS Lazarev, M. M. Potashnik, B. Z. Milner, AM Moiseeva, T. V. Orlova, S. A. Repin , T.D. Shebeko).

The empirical basis of the study was:

The researcher's own experience as the head of the regional education system and the developer of targeted programs at various levels, an expert on municipal programs and programs for the development of an educational institution;

Materials of UNESCO, monitoring of the International Bank for Reconstruction and Development, Council of Europe, International Association for the Assessment of Educational Achievement, Organization for Economic Co-operation and Development (OECD) for the Assessment of Student Educational Achievements (PISA), materials of monitoring the activities of the regional educational system for the period from 2000 to 2007 , analytical reports on the results of the Unified State Examination from 2001 to 2007, reports on the implementation of targeted programs in the field of education for the period from 1999 to 2008;

A set of empirical research methods: monitoring, evaluation of the results of educational activities, correlation analysis of the relationship of indicators, the volume and structure of regional budget financing;

Pilot-experimental implementation of the developed models of program-targeted management in the practice of managing regional and municipal education systems.

The experimental base of the study was: the regional educational system, services of scientific, methodological and psychological and pedagogical support (State Institution of the Republic of Mari El Republican State Center for Certification and Quality Control of Education, State Educational Institution of Additional Professional Education (Advanced Training) of Specialists Mari Institute of Education, Republican Expert Council, etc.), Ministry of Education of the Republic of Mari El.

The work is the result of scientific and pedagogical research conducted by the author in the period from 1998 to 2008. The study was carried out in several stages:

Stage I - preparatory a (1998-1999) - included an analysis of the theoretical basis of the study, the search for and justification of the methodological foundations for building program-targeted management in education, the choice of research methods, the development of a research program and tools.

Stage II - staging (2000-2001) - consisted in identifying the main directions for the development of the education system, studying the features of management in various regions of Russia and abroad; creation of the Concept of program-targeted management of the regional educational system, development of targeted development programs in the educational space of the region.

Stage III - transformative (2002-2006) - is devoted to the experimental approbation of the author's Concept of program-targeted management on the basis of the educational system of the Republic of Mari El, monitoring the effectiveness of the functioning of the education system of the region.

Stage IV - analytical (2007-2008) - consisted in the analysis and generalization of the results of the implementation of the Concept of program-targeted management of the regional educational system; formulating conclusions; determination of promising directions for the study of the problem.

The scientific novelty of the research is as follows:

1. The concept of program-target management of the regional education system has been created, including the goal, objectives, principles, resources (educational, personnel, information, economic), indicators and indicators for evaluating the effectiveness of the system development. The main idea of ​​the Concept is the need to implement in management a subsystem of goals, and a subsystem of programs, and a subsystem for the implementation of program-targeted management, and a subsystem for monitoring the development of a regional educational system. It is based on the leading role of goal setting in the management of regional education, the multi-level development goals.

2. On the basis of a systematic analysis of the sociological, economic and pedagogical aspects, objects and management models, substantive components, criteria apparatus, organizational and pedagogical conditions and resources that ensure the effectiveness of program-targeted education management are substantiated.

3. A monitoring system for the development of the regional education system has been developed, including providing services, information databases interaction protocols

The indicators and indicators for evaluating the effectiveness of the management of the regional education system are determined, reflecting the ratio of the general, special and individual in the educational sphere as an object of program-targeted management of education.

4. Priority directions for optimizing the organizational structure and content of the activities of the subjects of the state-public system of education management in the region and ways to increase its effectiveness based on the implementation of the program-targeted approach have been identified.

5. Based on the analysis of the types of organizational decisions in the implementation of nationwide, complex, complex-related and departmental targeted programs, the organizational mechanism of program-targeted management is substantiated, which takes into account the preservation of the unity of the educational space as much as possible.

6. A typology of financial, managerial and resource risks in a regional entity is presented, which allows designing a system of measures to identify and overcome them (identifying and assessing risks; determining a problem-targeted or program management strategy; providing reliable feedback; scientific, methodological and informational support for the project , staff training, pilot testing of projects, advisory support).a

7. An algorithm has been developed to form the readiness of educational structures for innovative activities to determine approaches and priorities in the development and implementation of targeted programs.

The theoretical significance of the study lies in the fact that it makes a significant contribution to the theory of management of educational systems and pedagogical management. It reveals the essence and content of the program-target management of the regional educational system. In the study, the theoretical foundations of program-targeted management of education (PCEM) were developed in the interrelation of four subsystems:

- goal subsystems

- program subsystems

-

- according to its target, content, technological and performance components in accordance with performance indicators and indicators.

The relationship between the phenomena of an open regional educational system and the synergistic interaction of resources is revealed. It is proved that the synergistic interaction of resources (educational, personnel, informational, economic) under the conditions of program-targeted management and their use contributes to obtaining a high total educational and socio-economic effect. It is substantiated that three main characteristics of modern education are subject to synergistic interaction simultaneously, but in different volumes: quality, accessibility, efficiency.

Theoretically substantiates the social openness of the regional education system as a necessary factor in its development and self-development, as a prerequisite for the effectiveness of its functioning. The main sign of the openness of the education system is the state-public nature of education management, ensured by the stable interaction of management structures at the regional level, at the municipality level, at the level of an educational institution.

The practical significance of the study is as follows. a

The implementation of the author's concept of program-targeted management of the regional education system makes it possible to ensure its effective functioning in the conditions of the innovative development of Russian education based on the use of indicators and indicators of the effectiveness of the implementation of targeted programs, the information support system, expanding the publicity and transparency of the financial activities of government bodies, and the transition from financing the costs of the industry to funding tasks,

A monitoring system has been developed that includes ten modules (the results of the final assessment of students; indicators of student activity in extracurricular activities, the effectiveness of educational work and its program support, the coverage of students with additional education, school media, the diagnosis of student offenses, the development of human resources, material and technical, educational material, medical and social conditions, the effectiveness of management activities, competitive activities of an educational institution with absolute and relative indicators) and the information support system makes it possible to objectively assess the quality of education at the regional level, which is the leading factor in the distribution of resources in the OCUO.

A proven system of measures to minimize social risks makes it possible to optimize the implementation of the priority national project Education.

The developed model of multi-level training of managerial personnel, educational and program materials and teaching aids, as well as a model for the formation of ethno-cultural competence of teachers working in educational institutions with a multinational composition of students, provide the region's needs for teachers and education managers of a new formation who can adapt to the conditions of innovative development of education .

The universality of the obtained results of the study, performed on the material of the education system of the Republic of Mari El, allows them to be used in other regions of Russia in the implementation of program-targeted management in the field of education.

The reliability and validity of the research results are ensured by:

Research methodology based on the achievements of philosophical, sociological and psychological-pedagogical sciences in the field of theory and practice of managing social and educational systems;

A comprehensive methodology for studying the problem, adequate to the goal, objectives, object and subject of research;

Empirical verification of the identified theoretical foundations for the formation of the concept of program-targeted management of regional education;

Comparison of the results of theoretical and experimental research with data from other pedagogical and sociological studies, as well as with the practical activities of educational authorities (education management departments of the administrations of municipal districts and urban districts of the Republic of Mari El, Departments of Education of the Pskov and Yaroslavl regions);

The applicability of ideas, conceptual provisions and management mechanisms in the organization of the educational process in various territories of the Russian Federation.

Provisions for defense:

1. Program-targeted management of the regional educational system is a purposeful process designed to ensure optimal functioning and achievement of the goal of its development for a certain period of time with limited resources by way of a clear definition of management goals, and the development of mechanisms for their implementation, the timing and status of intermediate values ​​of the process, linking the planned goals with resources. Program-targeted management fully reflects the essential aspects of innovative administrative management and corresponds to its anticipatory nature, is superimposed on the existing structure and is aimed at optimizing managerial relationships, primarily at the middle management level.

2. The methodological basis of the program-targeted management of the regional education system is a set of systemic, synergistic, cultural, situational, informational approaches, the implementation of which ensures stable relationships between the internal and external environment of the regional educational space and allows its modeling according to parameters that are justified from the point of view of the development of social processes and factors influencing the development of education. This implies: a systematic analysis of contemporary problems in the development of Russian and European education, the activities of the subjects of educational policy, strategic reserves for improving regional education; ensuring an integrative result of the interaction of a set of civilizational, sociocultural, national-regional processes; advanced design of the development of the regional education system and a particular educational institution in the conditions of innovative development of society and the state.

- goal subsystems, which unites and determines the remaining components of the OCUO and gives integrity to the individual parts, in which new properties appear in the system that are absent both in the individual constituent parts of the system and in their totality;

- program subsystems, which includes as components traditional, as well as project and matrix management structures with the participation of public and state governing bodies as a whole, the destruction of which in the form of the absence of one or another link leads to a significant decrease in the effectiveness of its individual links;

- subsystems for the implementation of program-targeted management, including principles, methods, means that allow to take into account the objective interests of the society in the management of the educational process, the student-oriented goals of the student, the subjective experience of the teaching staff, as well as the possibilities of the educational space;

- subsystems for monitoring the development of the regional educational system according to its target, content, technological and performance components in accordance with performance indicators and indicators.

Implementation of the Concept provides:

The completeness and quality of educational services provided by the regional educational network with the efficient use of resources;

And the formation of a managerial vertical in the education system;

Formation of mechanisms that allow the region to ensure the efficiency of the use of resources provided by the state and the economic feasibility of the activities of educational authorities.

4. The key indicators of the effectiveness of the regional education system are: the quality of education, the effectiveness of educational work, the resource support of the educational process, the effectiveness of management activities, and the innovative activities of participants in the educational process.

5. Monitoring under the conditions of program-targeted management of regional education consists in identifying the state and trends in the development of the education system and their correlation with targets. monitoring the effectiveness of targeted programs.

providing services, information databases in the main areas of activity, complex of automated data collection and processing systems(a program for monitoring educational institutions, a program for collecting data from the RCP Development of Education in the Republic of Mari El for 2008-2010), interaction protocols(introduction of administrative regulations for licensing and accreditation of educational institutions and certification of teaching staff).

6. The system of information support for regional education as a mandatory resource of a modern self-developing model of program-targeted management of regional education contains three main components: activity(formation of a data bank in a single information center through the organization of monitoring); infrastructure(equipment, communication channels, specialists, electronic resources); interaction mechanisms(definition of the category of users, differentiation of access, automation of workflow, presentation of the results of information processing).

7. Program-targeted management of the regional educational system allows minimizing social risks and problems arising during the implementation of the priority national project Education. A set of measures to reduce social risks, covering the financial, economic, legal, organizational and resource-technological areas of management, includes the development and publication of relevant methodological literature in the areas of project implementation, the organization of the site for public participation in the formation of educational policy.

Approbation and implementation of research results into practice.

The course and results of the research at its various stages were reported and received a positive assessment at international conferences at Sofia University in 2001-2008, at meetings of the Academic Council of the Federal Institute for the Development of Education, seminars with heads of educational institutions, advanced training faculties of the GOU DPO PC (C) Mari Institute of Education, Mari Regional Center for Advanced Studies, Mari State University. The main provisions and conclusions of the dissertation work were reported at the Russian-American scientific-practical conference Actual problems of science and education (1997), the International conference Quality of education and management by results (Yoshkar-Ola, April 2001), the All-Russian meeting of heads of municipal bodies executive authorities in charge of education (Moscow, December 2007), the All-Russian Conference Innovative Technologies in the System of Russian Education (Moscow, April 2008), the All-Russian Scientific and Practical Conference Development of the Innovative Potential of Rural Schools: Opportunities and Prospects. Integrated rural general education systems as promising models for the revival and development of rural society in Russia (Izborsk, Pskov region, June 2008), annual republican scientific and practical conferences of educators of the Republic of Mari El: a Modernization of the education system of the Republic of Mari El: experience , problems, prospects (2004), The use of information and communication technologies in education (2004, 2005), Implementation of the priority national project Education in the Republic of Mari El: results and prospects (2006), Priority national project Education in the Republic , Mari El: results and development prospects (2007).

The activity of the dissertator was aimed at approbation and implementation of the results of the research during the organization of field seminars (2006 - 2008) for the heads of 17 municipal education authorities, methodological services and educational institutions, the All-Russian scientific and methodological seminar Aestheticization of gender development of children of preschool and primary school age (Kirov, November 2007).

The materials of the study were used in the development of the republican target program for the development of education in the Republic of Mari El for 2008-2010, a comprehensive project for the modernization of education in the Republic of Mari El for 2006-2007, the introduction of a new system of remuneration for educators, and a model of per capita financing.

The results of the dissertation research were accepted for use in the Ministry of Education of the Republic of Mari El, implemented in the management activities of the municipal institution. El Orsha Pedagogical College named after I.K. Glushkov. The main theoretical provisions and conclusions have found application in teaching the courses Management in Education, Management of Educational Systems of the Republic of Mari El. The main conclusions were used by the author in the process of teaching the course Management in Education at the State Educational Institution DPO (PC) Mari Institute of Education, Yoshkar-Ola.

The results of the study were published in six monographs, a methodological manual, as well as in 55 printed works, including 7 in scientific publications recommended by the Higher Attestation Commission for the publication of basic scientific results, and 5 in foreign publications. The use of research results in practice is documented.

Dissertation structure. The content of the dissertation is set out on 544 pages, consists of an introduction, four chapters, a conclusion, contains 37 figures, 97 tables, 16 appendices, a bibliographic list of 430 sources, including 19 foreign ones.

The introduction substantiates the relevance of the problem, presents the data of the analysis of the scientific and methodological prerequisites for the study, formulates the goal, object, subject, hypothesis and objectives of the study, the provisions submitted for defense; the scientific novelty, theoretical and practical significance of the work are determined, the forms of approbation and ways of implementing the results are disclosed.

In the first chapter, Methodological foundations of educational systems management, the education system of Russia in the 21st century is analyzed, the essence of program-targeted management in education is revealed, and the methodology for studying the problem of improving the management of educational systems is substantiated.

The modern system of education in Russia is characterized by the following features: a change in the orientation of the educational system; increasing inter-regional differentiation of accessibility and quality of education; insufficient level of schoolchildren's competence in solving problems (a quarter (23%) of Russian students do not reach the established lower limit, in the leading countries of such students 5-10%); different levels of involvement in preschool education by region (differs by 4 times); an increasing proportion of children not involved in education at its compulsory level. The definition of strategic vectors of development, the organization and management of education at all levels remain a weak link due to the dominant non-systemic vision of education, not as a self-organizing object of reality, but as a crisis sphere of contradictions, inconsistencies, conflicts that cannot be regulated and purposefully managed. There is a lack of unified approaches to improving the organizational and managerial foundations for the functioning of the education system.

The study shows that the efficiency of the system is ensured by the implementation of a program-target approach to management, which includes a set of approaches that determine its overall strategy. The program-target approach as a methodology, in contrast to more particular methods and techniques, sets a general orientation in practical management activities. The main provisions of the program-target approach are: the leading role of goal-setting in the management process; the multilevel nature of the goal, the need for its decomposition into subgoals and tasks, the disclosure of their logical and volumetric relationships; implementation of a technological scheme, including interrelated stages of analysis of the external and internal situation, the formation of goals, the development of a program to achieve them, and an assessment of the success of its implementation.

Program-targeted management of the education system is considered as a purposeful process designed to ensure optimal functioning and achievement of the goal of its development for a certain period of time with limited resources by clearly defininga management goals, and developing mechanisms for their implementation, timing and status of intermediate values ​​of the process, linking planned goals with resources.

Program-targeted management is the best option for managing the development of both federal and regional education systems, allowing you to build prospects for the development of a single Russian educational space based on setting goals, developing technological schemes for achieving them (programs), allocating resources and forming a criteria-based assessment system (indicators) .

A systematic approach to education management involves its model-structural representation, reflecting the internal relationships of functional characteristics and components and their relationship with the external environment. From the standpoint of this approach, the management of the education system involves: organizing management activities based on knowledge of various sciences; ensuring the consistency of two interrelated processes - functioning and development; establishing the relationship between the goals of management and the direction of their implementation, the actions of all subjects of management; diversity and continuity of goals, as well as ways to achieve them; taking into account the influence of external and internal factors that determine the regional education system.

The synergetic approach actualizes the mechanisms of self-preservation, self-organization and self-development of structures that take place in open systems. This approach creates the necessary methodological basis for studying the processes of forecasting, developing and implementing strategically important guidelines for education. In accordance with the synergetic approach, the management of the development of the education system requires taking into account the traditions that have developed in it, which determine its relatively stable state, possible fluctuations, non-linear development and non-equilibrium of its components. In the implementation of the synergistic approach, the role of external control actions is important in the form of development, justification and adoption of reliable, time-tested predictive, diagnostic and technological directions for the development of educational systems, expressed in the form of strategies, concepts implemented through program-targeted management.

The culturological approach determines the integrity of the educational system, the condition for the effectiveness of which is the constant reliance on the cultural, educational and educational traditions of the region, ethnopedagogy with a focus on the prospects for the development of education.

The situational approach indicates the need to apply the theory and practice of education management, depending on the circumstances, specific situations that develop in the educational system and affect its functioning in a certain period of time. It allows predicting the likely consequences of the impact of various factors and making timely decisions that are reasonable and adequate to the requirements of the situation. The ideas of this approach have the greatest influence on the methods of building organizational structures of education management.

The information approach to management involves a set of interacting information flows, among which are: initial information (necessary for the development and adoption of management decisions); decisions or management teams (predetermine the organization of management and managed systems); regulatory information (represented by various kinds of parameters, regulations, laws, instructions, technological maps, etc.); operational information (comes in during the operation of the system and characterizes its state); external information (comes from other systems that are communicatively connected with this system); control and accounting information (characterizes the course and results of the system).

The use of program-target management leads to an increase in the responsibility of managers at any level for the results of their work. This approach implies a transition from a narrowly professional assessment of the education system to the development of target education priorities - a concentrated expression of the social order, taking into account the specifics of the republic.

In the second chapter "Theoretical foundations of the management of the regional educational system" the features of the educational environment of the Republic of Mari El, the essence, principles, factors influencing the development of multi-ethnic education are considered. The basis of multicultural education is disclosed, which includes: integration of various doctrines of national education, recognition of the equal importance of educational ideals and values ​​with the obligatory preservation of the priorities of integrating educational systems, the development of a wide variability of multiethnic education (in the basic curriculum of the Republic of Mari El, the ethnocultural component occupies at least 10% study time and is represented by subjects: native (Mari, Udmurt, Tatar) language, Mari (state) language, history and culture of the peoples of Mari El). Options for combining these subjects at the level of secondary (complete) general educationa allow the introduction of other subjects in this component that correspond to the profile of education. 21% of preschool children are brought up in the Mari (native) language, while 42% study the Mari language as the state language. In the system of general education, there is a natural decrease in the proportion of students studying the Mari (native) and Mari (state) languages ​​during the transition from the level of basic general education (23% and 39%, respectively) to the level of secondary (complete) general education (20% and 23% ). Such a scheme for the implementation of the ethno-cultural component requires a certain socio-cultural competence of teachers working in educational institutions with a multinational composition of students and pupils.

Analysis of the results of the study made it possible to develop the author's concept of program-targeted management of the regional educational system, based on the idea of ​​the need to implement in management a subsystem of goals, and a subsystem of programs, and a subsystem for the implementation of program-targeted management, and a subsystem for monitoring the development of a regional educational system according to its target, content , technological and performance components in accordance with indicators and performance indicators.

a The concept includes science-based goals and objectives for the development of the education system; principles, conditions and directions for the implementation of program-targeted management; its regulatory and legal support; predicted results; structure; content and organizational mechanisms of management; assessment of the effectiveness of the implementation of targeted programs (a system of target indicators and indicators); resources; networking technology; monitoring the activities of management structures for the implementation of programs. The management cycle presented in the Concept includes organizational preparation, predictive analysis, setting goals, setting goals, developing program actions, resource provision, designing and approving the program, monitoring its implementation, summarizing performance (evaluation of results), a new management cycle.

Based on the Concept, the Republican Target Program for the Development of Education in the Republic of Mari El for 2008-2010, the draft Concept for the Development of Education in the Republic of Mari El for the period up to 2020, aimed at improving the management of the regional education system, were created.

The study developed a system for evaluating the effectiveness of the functioning of the regional education system, including a set of indicators and indicators for adequately measuring the degree of achievement of the goals set. Approbated schemes for applying the methods of separate assessment of the progress and results of changes occurring in educational practice.

An analysis was made of the indicators for vocational education and training developed by the European Training Foundation (ETF) and the indicators proposed by the group of M.L. Agranovich, a list of indicators for evaluating the effectiveness of the regional educational system using indicators for monitoring the state of educational institutions and the quality of school education is presented. Based on the characteristics of the stages of indicator development, an additive and multiplicative model for the formation of the final indicator is presented, and principles for determining the effectiveness of regional educational systems are formulated.

The third chapter, Program-target management of resources, reveals the features of the formation of mechanisms for program-target management of the regional educational system, substantiates the need to change the management structure during the transition to program-target resource management at the regional level, defines special links or additional structures for planning and management based on redistribution appropriate powers in the existing management system.

The development and implementation of the management mechanism for the implementation of targeted programs into the educational system of the Republic of Mari El has shown the effectiveness of the interaction of management structures at the regional and municipal levels (Fig. 1).

Control and reporting under such management are implemented through feedback: responsible executor - chief coordinator - subdivisions of municipal departments of education - departments of the Ministry of Education of the Republic of Mari El. If it is necessary to resolve complex issues that require careful coordination in the execution process, it is permissible to form permanent interdepartmental meetings (committees) with the main coordinators of subprograms.

Rice. 1. Management of the target program at the regional and municipal levels

The study shows that the proposed organizational structure for program management provides effective overall management and its integration into a single set of interrelated activities. The development of a mechanism for the interaction of performers both at the planning stage and during the implementation of program activities required changes in the organization of work with personnel, informatization of the general education system, data collection and processing technologies, and interaction protocols.

A model of multi-level training of personnel has been developed and tested in the education system of the republic, including changes in volume course training for management and teaching staff (from 72 hours to 144 hours), acquisition methods groups (from arbitrary acquisition to differentiated through mandatory input diagnostics of the level of professional competence, needs and interests), regularity of passing course preparation (from 1 time in 5 years to a modular-accumulative system), and in forms of advanced training(from uniformity to variability), learning technologies (from lecture-seminar to activity system, distance learning, use of DER), development of professional development programs(from holistic to modular principle based on request), funding mechanisms(from the state (budgetary) to the formation of a market for paid educational services).

The study of the features of the educational environment of the Republic of Mari El in the context of program-targeted management indicated the need to form the multicultural competence of teachers and develop a model that includes training in the system of higher and additional professional education, advanced training courses, competitions of pedagogical skills, defense of projects within the framework of the Rainbow Bridge festival , experimental activities of the republican experimental platform To live in peace with yourself and others on the basis of Gymnasium No. 1 in Kozmodemyansk.

In the course of evaluationa of the economic efficiency of the regional education systema and correlation-regression analysis, the results presented in Figure 2.a were obtained. The graph shows the ratioa of the actual and model wage levels and confirms the direct proportional relationship between the growth of teachers' salaries and inefficient spending.

The analysis shows that municipal districts that have an actual level of average wages higher than the modeled one, or better manage the factors for reducing inefficient expenditures (city district Yoshkar-Ola City, Morkinsky municipal district), thereby receiving internal additional financial resources, or due to the influence of factors , and not taken into account in the model (constants), are obviously in unequal conditions (they receive adaptation allowances on the principle of money follows the student (small schools - Volzhsky municipal district).

Y = 6179,4 - 866,36 X1 + 58,68 X2a where:

Y- the estimated level of salary with accruals based on the results of the work of all districts for 12 months. 2007

X1 - indicator valuethe ratio of the regular number of other personnel and the rates for the corresponding district

X2 - indicator valueaverage occupancy in the respective area

6179.4 - a constant that sets the prevailing average wage level in the industry

industry averagea level of salary with accruals, determined by the influence of all other factors

Rice. 2. Results of economic and mathematical modeling

The absence of a single mechanism of financial and material support in the education system, coordinated throughout the vertical of power, has led to the need for a general and retrospective meaningful analysis of the federal legislation and the main republican laws in the field of education. Since the system of program-targeted management in regional education is only being created, the legal framework for its implementation and regulatory and methodological guidelines for the implementation of the mechanism of interaction between the structures of program-targeted regional management have been developed, regulating the relations that arise between economic bodies when creating systems of program-targeted management, streamlining organizational and methodological aspects of the management mechanism. a

In accordance with the objectives of the study, a model of information support for the development of the education system at the regional level was developed and implemented, including data collection and processing technologies, the structure of responsible services and interaction protocols. This made it possible to form and maintain up to date a single integrated information resource of the regional educational system.

The fourth chapter, Experience in the implementation of program-target management in the regional educational system, discusses the mechanisms for implementing the priority national project Education in the Republic of Mari El, identifies social risks and negative factors affecting the implementation of the project, presents a system for assessing the quality of general education results, including regional monitoring of educational achievements of students .

It is shown that the priority national project "Education" as an element of program-targeted management has become a part of socio-cultural educational practice, a mechanism for managing and developing regional education. Along with the procedures proposed by the federal center, network planning, ensuring the necessary level of transparency and openness, monitoring and reporting are being developed in the region, and additional human and financial resources are being sought.

The risks are characterized in the main areas of the priority national project Education, grouped by areas of impact: legal, financial, economic, organizational and managerial, socio-psychological, resource and technological. Risk analysis made it possible to build an algorithm for their overcoming: use of a problem-target or program management strategy, organization of feedback (monitoring of projects), the presence of a system of preventive measures that affect the human factor (staff training, scientific, methodological and informational support for the project, pilot testing of projects, advisory support). From the considered algorithm, the types of activities to reduce the risks of the priority national project Education on various aspects of the impact follow (Table 1).

Table 1

Measures to reduce the risks of the priority national

Project Education

Financial and economic aspect
	Risk Mitigation Measures
Decreased economic efficiency due to with the operation or conservation of vacated buildings	Assessment of the technical condition of buildings: under good enough conditions - transmission for rent, in emergency condition - sale or withdrawal from the operational management of the education system
Risks of additional costs to save property	Preliminary work on implementation or redistribution of released property
Insufficient financing of the restructuring process and activities in new conditions	Development and implementation of targeted restructuring financing programs
Lack at the moment of regulatory legal acts corresponding to the projected models of schools (for example, an elementary school with two secondary grades, a specialized school for students in grades 7-11)	Development of the necessary regulatory framework at the federal and regional levels and mechanisms for financing educational institutions
Regulatory aspect
Lack of a regulatory framework that allows for the training of teaching staff in two or three subjects	Approval at the legislative level of the possibility of training teachers with a wide range of specializations
Lack of legislation in terms of the division of general education into stages	ia transition from one stage to another
Lack of student certification based on the results of mastering educational programs in institutions of additional education	Development and approval of documents necessary for the regulation of interdepartmental relations
Lack of legal documents regulating the process of restructuring and the activities of the network of educational institutions during the transition to intermunicipal management	Development and approval of legal documentation at the intermunicipal level, regulating the activities of educational institutions and networks

The task of the experimental part of the study was the development and implementation of a system for assessing the quality of general education in the region, which included:

Monitoring the quality of education on the basis of the state (final) certification of graduates of the 9th grade;

Monitoring the quality of education based on the state (final) certification of 11th grade graduates (including the USE);

Monitoring the quality of education based on the results of state accreditation of educational institutions.

The experiment showed that program-target management contributes to improving the quality of education: in 2000-2007, the share of students with good and excellent results increased from 42 to 44.7 percent. This indicator is comparable to the decrease in losses in the education system. The share of students left for re-education at various levels of education decreased by almost 2 times, from 0.56% in 2000 to 0.28%. The increase in the quality of education is also evidenced by the increase in the proportion of 11th grade graduates who received gold and silver medals at the end of their education for special achievements in learning. If in 2000 the share of such graduates from the total number of 11th graders was 4.3%, then in 2007 it was 7.5%.

The creation of an objective and independent system for assessing the educational achievements of graduates had a positive effect on the share of graduates of grade 11 studying in institutions of higher professional education, which increased from 36.3% in 2000 to 62.1% in 2007, with 20.9% of graduates 2007 are studying in institutions of higher and secondary vocational education outside the republic. The orientation of the motives of educational activity has changed (there was a desire to ensure career success - 32% of students, the number of graduates studying at prestigious universities of the country increased by 3%), which reflects the coincidence of the educational goals of students with the main goal of the education system.

In the course of the experiment, a model was tested for the formation of five elements of the composition of the multicultural component (ethnocultural, value-oriented, sociocultural, intercultural, worldview) of professional and pedagogical training of students of the Orsha Pedagogical College of the Republic of Mari El. The results of the formation of the multicultural competence of students - future teachers - are presented in the petal diagram (Fig. 3). In assessing the level of competence, a 9-point scale was used. 1 - 3 points correspond to a low level of formation of multicultural competence, 4 - 6 points - to an average level, 7 - 9 points to a high level of formation of students' polycultural competence.

Rice. 3. Diagram of assessment of the level of formation of the multicultural competence of students of the Pedagogical College

The level of managerial activity was assessed according to motivational-value, acognitive and technological criteria. With the help of the criteria put forward, the levels of managerial activity and the corresponding groups of managers were determined:

I group - with (23.4% of the total number of those surveyed);

II group - with developed managerial activity (33,19 %);

III group - with indifferent attitude to management activities, which can go both positive and negative (28.5%);

IV group - with underdeveloped managerial activity (11,9 %);

Group V - With undeveloped managerial activity(3.01% of managers).

The allocation of managers to the appropriate groups showed that more than half (56.6%) of managers have sufficient activity to implement managerial functions that provide for program-targeted management and the choice of alternative methods for their implementation, the selection of rational methods for the implementation of a specific target program. Thus, the target group of experimental work was 40.4% of managers assigned to groups III and IV of levels of managerial activity.

aa A questionnaire survey conducted for the purpose of self-assessment by managers of competencies (Table 2) in the use of program-targeted management based on a 4-point scale (very high - (4), and high - (3), medium - (2), and low - (1) made it possible to build a relationship between the levels of managerial activity and self-assessment of the formation of the necessary competencies for the implementation of program-targeted management.

table 2

Relationship between self-assessment of competencies and levels of managerial activity for the implementation of program-targeted management

Name of competence	Level of managerial activity
Ability to research and analyze and predict
Ability to model the use of available resources
Ability to form criteria and performance evaluation standards
Ability to create a coherent program of activities
Ability to fix problems in activity
Ability to implement existing management decisions
Ability to create a set of variable management decisions
Ability to choose alternative management decisions

Shown in fig. 4, the results of the study show that a significant variation in the parameters of professionally important qualities of a manager was revealed in the first group (with highly developed managerial activity).

Rice. 3. Dependence of managerial activity on the professional and personal qualities of the manager

It is noteworthy that the general business and psychological qualities of a manager are more stable (for example, efficiency, competence, stress resistance), other qualitiesa change more pronouncedly and unevenly in the course of advanced training (business responsibility, readiness for risks, the ability to determine the beginning of critical and transitional phases in life organizations, the ability to act in conjunction with other people in a situation of change). The results of the work on the formation of the components of the professional readiness of managers and teachers for program and project activities are presented in Table 3.

Table 3

Dynamics of changes in the structure of professional activity of the participants in the experiment

Experiment period	Motivational-value component		cognitive component		Technology Component
	Supervisors	teachers	Supervisors	teachers	Supervisors	teachers

Within the framework of the transformative stage of the experiment (2003 - 2005), the regional educational system implemented the basic principles of program-targeted management through the implementation of 8 targeted programs (Table 4).

Table 4

List of targeted programs being implemented

	Name of the target program			Implemented Functions
	Disabled children	Republican Targeta		Social care, social and cultural change
	Comprehensive measures drug abuse control and their illicit trafficking	Republican Target		Preservation and strengthening the health of children, protecting the life
	Development of education in the education system of the Republic of Mari El for 2004 - 2007			Broadcast and dissemination of culture in society
	gifted children	Departmental target		Social and cultural change of personality, formation of an integral system for identifying, training, educating and development of talented children
	The system of early comprehensive care for children with developmental disabilities	Analytical departmental target		Social guardianship Formation of key competencies
	Introduction of specialized education at the senior level of secondary (complete) general education of the Republic for 2004 - 2006	Analytical departmental target		social selection
	Pedagogical personnel for 2005 - 2010	Analytical departmental target		Social and cultural identity change

The conducted experimental work revealed an increase in activity in the implementation of managerial functions in all groups. Quantitative changes in the composition of the group are presented in Table. 5.

Table 5

Dynamics of changes in managerial activity of managers in the course of experimental work

Levels of managerial activity	Share of managers (in %)
	Beginning of the experiment	End of experiment	Dynamics

These figures indicate that the proportion of managers with developed management activity, and increased by 9.56%, and the share of managers with highly developed management activity from 23.4 to 26.3 percent. The decrease in the share of heads of groups IV and V is largely due to the renewal of this category of managers. implementation of targeted programs at the municipal level (Table 6).

Table 6

The dynamics of the participation of municipalities of the republic in the formation

and implementation of targeted programs

Name of municipal programs
Programs for the development of municipal education systems
Housing for a young family
Comprehensive measures to combat drug abuse and illicit trafficking
gifted children
Patriotic education of citizens
school meals
Prevention of neglect and delinquency among minors
Development of preschool education
Healthy lifestyle
Strengthening the fight against crime
Educational security
Equipping OS with computer equipment

The results of the experimental work showed that by 2006 the practice of program-targeted management had developed in the regional educational system: out of 17 municipalities, 15 implement programs for the development of education, 13 - programs aimed at improving school meals, 9 - at the development of preschool education, 7 - programs for the prevention of neglect and delinquency among minors and patriotic education. Most municipalities single out a set of measures to support gifted children in separate areas of development programs, and providing educational institutions with computer equipment and promoting a healthy lifestyle, only a few formalize these areas into independent programs. A comparative analysis of programs implemented in the education system indicates an increase in the number of republican targeted programs financed from the republican budget.

In the conclusion of the dissertation, in accordance with the objectives of the study, general results are summed up and the main conclusions are formulated.

The dominant trends in improving the efficiency of the management of the regional education system include: the formation and approval of market mechanisms in education; formation and development of new educational products and services; innovative activity; development of human resources; creating an adequatea regulatory framework; accounting for changes in the socio-economic characteristics of the environment.

The program-target approach substantiates the general orientation in practical management activities in the education system. The main provisions of the program-target approach are: the leading role of goal-setting in the management process; the multilevel nature of the goal, the need for its decomposition into subgoals and tasks, the disclosure of their logical and volumetric relationships; implementation of a technological scheme, including interrelated stages of analysis of the external and internal situation, the formation of goals, the development of a program to achieve them, and an assessment of the success of its implementation.

Program-targeted management of the education system is considered as a purposeful process designed to ensure optimal functioning and achievement of the goal of its development for a certain period of time with limited resources by clearly defininga management goals, and developing mechanisms for their implementation, assessing the state of intermediate process values, linking planned goals with resources . Such management allows building prospects for the development of the regional education system in a single Russian educational space.

The methodological basis of the program-targeted management of the regional education system is a set of systemic, synergistic, cultural, situational, and informational approaches, the implementation of which ensures stable relationships between the internal and external environment of the regional educational space and allows its modeling according to parameters that are justified from the point of view of the development of social processes and factors influencing the development of education.

The created and implemented Concept of program-targeted management of the regional educational system, which reflects the main strategic priorities of education through software, determines the mechanisms for the implementation of targeted programs in the regional educational system and municipalities and the technology of interaction between subjects at all levels of management to achieve the goals set in conditions of limited resources. The implementation of the Concept contributes to increasing the efficiency of the development of the regional educational system.

Monitoring under the conditions of program-targeted management of regional education consists in identifying the state and trends in the development of the education system and their correlation with targets. target programs.

The regional monitoring system includes providing services, information databases in the main areas of activity, complex of automated data collection and processing systems(a program for monitoring educational institutions, a program for collecting data from the RCP Development of Education in the Republic of Mari El for 2008-2010), interaction protocols(introduction of administrative regulations for licensing and accreditation of educational institutions and certification of teaching staff).

Key indicators of the effectiveness of the regional education system are formed in five areas of performance assessment: the quality of education, the effectiveness of educational work, the resource support of the educational process, the effectiveness of management activities, the competitive activity of participants in the educational process. Monitoring data allows making management corrective decisions in case of deviation from target indicators.

The experimental work made it possible to work out the mechanism of program-target management of the regional education system through the implementation of 15 targeted programs; and to determine the optimal schemes for the development of education for the ratio of state support at the federal, regional and municipal levels of management, taking into account the characteristics of urban and rural educational institutions; create a system of public and state co-management; test a system of measures to disseminate the experience of the best educational institutions; develop an effective monitoring of the results of the implementation of the national project Education; to introduce a system of information support for the development of education at the regional level; to test the model of multi-level training of pedagogical staff. a

The implementation of program-targeted management on the example of the priority national project Education made it possible to identify social risks (a difficult demographic situation, the transfer of educational institutions to per capita financing, the absence of a manager’s position in the school’s staffing table, irrational investment of funds from the priority national project Education, poor road condition), problems of project implementation (inefficient use of funds received by the institution in case of failures in terms of financing and the need to spend in the current financial year, etc.) and propose measures to minimize them.

The risk management algorithm includes: SWOT analysis, quantitative risk assessment, measures to reduce the negative impact of risks, the use of a problem-targeted or program management strategy, feedback organization (project monitoring), the implementation of a system of preventive measures that affect the human factor (staff training, scientific - methodological and information support of the project, pilot testing of projects, advisory support), correction of long-term plans.

The developed system of measures to form the readiness of teaching staff for program-targeted management (organization of a school of managerial personnel for heads of municipal educational authorities, creation of a department for managing the development of education, development and implementation of the curriculum of additional professional education Management in education for heads of educational institutions, etc.) ensures the effective functioning of the regional education system in an innovative mode.

The results of the study and the experimental work carried out in the general education system of the Republic of Mari El give reason to believe that the hypothesis put forward has been proven, the goal has been achieved, and the tasks have been solved.

Along with the topic, the work done does not exhaust all aspects of the program-targeted management of educational systems, therefore, research in this area should be continued and deepened by developing methods for compiling scenarios for achieving goals in education and determining indicators for target programs.

The appendices to the dissertation contain schemes and tables, practical recommendations substantiating the theoretical conclusions and results presented in the study.

The main provisions of the dissertation are reflected in 61 publications of the author with a total volume of 81.03 pp.

Monographs, methodological developments

1. Shvetsova, G. N. Actual problems of education: monograph / G. N. Shvetsova. - M.; Yoshkar-Ola:, 2000. - 317 p. - 11 p.l.
2. Shvetsova, G. N. Actual problems of education. 2nd. ed.a monograph / G. N. Shvetsova - M.; Yoshkar-Ola: MF MOSU, 2002. - 304 p. - 19 p.l.
3. Shvetsova, G. N. Theoretical foundations of the management of the regional educational system: monograph / G. N. Shvetsova. - Yoshkar-Ola: Mari branch of the non-state autonomous non-profit educational organization Moscow Open Social University (Institute), 2007. - Part 1. - 200 s. - 2.5 p.l.
4. Shvetsova, G. N. Study of problems of management of the regional educational system: monograph / G. N. Shvetsova. - Yoshkar-Ola: Mari branch of the non-state autonomous non-profit educational organization Moscow Open Social University (Institute), 2007. - Part 2. - 155 p. Tsa 9.7 p.l.
5. Shvetsova, G. N. Educational policy in the conditions of modernization of the regional educational system: monograph / G. N. Shvetsova. - Yoshkar-Ola: GOU DPO (PC) From the Mari Institute of Education, 2008. - 172 p. - 10.8 p.l.
6. Shvetsova, G. N. Rural school: regional aspect: monograph. - Yoshkar-Ola - Moscow: Research Center for Quality Problems in Training Specialists, 2008. - 67 p. Tsa 3.8 p.l.
7. Shvetsova, a G. N. Research work in improving the educational process: methodological development / G. N. Shvetsova, N. M. Shvetsov - M; Yoshkar-Ola, 1999. - 24 p. - 1.4 p.l. / 1.0 p.l.
8. Shvetsova, G.N. Historical and pedagogical aspects of the development of ethno-regional general education in the Republic of Mari El / G.N. Shvetsov. -

Publications in publications included in the VAK register

1. Shvetsova, G. N. Close contacts with municipal authorities enrich the August Pedagogical Council / G. N. Shvetsova // Public Education. - 2004. Tsa No. 4. - S. 54 - 57. - 0.25 p.l.
2. Shvetsova, G. N. Priority national project Education: results and problems of development: a view from the region / G. N. Shvetsova // The world of education is education in the world. Tsa 2007. - No. 2. - S. 95Ts108. - 0.87 p.l.
3. Shvetsova, G. N. Priority national project Education / G. N. Shvetsova // Public education. - 2007. Tsa No. 2. - S. 24C27. - 0.25 p.l.
4. Shvetsova, G.N. The problem of improving the regulatory framework for the development of regional education / G.N. Shvetsova, N.M. Shvetsov // Siberian Pedagogical Journal. - 2008. Tsa No. 5. - S. 333Ts345. - 0.75 p.l. / 0.7 p.l.
5. Shvetsova, G. N. Regional education and socio-economic environment / G. N. Shvetsova // Siberian Pedagogical Journal. - 2008. - No. 5. Tsa S. 327Ts333.a - 0.38 p.l.
6. Shvetsova, a G. N. Formation of a regional system for assessing the quality of education / G. N. Shvetsova // The world of education is education in the world. - 2008. Tsa No. 3. Tsa S. 42Ts56. Tsa 0.94 p.l.
7. Shvetsova, a G. N. Prospects for the development of the national school / G. N. Shvetsova // Siberian Pedagogical Journal. - 2008. - No. 13. Tsa S. 404 - 413.a - 0.8 p.l.

Publications in international publications

1. Shvetsova, G. N., Prevention in the regional educational policy / G. N. Shvetsova, N. M. Shvetsov // Sb. Preventive Pedagogy - Theory and Practice: Ed. EKS-PRES, a 2005. - S. 28Ts32 (Bulgaria). - 0.3 p.l. / 0.2a p.l.
2. Shvetsova, a G. N. Problems of project culture in education / G. N. Shvetsova, N. M. Shvetsov, M. N. Shvetsov // Humanization and democratization of the pedagogical process in the context of university education SU St. Kliment Ohridski. - PRES, 2006. - S. 109C112 (Bulgaria). - 0.25 p.l. / 0.15 p.l.
3. Shvetsova, G. N. Implementation of the national project Education as a system / G. N. Shvetsova, N. M. Shvetsov // Humanization and democratization of the pedagogical process in conditions of university education. SU St. Kliment Ohridski. - PRES, 2006. - S. 21C25. (Bulgaria). - 0.3 p.l. / 0.2 p.l.
4. Shvetsova, a G. N. National project Education as a means of democratization of education in Mari El / G. N. Shvetsova // Humanization and democratization of university education. SU St. Kliment Ohridski. - PRES, 2007. Tsa S. 374Ts381.a (Bulgaria). - 0.5 p.l.
5. Shvetsova, a G. N. Regionalization of education as a factor of humanization / G. N. Shvetsova // Humanization and democratization of university education. SU St. Kliment Ohridski, Faculty of Pedagogy. - EKS-PRESS, 2008. - S. 321Ts327.a (Bulgaria). - 0.44 p.l.

Other scientific publications

1. Shvetsova, G. N. The possibility of using educational cinema in a special seminar on school studies and the basics of the work of a class teacher / G. N. Shvetsova // Technical means and programmed learning in the educational process: materials of the IV interuniversity scientific and practical conference. Tsa Yoshkar-Ola, 1978. - S. 32Ts33. - 0.2 p.l.
2. Shvetsova, G. N. The use of TSO in the process of pedagogical practice / G. N. Shvetsova // Technical means and programmed learning in the educational process: materials of the V interuniversity conference. Tsa Yoshkar-Ola:, 1980. - S. 36Ts37. - 0.2 p.l.
3. Shvetsova, and G.N. Adaptation of students to the work of the class teacher / G.L. Gavrilova,a G. N. Shvetsova // Optimal forms and methods of organizing the educational process at the university, contributing to the professional self-determination of future young professionals: a collection of materials of a scientific and methodological seminar on the problem of students' adaptation to the university. - aYoshkar-Ola:, 1981. - S. 41Ts42. Tsa 0.4 p.l. / 0.2 p.l.
4. Shvetsova,a G. N. The role of public assignment in the formation of an active life position of students / G. N. Shvetsova // Optimal forms and methods of organizing the educational process in the university, contributing to the professional self-determination of future young professionals: a collection of materials of a scientific and methodological seminar on the problem of adaptation of students to the university. - Yoshkar-Ola: MarGTU, and 1981. - S. 33Ts35. - 0.2 p.l.
5. Shvetsova, GN Dynamics of professional and pedagogical activity among university students in the process of pedagogical practice / GN Shvetsova // Psychological and pedagogical support of the educational process: a scientific report to the interuniversity conference. - M.; Leningrad, 1987. Tsa S. 211Ts216. Tsa 0.3 p.l.
6. Shvetsova,a G. N. Continuous pedagogical practice at the university as a model of pedagogical activity / G. N. Shvetsova // Psychological and pedagogical foundations for the intensification of the educational process in various pedagogical systems. Tsa Izhevsk: UdmGU, 1987. - S. 3C20. - 0.1 p.l.
7. Shvetsova, a G. N. On the problem of the formation of the creative personality of the teacher / G. N. Shvetsova // Abstracts of the scientific and methodological conference Development of the creative personality in conditions of continuous education. - Kazan: Heuristics, 1990. - Part II - S. 147Ts148. - 0.13 p.l.
8. Shvetsova, and G. N. Questions of formation of the teacher's readiness to interact with children / G. N. Shvetsova // Materials of the international scientific-practical conference Pedagogical education for the XXI century Tsa Moscow:, 1994. - Issue. II. - S. 143. - 0.06 p.l.
9. Shvetsova, G. N. Axiological approaches to the problem of professional and personal qualities of a teacher in domestic pedagogy and psychology of the Soviet period / G. N. Shvetsova // Value orientations in the field of pedagogical education: history and modernity: abstracts of reports and speeches at the XVI session of the Scientific Council on problems of the history of education and pedagogical science. May 17-18, 1995 - M.:, 1995. - Vol. 1, parts 1 and 2. - S. 35-40. Tsa 0.25 p.l.
10. Shvetsova, a G. N. The core of the humanistic concept of rural school education / G. N. Shvetsova // New technologies for training, education, diagnostics and creative self-development of the individual: materials of the Third All-Russian Scientific and Practical Conference. - Yoshkar-Ola:, 1995. - Part 1. - S. 121 - 122. - 0.13 p.l.
11. Shvetsova, G. N. Socio-pedagogical problems of regional educational policy / G. N. Shvetsova. N.M. Shvetsov // Dialogue of sciences at the turn of the XX-XXI centuries and global problems of our time: Vavilov readings: materials of a permanent interdisciplinary scientific conference. - Yoshkar-Ola:, 1996. - S. 217Ts218. - 0.1 p.l. / 0.06 p.l.
12. Shvetsova, a G. N. Some aspects of the monitoring assessment of the effectiveness of educational institutions / G. N. Shvetsova, O.P. Skrebkova // Actual problems of science and education. - M.:, 1997. TsCh.1. - S. 60C62. Tsa 0.3 p.l. / 0.2 p.l.
13. Shvetsova, a G. N. Some aspects of pedagogical monitoring / G. N. Shvetsova, O. P. Skrebkova // Subject of the Federation at the turn of the century. Tsa M.: , 1998. - Part 2. - S. 98Ts102. Tsa 0.3 p.l. / 0.2 p.l.
14. Shvetsova, G.N. Socio-pedagogical problems of regional educational policy / G.N. Shvetsova, N.M. Shvetsov // Improving the teaching of general economic and humanitarian disciplines in the universities of UMO: abstracts of reports and speeches at the International Scientific and Methodological Conference. - M.:, 1998. - Part 2. - S. 85 - 100.a Tsa 0.2 p.l. / 0.1 p.l.
15. Shvetsova, G. N. The right to education and its implementation at the turn of the century in the Republic of Mari El / G. N. Shvetsova, N. M. Shvetsov // The quality of education and management by results: a collection of scientific papers. Tsa M.; Yoshkar-Ola: MF MOSU, 2001. Tsa S. 122 Tsa 148. - 1.6 p.l. / 1.2 p.l.
16. Shvetsova, G. N. Legal and organizational and pedagogical foundations for the modernization of education (on the example of the Unified State Examination) // Quality of education and management by results: Collection of scientific papers. - M.; Yoshkar-Ola: MF MOSU, 2001. - S. 194 - 203. - 0.6 pp.
17. Shvetsova, G. N. Status and main trends in updating the content of preschool education in the Republic / G. N. Shvetsova // Status and main trends in updating the content of preschool education in the Republic of Mari El: materials of the interdepartmental scientific and practical conference. - Yoshkar-Ola: Mari Institute of Education, 2002. - S. 3Ts12. - 0.8 p.l.
18. Shvetsova, a G. N. Development of the national education system in the Republic of Mari El / G. N. Shvetsova // Bulletin of Mari El: Information and analytical collection. - Yoshkar-Ola:, and 2002. - No. 3. - S. 110 - 114. Tsa 0.1 p.l.
19. Shvetsova, G. N. A wealthy state will not spare money for teachers / G. N. Shvetsova // Russia: local authorities. - 2002. - No. 10. - S. 17Ts20.a - 0.25 p.l.
20. Shvetsova, G. N. The place and role of local history in the education system of the Republic of Mari El / G. N. Shvetsova // Mari local history: experience and prospects for its use in the education system of the Republic of Mari El: materials of the IX scientific and practical conference. - Yoshkar-Ola: GOU DPO (PC) C Mari Institute of Education, 2003.a - S. 50Ts54.Tsa 0.1 p.l.
21. Shvetsova, G. N. The role of spiritual and moral education in the educational process at the present stage / G. N. Shvetsova // Spirituality and morality in the modern educational process: materials of the republican scientific and practical conference. March 25, 2003 - Yoshkar-Ola: GOU DPO (PC) C Mari Institute of Education, 2004. - S. 3Ts10. - 0.5 p.l.
22. Shvetsova,a G.N. Management of innovative processes in the education system of the Republic of Mari El // Innovative approaches to managing the quality of education: Materials of the II republican meeting of innovative institutions and creatively working teachers of the Republic of Mari El. - Yoshkar-Ola: a GOU DPO (PC) C Mari Institute of Education, 2004. - S. 3Ts10. Tsa 0.06 p.l.
23. Shvetsova, G. N. Modernization of the education system of the Republic of Mari El: experience, problems, prospects: materials of the republican scientific and practical conference of educators / G. N. Shvetsova Tsa Yoshkar-Ola: GOU DPO (PC) C Mari Institute of Education, 2004. - S. 3C12. - 0.6 p.l.
24. Shvetsova, G. N. et al. Conceptual foundations of management psychology // VIII Vavilov Readings / G. N. Shvetsova. - M.; Yoshkar-Ola, 2004. - S. 348Ts349. - 0.13 p.l.
25. Shvetsova, G. N. Improving the project culture of the teacher as one of the conditions for the modernization of education / G. N. Shvetsova // Bulletin of Mari El. 2005. - No. 3Ts4.a - S. 108Ts111. - 0.25 p.l.
26. Shvetsova, G. N. Problems of interaction: teacher - student // Security of man, society, nature in the context of globalization as a phenomenon of science and practice / G. N. Shvetsovaa // Ninth Vavilov Readings. - M.; Yoshkar-Ola:, 2005. - S. 273 - 276. - 0.25 p.l.
27. Shvetsova, G. N. National project as a system // Implementation of the priority national project Education in the Republic of Mari El: a collection of scientific and methodological materials / G. N. Shvetsova - Yoshkar-Ola: GOU DPO (PC) C Mari Institute of Education, 2006. - S. 4Ts15. - 0.75 p.l.
28. Shvetsova, G. N. National project Education as a system // Collection of scientific and methodological materials Implementation of the priority national project Education in the Republic of Mari El / G. N. Shvetsovaa - Yoshkar-Ola: GOU DPO (PC) C Mari Institute of Education, 2006 - S. 1Ts15. Tsa 0.94 p.l.
29. Shvetsova, G. N. Program-targeted development of regional education in the Republic of Mari El / G. N. Shvetsova // Educational policy. - 2006. - No. 12. - P. 18 - 23. - 0.4 p.l.
30. Shvetsova, a G. N. Influence of the priority national project Education on the process of modernization of regional and municipal educational systems / G. N. Shvetsova // Bulletin of Mari El. - 2006. Tsa No. 3. - S. 28 Ts38. - 0.7 p.l.
31. Shvetsova, G. N. On the provision of legislation in the field of education in the system of the Ministry of Education of the Republic of Mari El // Compliance with the legislation of the Russian Federation in the field of education: state, problems, trends: From the experience of the educational authorities, educational institutions of the constituent entities of the Russian Federation (based on the results conducted inspections and interregional meetings in 2004 - 2006) / G. N. Shvetsova. - Yoshkar-Ola: GOU DPO (PC) From the Mari Institute of Education. 2006. - Issue 1. - P. 100 - 105. - 0.4 pp.
32. Shvetsova, a G. N. About approaches to the implementation of the priority national project Education at the municipal level / G. N. Shvetsova // National projects. - 2007. Tsa No. 6. - S. 66 - 68. - 0.19 p.l.
33. Shvetsova, G. N. An experience worthy of dissemination / G. N. Shvetsova // Education Administrator. - 2007. Tsa No. 14. - S. 4 - 7. - 0.25 p.l.
34. Shvetsova, G. N. The education system in the socio-economic development of the region / G. N. Shvetsova // Collection of articles School in the conditions of modernization of education: from idea to result. - Yoshkar-Ola: Mari State University, 2007. - S. 5Ts12. - 0.5 p.l.
35. Shvetsova, a G. N. Priority national project Education in the Republic of Mari El: results and prospects for implementation // The impact of the priority national project Education on the development of the teacher's personality / G. N. Shvetsova - Yoshkar-Ola: GOU DPO (PC) C Mari Institute Education, 2007. - S.3Ts12. - 0.9 p.l.
36. Shvetsova, G. N. Regional history as a factor in the humanization of multicultural education in the Republic of Mari El // Educational potential of national culture: Proceedings of the IV All-Russian scientific and practical conference Educational potential of national culture in a multicultural educational space. - October 24 - 25, 2007: In 2 hours / G. N. Shvetsova - Kazan: Publishing house of TSGPU, 2007. - Part 1. - S. 82Ts89. - 0.5 p.l.
37. Shvetsova, G. N. Peculiarities of management of the education system in the Republic of Mari El / S. A. Domracheva, G. N. Shvetsova // Handbook of the head of an educational institution. Tsa 2007. - No. 12. - S. 10C15. - 0.38 p.l. / 0.3 p.l.
38. Shvetsova, G. N. Research Methodology of Program-Targeted Management of the Regional Educational System / G. N. Shvetsova /Materials of the III International Scientific and Practical Conference Primary School: Problems and Prospects. Tsa Yoshkar-Ola: Mari State Pedagogical Institute. N.K. Krupskaya, 2007. - S. 3Ts28. Tsa 1.7 p.l.
39. Shvetsova, G. N. Management strategy for continuing education of teachers // Proceedings of the XIV scientific and practical conference Psychological and pedagogical problems of advanced training in 2 hours / G. N. Shvetsova. - Yoshkar-Ola: GOU DPO (PC) C Mari Institute of Education, 2008. Part 2. - S. 3C9. - 0.44 p.l.
40. Shvetsova, a G. N. Modern aspects of regional educational policy / G. N. Shvetsova // Eleventh Vavilov readings National projects of Russia as a factor of security and sustainable development in the global world: materials of the permanent All-Russian interdisciplinary scientific conference with international participation. Tsa Yoshkar-Ola: Mari State Technical University, 2008. - Part 1. - S. 195 - 198. - 0.19 p.l. (co-authored).
41. Shvetsova, G. N. National projects of Russia as a factor of its security and sustainable development in the global world. Social synergetics and actual science: national projects of Russia as a factor of its security and sustainable development in the global world: a collection of scientific papers / G. N. Shvetsova. - Yoshkar-Ola: Mari State Technical University, 2008. - P.274-281. - 0.44 p.l.

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A formed system of values, norms and image of teamwork, which can be guided by when establishing business contacts with colleagues at work;

Awareness of the need to perform, especially at first, routine functions, the ability to see them in the context of general activity;

Satisfaction with the performance of professional duties and the level of established wages.

Thus, adaptation is a two-way process of adapting both the capabilities and abilities of graduates to the requirements of production, and the conditions of the enterprise to the needs of young professionals. Therefore, the results of adaptation depend on the effectiveness of the interaction between the spheres of education and production. It is primarily about professional adaptation

tation, which is considered as one of the characteristics of the motivational sphere of professional activity. It begins with adaptation, acceptance by the employee of all components of professional activity and continues, in our opinion, throughout the entire career path.

The stated views on the nature and dynamics of changes in the needs of modern society in engineering personnel suggest the need to revise the structure of the educational process, ensure its compliance with the national goals of improving the production sector of the country's economy, training a new class of specialists - engineers-organizers of the production of the future and deserve close attention from our technical (technological) universities.

Received 29.03.04.

THE CONCEPT OF INTEGRAL-TARGET MANAGEMENT OF REGIONAL UNIVERSITY COMPLEXES

V.P. Kovalevsky, First Vice-Rector of the Orenburg State

university, professor

The article presents the methodology for liking the regional university complex, identifying the most important effects of its activities, characterizing the main goals within the framework of the integral-target approach to liking the educational institutions of this profile.

The article presents a methodology of the regional University complex management, describes basic types of its efficiency, characterizes basic purposes within the integral-target approach of the administration of the educational intitutions.

The results of research depend on the paradigm on which the researcher relies. The paradigm as a system of dominant scientific views (theories, methods, techniques), in the image of which research in the field of management of educational institutions is organized, is now acquiring a new content. The novelty lies in the rejection of the view of the learning process as a process that is not related to market conditions, as well as social, political, economic and other factors that affect stability

region. It is the desire for the stability of the region and the educational structures located on its territory, their complete interdependence and close mutual influence that determine the platform on which new methods and management tools should be developed.

Let us consider the concept of managing such modern associations as the regional university complex.

Each science uses its own already established set of principles, methods that have a general theoretical knowledge. Kovalevsky, 2004 25

chenie. For example, in the theory of management of organizations, economic, organizational, mathematical, legal and other methods are widely used. However, controlled systems, as well as their components, are in constant development, which requires the search for new concepts, the development of appropriate methodologies and theories that meet the new stages of development of both society as a whole and individual areas of human activity, in particular educational. It acquires new forms of existence, which means that its content and goals change. There are new educational structures that differ from the previous ones by the merging of different

different forms of ownership, the unification of various organizations in their activities, dependence on market conditions, increasing complexity in the organization of management, strengthening the influence of new structures on social stability in the region.

Further development of the methodology, considered not only as a doctrine of the method of cognition of the educational sphere, but also as a means of managing it, is schematically shown in the figure. The same figure shows the connection of the methodology as a central link, dependent on the concept and defining the theoretical foundations necessary for its implementation.

Integral-target methodology for managing a regional university complex

and its connection with the concept and theory

The management of such a socially significant association as a regional university complex should be based on a concept that reflects the specifics of the region. The social factor characterizing the region largely depends on the strategy according to which the complex is managed.

A concept as an interpretation or description of the essence of an idea1 can be considered as a system of concepts that, in the aggregate, reveals its meaning. The concept of managing a regional university complex should briefly reflect the purpose, essence,

method and result of this control. The concept can be represented at the morphological, syntactic and semantic levels2. The morphological level is intended to reveal the meaning of the concepts that make up the concept, the syntactic level - to reflect the idea of ​​management by analyzing the main combinations of concepts, the semantic - to reveal the relationship of concepts. We will use the first and third levels as the most constructive from the point of view of the problems we are studying.

The goal of managing such a complex association as a regional university complex is to support

in order to ensure the stability of its functioning, create a basis for further development, while maintaining itself as a socially significant institution and fulfilling the social order without violating norms and laws, thereby contributing to social stability in the region.

The stability of functioning and the availability of a basis for further development are possible only if there are effective tools that ensure the prompt formation of control actions on all units that make up the structure of the complex. Combining objects that are different in their purpose into a single whole allows us to talk about obtaining a systemic effect (emergence effect), the correct use of which can ensure the achievement of the main goal of management. The appearance in the system of additional qualities that are not characteristic of its individual components is the basis that can help maintain the stability of the system.

Hence, the main idea of ​​the presented concept is the formation of such control actions on the individual structural elements of the complex, which will allow to obtain the maximum systemic integration effect. Due to the resulting effect, it is possible to quickly adapt to dynamically changing market, social and other conditions in the region. We will expand the formulated idea with a set of basic concepts, giving them a definition and simultaneously revealing their meaning. For this, we will use some terms from the work “Methodological foundations for assessing the effectiveness of the integration of science and higher education in Russia”, expanding their content. The systemic effect will include the results obtained from the integration of not only education and science, but also education and production, as well as the social integration effect.

A systemic effect is an effect obtained by combining into a single whole different in nature and

assignment of elements. In this case, the whole is a regional university complex, and the united elements are educational institutions (institutes, colleges, schools), research institutes and laboratories, manufacturing enterprises and other structural entities (publishing complexes, food processing plants, etc.).

The economic integration effect is an increase in indicators characterizing the financial and economic state of the complex, arising in connection with the possibility of the operational use of the resources of individual structural elements to achieve common goals that face the management of the university complex. The economic effect achieved by integration in international management practice is one of the most powerful tools for survival in the competitive struggle.

The educational integration effect can be obtained through both the direct combination of the educational process with fundamental and applied research carried out in research institutes, and the direct participation of students in production processes. Part of this effect is the replenishment of the contingent of employees of research institutes with graduates of the university complex.

The scientific integration effect is an improvement in the quality of the work of research sectors and research institutes due to the inclusion of scientists in the educational process, the involvement of graduate students in direct participation in the research process and the performance of auxiliary work by them.

The production integration effect is obtained by increasing the number of theses used in production, organizing the industrial practice of graduate students, replenishing the number of employees

enterprises by graduates of the university complex.

The social integration effect is to improve the social situation in the region, which is expressed in a reduction in the outflow of qualified personnel from the region, an increase in the social protection of the population due to the emergence of opportunities to study and get a job, an increase in the index of spending on education, etc.

An increase or decrease in this effect indirectly depends on an increase or decrease in other integration effects. Social stability in the region, characterized by the actual and forecasted employment of the population, the outflow of qualified personnel, the growth (decrease) in the number of students in the region, the educational openness index, the Herfindel index (the level of monopoly in the educational services market), the ratio of the average annual income of the population and fees for educational services and etc., depends on the policy pursued not only by the regional administration, but also, to a large extent, by the regional university complex. Therefore, the social integration effect must necessarily be taken into account in the overall integration effect.

Management is the process of organizing such a purposeful impact on an object, as a result of which it goes into the required state. An object can be controlled if the following conditions are met:

1) there is a management goal, transformed into a specific program or expressed by the values ​​of planned indicators;

2) the control object tends to deviate from the given trajectory of movement or from the given planned values ​​of indicators;

3) it is possible to influence the managed object in order to eliminate possible deviations from a given trajectory or from planned indicators4.

Obviously, the first two requirements are feasible. The purpose of the management of regional

by the university complex is formulated in various documents and in various forms. Its desire to deviate from a given trajectory implies a constant impact on the managed object of internal and external factors, which in market conditions leads to destabilization. The third condition is the availability of methods and tools designed to manage the object.

The next basic concept is the goal of management, which will be understood as a characteristic of an object that reflects an ideal, preconceived result. There are many classifications of goals, each of which is created to solve very specific problems. Important from the point of view of the stated concept is the division of goals by hierarchy levels into subgoals pursued by decision makers. There is always a main goal of management, which is detailed in the form of sub-goals.

The process of detailing the main goal is hierarchical, which is expressed in obtaining a tree of goals. The problem that arises here, not yet solved theoretically, is to reasonably determine the number of levels in the tree of goals. Usually, this process continues until the goal can be considered as a means or action (measure). In economic tasks, the objective limit of goal detailing is the achievement of the level of primary indicators, the further decomposition of which leads to the destruction of the integrity of the reflection of the quantitative or qualitative characteristics of the object (process).

The nodes of the goal tree that are not subject to further splitting are called terminal (final). They turn from subgoals into activities or actions that must be completed in order to achieve the main goal. Achievement of the main goal or sub-goal is reflected by the level. Under the level of achievement of the goal, we understand the value of the indicator (economic,

social, technical, etc.), which characterizes its value numerically. The achievement of one or another subgoal in the tree is determined by priority. The latter is expressed in terms of coefficients, the sum of which for the subgoals associated with the higher level subgoal must always be equal to one.

Another characteristic of tree subgoals is to indicate the direction of their change (increase or decrease). The process of managing an object is precisely this: in decreasing or increasing indicators that reflect the levels of achievement of certain subgoals.

The central concept of the stated concept can be considered a specially created integral-target method for managing a regional university complex. The name of the method reflects its capabilities, one of which is the formation of control actions on related structural units by quantitatively expressed indicators. These indicators, presented in tabular form, can serve as benchmarks for subsequent analysis of their performance. The concepts of "integral" and "target" indicate that the control actions (control figures) are brought to the structural units united into a single whole, in accordance with the main goal of managing the complex. This is a fundamental feature of the method: all structural units should not act in accordance with their own, always contradictory, goals, but in accordance with the main and common goal for all.

Among the well-known classes of management methods: economic, organizational-administrative, economic-mathematical and legal - the integral-target method can be attributed to the class of economic-mathematical, since it is based on a computational process. The main goal of management, decomposed to the level of activities for each structural unit, allows the administration to quite clearly see the prospects for the development of the university.

versity complex, and the terminal nodes of the tree of subgoals indicate the means to achieve the main goal.

One of the distinguishing features of the integral-target method is the ability, depending on the dynamics of the educational services market, to quickly influence priorities in striving to achieve stability in the functioning and development of the complex. This desire is dictated by changing regional, economic, social, political and other factors. In order to change the direction of the functioning of the complex, it is necessary to change the priority in achieving the corresponding subgoals. To do this, it is enough to indicate new priority coefficients, which will be reflected in the new control figures sent down to structural units (executors).

To obtain a list of activities that should be carried out by individual structural units, it is necessary to organize reverse calculations on the goal tree, the theory of which has been intensively developed recently. The essence of this kind of calculation is as follows: based on the formulas, the level of achievement of each subgoal is determined based on the actual state of the control object (in this case, the university complex). Then, taking into account the requirements or wishes of the administration, the level of achievement of the main goal that suits it in the short term is indicated. Based on this information, as well as information on the priority of subgoals, the desired direction of their change and restrictions on the terminal nodes of the economic profile, the growth of indicators of all terminal nodes of the goal tree is determined. These increases in indicators are nothing more than control figures, with the help of which the management influences the activities of all structural divisions of the regional university complex.

The following concepts, with the help of which the concept is revealed, are composed of

provide external and internal information. External (in relation to the complex) information is characterized by a high level of uncertainty, but it is impossible to do without it. For example, when setting the price for educational services, one should know the projected level of inflation in the country and the region, the projected growth in regional incomes of the population in the region, the estimated percentage of the shadow economy in the total volume of the gross regional product, the possible economic growth in the region by industry, etc.

Internal information reflects the actual financial and economic condition of the complex, the actual volume of educational services, production volumes, the volume of research and other work performed. This information is quite definite and is in the accounting and other reporting.

The above basic concepts allow us to move to the semantic level of describing the concept, which we will call the integral-target one. In terms of content, the connection between the introduced concepts can be represented using a semantic network, the nodes of which correspond to the concepts, and the connections between them correspond to the existing relations. Arrows indicate the direction of action of the concept or its constituent parts.

The starting point for this network should be considered the node of the decision maker, i.e. the person or administration making the decision. Based on the information obtained using the integral-target method of managing the regional university complex, the administration influences individual structural units, forming a list of indicators of an educational, scientific or industrial nature.

Control actions on the structural subdivisions of the complex are carried out by means of control instructions formulated taking into account the coefficients of priority goals. If the structural subdivision fulfilled the obligations assigned to it at the previous stage, then in the planning period the coefficient may remain the same, otherwise it becomes tougher depending on the volume of non-fulfillment.

NOTES

1 See: Great Soviet Encyclopedia. M., 1973. T. 13. S. 94.

2 See: Cherry K. On the logic of communication // Engineering psychology. M., 1964. S. 226-269.

3 See: Methodological bases for assessing the effectiveness of the integration of science and higher education in Russia / B.M. Smirnov, S.V. Valdaytsev, A.A. Rumyantsev. M., 1998.

1

The article discusses the essence of the educational environment of the university, its connection with the social situation of development and its importance in managing the professional development of students. The concept of the educational environment in the concept of project-targeted management of the professional development of students is revealed in the process of substantiating three models of the organization of the educational environment of the university: monopolar, binary and project. The essential features of each model of the educational environment of the university are identified: for the monopolar model, such features are a fairly rigid relationship between the goal and the result, achieved with the help of technologies aimed at the assimilation of the content of education by students, controlled by educational standards, the regulation of the content and the process of interaction; for the binary model - the development of independence and subjectivity of the student; for the project model, harmonization of the goals of interaction, the central idea of ​​which is the correlation of the values ​​of the profession with the values ​​of the individual, revealing the value aspect of the content of the educational project. Monopolar and binary educational environments have the same target - improving the quality of students' professional training as the quality of mastering the educational (subject) content of education, but differ in the means of achieving it. The target reference point of the project educational environment is the individuality and the process of individual professional development of the student, achieved in the process of assimilation by him of the value ("non-subject") content of the profession and higher education.

professional personal development

educational project

project-target management of personality development

university educational environment

"non-subject" content of the profession and higher education

1. Mitina L.M. Psychology of personal and professional development of subjects of education. - M., St. Petersburg: Nestor-Istoriya, 2014. - 376 p.

2. Zeer E.F. Psychology of professional development. – M.: Academy, 2009. – 239 p.

3. Isaeva N.I. Psychological criteria for assessing the educational environment of the university // Modern problems of science and education. - 2014. - No. 6; URL: https://www.?id=16751 (date of access: 01.10.2017).

4. Isaeva N.I. Theoretical foundations of modeling project-target management of the development of students' professional competence / N.I. Isaeva, S.I. Mamatova // Society: sociology, psychology, pedagogy. - 2016. - No. 11. - S. 79-82.

5. Novikov V.N. The educational environment of the university as a professionally and personally stimulating factor // Psychological science and education: an electronic journal. - 2012. - No. 1 [Electronic resource]. - URL: http://psyedu.ru/journal/2012/1/2776.phtml (date of access: 11/01/2017).

6. Bekuzarova N.V. Binary interaction in the system of higher education // Proceedings of the Dagestan State Pedagogical University. Psychological and pedagogical sciences. - 2011. - No. 1 (14). - S. 27-30.

The problem of managing the professional development of a personality is one of the leading problems of pedagogy, developmental psychology and acmeology. Within the framework of this article, the works of foreign (A. Roe; D. Super) and domestic researchers (Mitina L.M., Zeer E.F.) in the field of professional development, self-determination and labor psychology are of interest for theoretical analysis of the problem. In particular, the definition of professional maturity introduced by D. Super regarding a person whose behavior corresponds to the tasks of professional development characteristic of a given age served as one of the theoretical provisions of the developed concept of project-target management of professional development of a person. Compliance of the professional development of the student's personality with the level that is achievable at this age at the stage of mastering the profession is considered as a criterion of professional maturity, and its establishment - as one of the principles of project development management.

Creating conditions for the development of professional maturity, the basic components of which, following many researchers, we consider autonomy, the ability to correlate professional information with one’s characteristics and capabilities, the ability to predict and plan one’s own activities, make decisions, emotionally getting involved in appropriate situations, and be responsible for the result , with the need to turn to the study of the educational environment in the context of the implementation of the project-targeted approach to the professional development of students. The condition for achieving professional maturity, on the one hand, and the mechanism for implementing project management of professional development, on the other, is the need for self-development, the desire for self-improvement and self-actualization. Thus, a student's achievement of professional maturity is possible only in the conditions of a certain way organized educational environment.

The primary tasks, the solution of which determines the readiness of students to solve new life tasks in the future, are the tasks of mastering the basic values ​​of the profession and its operational characteristics.

Mastering the values ​​and operational characteristics of the chosen profession, in fact, is the task of the process of developing the student's personality as a subject of professional development. In the psychological literature, the issues of professional development of the personality based on the subject-activity approach, the fundamental provisions of which were laid down in the works of B.G. Ananyeva, L.S. Vygotsky, A.N. Leontiev, S.L. Rubinstein. Within the framework of the project approach, subjectness is considered as a function of the psyche, which provides not only adaptation, but also the transformation by students of the external, educational, and internal environment.

This provision determined the subject-activity approach as one of the basic approaches to the definition of the educational environment in the concept of project-target management of students' professional development. The implementation of project management of students' professional development involves the creation of such an educational environment that involves students in activities and objectively contains resources for the development and formation of the personal and professional experience of all participants in the educational process. At the same time, the quality of the educational environment of the university is created by the peculiarities of relations in the "student-teacher" system and is determined by the value-oriented unity in relations with oneself, others, activities and approaching harmony in the "I-I" and "I-Other" systems.

In the process of purposeful professional training in the system "I-I" ("to be - to become"), the student realizes the development of professionally oriented psychological structures of the personality. At the same time, the success of the process of professional development is mediated both by the individual characteristics of the student and by the characteristics of the social situation of development. Understanding the social situation of development as a relationship between the individual and the social environment, specific for each age (L.S. Vygotsky), allows us to consider interaction as the path of development that leads to the emergence of professionally oriented psychological structures of the individual.

An analysis of the primary tasks of professional development makes it possible to define the content of the student's interaction with the teacher as "non-subjective". The term "non-subject content" in the work denotes the content of the student's interaction with the teacher, related to the value issues of professional development and self-development. Within the framework of the project-targeted management of professional development, the interaction of a teacher and a student not only ensures coordination, regulation and consistency of actions, but also changes the structure and nature of the pedagogical activity of the teacher, the educational and professional activities of the student and their communication. In the process of interaction, there is a bilateral purposeful improvement and development, the successful movement of both students and teachers towards the set goals of professional development. The technology for creating a professionally stimulating interaction (the educational environment of a university) is a set of means and methods for the joint activities of teachers and students in designing, requiring their activity in development and self-development.

Understanding the essence of the educational environment in the context of the concept of project management of the professional development of students is associated with the selection of its models such as monopolar, binary and project model of interaction.

Objectively, relations in the "student-teacher" system are regulated by a set of certain rules that regulate the behavior of both students and teachers. One of the regulatory regulators is the Federal State Educational Standards, which presents competencies, the development of which is "forced" directed by the activities of both teachers and students. Competencies are a guideline for graduating departments in the development and implementation of the main educational program in a particular area of ​​training or specialty, and for each teacher in the development and implementation of curricula. The purpose of the interaction of teachers with students is to give a certain direction in their professional development.

The results of the surveys of students and teachers regarding whether they know what competencies (abilities and readiness) are aimed at developing both the overall process of learning at the university and the teaching of individual academic disciplines. The majority of Belgorod university professors surveyed (more than 73%) found it difficult to name the competencies that they “should” develop in students in accordance with the Federal State Educational Standards, explaining this, as a rule, by “the number of disciplines taught” (more than 2) and “teaching the subject at different courses or directions of training. Despite this, they are confident in their competence in creating conditions for the professional development of students. Students, regardless of the course of study, to the question “What personal or professional characteristics is the learning process aimed at developing?” they named those abilities and skills that reflected their own ideas about the future profession and professional based on a subjective understanding of the essence of the chosen profession, and not on the basis of the requirements of the Federal State Educational Standard. A comparative analysis of the responses of teachers and students allows us to speak about a certain monopolar model of the educational environment of the university, in which the interaction between teachers and students is based on a fairly rigid hierarchy of roles, on the ordering of functions, on the regulation of the content and process of interaction.

In recent years, in connection with the reorientation of the educational paradigm from the principle of adaptability to the principle of competence in the didactics of higher education, psychological and pedagogical studies of the binary, or communicative, approach to learning, in which the emphasis is placed on the subjectivity of both students and teachers, have intensified. The binary model of interaction is considered as a special form of organizing the learning process (binary lecture, binary seminar, etc.) to solve various didactic purposes, including through the integration of theoretical and practical training. The binary model of the educational environment reflects the transition to a humanitarian paradigm, in which the goal of professional education in a university environment is the personal and professional achievements of students. If the monopolar model of the educational environment (interaction) assumes a fairly rigid relationship between the goal and the result, achieved with the help of technologies aimed at the assimilation of the content of education by students, controlled by educational standards, then the binary model assumes the development of independence and subjectivity of the student's personality.

When implementing the monopolar model, the main attention of teachers is focused on improving learning and managing the educational activities of students, while implementing the binary model, on joint activities aimed at revealing and developing the subjective potential of the student's personality. Thus, the binary model of the educational environment contains the personification of students' professional training, which significantly distinguishes it from the monopolar model. With a significant difference, these models are united by the desire of teachers to manage the educational process in order to improve the quality of assimilation by students, first of all, of the educational (subject) content of education.

The organization of the educational process in modern higher education, as well as the logic and technology of accreditation of universities, testifies to the existence of such a widespread illusion as: all the rules for organizing the educational process are the same for all students. This is manifested, on the one hand, in a rather rigid regulation of the life and activities of both students and teachers. On the other hand, in the belief that the correct organization of the relationship in the "teacher-student" system is a function of the teacher's pedagogical activity. It is objectively impossible to take into account the individual characteristics of students, the level and dynamics of the development of their abilities and readiness not only for mastering, but, most importantly, for the implementation of future professional activity and themselves as its subject, with such a model of the educational environment.

The idea of ​​revealing and developing the personal potential of a student as a subject not so much of the qualitative development of the culture of the profession, but of self-development of professional competence, is embedded in the design model of the educational environment of the university. The design model of the organization of the educational environment has its own specific features. Within the framework of project management of professional development, the target guideline for the activities of teachers and students and their interaction is the individuality and the process of individual professional development of students. From the point of view of technology, the interaction between a teacher and a student is based on the principles of cooperation pedagogy and represents the integrity of such stages as self-diagnosis based on receiving "I-messages" - goal setting - design - correction. Such interaction presupposes the existence of an individual educational project, built on the basis of the graduate model developed by the department and aimed at internalizing the culture of the profession into an individual professional culture of the individual.

The content of the educational project is essentially a system of values ​​of the profession and personal values ​​of the student. M. Rokeach gave the classic definition of the concept of “value”, defining it as a person’s persistent belief that a certain way of behavior or a certain ultimate goal is preferable from a personal or social point of view than the opposite or reverse way of behavior or the ultimate goal of existence.

A change in the social situation of development when entering a university leads to a restructuring of students' personal values. The restructuring of the dominant values ​​is associated with the formation of the value of higher education and the value of the profession, which begin to determine the nature of the perception and attitude of students to various aspects of studying at a university, to the profession being mastered and to themselves as a subject. In turn, internalized values ​​are either confirmed in the process of learning and interaction between the student and teachers, or they are refuted, receiving their justification in situations of choice. The value prism through which the student perceives and evaluates everything that happens to him in the process of mastering the profession, reflects the internal preferences of what is significant and desirable for him. What is significant and desirable for a student in the process of studying at a university is exteriorized both at the verbal and at the behavioral level. According to the current professionally oriented value orientations of the student, one can also judge the dominance of pedagogical attitudes among teachers, that is, in practice, the influence of teachers on the student and the student on teachers. The successful personal and professional development of a student testifies to how much he not only accepted the values ​​of higher education and future profession, but realigned his priorities in favor of professional and personal self-development.

The system of values ​​of higher education and the profession is developed by the graduating department and is reflected in the model of the graduate. As for the value of higher education, the graduate model reflects, in fact, the beliefs of teachers that the value of higher education is at least in its focus on self-education and the development of systems thinking. Unfortunately, we have to state that the majority of university students want to get a higher education, but at the same time they do not make serious efforts for this, and the current state of higher education does not stimulate students to self-development. This is evidenced by at least two facts. Firstly, students often come up with a request for “educational services”, which is not associated either with the acquisition of professional knowledge and skills, or with their personal changes. Related to this are typical, essentially rhetorical questions, such as: why study for a master's degree, if after completing a bachelor's degree, you can work successfully? What does postgraduate study give as the 3rd level of higher education, if you can work as a university teacher even after a bachelor's degree (as evidenced by data from a number of universities)? Does the future profession require so many hours and time / years for training? Why study for 4-6 years if you can get a diploma by studying remotely for 1 or several months? Why master complex programs in full, if employment prospects are vague? Etc.

Secondly, students are not ready for personal and professional self-development and self-improvement, as evidenced by the results of the survey. To the question "Do you know what personal and professional qualities you need to improve or develop in the learning process?" the majority of students (58%) answered "I don't know" or "I find it difficult to answer", 27% - "I can almost imagine" and 15% - "I know". To the question “If you know, are you engaged in self-education, self-development?” the following results were obtained: 76% answered that they are not engaged, but are ready for such activities, 13% are not engaged in self-education and did not even think about it, and 11% indicated that they are trying to develop certain qualities in themselves, although the experience of working on they don't have themselves.

The results of the survey confirm the need to create a project-based educational environment at the university, which will help students to realize and understand not only the value of higher education and the chosen profession, but also the personal significance and usefulness of both of them for themselves.

The role of teachers in the context of managing the professional development of students is to create conditions for the realization of students' opportunities to accept the values ​​of higher education and the profession, understand their priorities and how to change them in the learning process. All this, perhaps, in the context of the implementation of the project-target approach to managing the professional development of students, requires from teachers not only the ability to organize collective and individual work with students on the basis of an educational project represented by a system of unified values ​​of the profession and individual personal and professional values ​​of the student. Today, students have knowledge and skills to learn, as well as professional knowledge and skills formed in the learning process, are necessary, but not sufficient for personal and professional development. More important are attitudes and values ​​that are compatible with the values ​​and attitudes of higher education and the profession.

The effectiveness of project management of professional development is determined by the extent to which teachers and students are united in assessing the values ​​of the profession being mastered, how effectively they use their own resources to achieve educational goals, and, in particular, how much students are motivated for self-realization and self-development, and teachers are able to create motivational-need situations. The essence of the project educational environment is reflected in the harmonization of the goals of teachers and students as interacting subjects. The goal of the student, as the goal of his life and self-development in the conditions of the project educational environment, is to effectively use his own resources to be himself, becoming a professional; the goal of the teacher, as a pedagogical goal, is to create facilitating conditions conducive to the manifestation of individuality, harmonization of personality, creative self-realization and professional growth.

The article was prepared with the support of the Russian Foundation for Basic Research (project 16-16-31009) and the government of the Belgorod region (agreement No. 9-gr dated July 3, 2017).

Bibliographic link

Isaeva N.I., Mamatova S.I. ON THE CONCEPT OF EDUCATIONAL ENVIRONMENT IN THE CONCEPT OF PROJECT AND OBJECTIVE MANAGEMENT OF PROFESSIONAL DEVELOPMENT OF STUDENTS // Modern Problems of Science and Education. - 2017. - No. 6.;
URL: http://?id=27247 (date of access: 02/01/2020). We bring to your attention the journals published by the publishing house "Academy of Natural History"