Social partnership in education - a sign of the new time. The modern school is in such conditions when it is impossible to survive and develop without establishing a mutually beneficial social partnership. The educational institution should be open system expanding cooperation with various social institutions. Children need adults to share responsibility for their education and upbringing.
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Performed: course student
"Social and pedagogical partnership
In solving urgent problems of education "
Month Yulia Vasilievna
Curator of the course: Associate Professor of the Department
socio-pedagogical
Education APPO
St. Petersburg
Stepikhova Valentina Anatolievna
Saint Petersburg
2012
Social partnership as one of the tools for ensuring the socialization of students
Month Yulia Vasilievna, Deputy Director for BP
GBOU School No. 600 with in-depth study in English Primorsky
district of St. Petersburg
Relevance.
The Federal Law "On Education", the Decree of the President of the Russian Federation, the Government Decree and the relevant instructions of the Ministry of Education and Science set the task for schools to build a social partnership between the state and the local community in supporting and developing general secondary education.
Social partnership in education is a sign of the new time. The modern school is in such conditions when it is impossible to survive and develop without establishing a mutually beneficial social partnership. An educational institution should become an open system that expands cooperation with various social institutions. Children need adults to share responsibility for their education and upbringing.
The purpose of social partnership
The formation of students' worldview, ideas about the world as an integral system of interrelated relationships, actions and deeds.
The main tasks of social partnership:
Improving relations between the subjects of the educational space;
- Creation of conditions for attracting investment funds to an educational institution;
- Formation of an active life position schoolchild;
- Socialization of personality.
Principles of social partnership:
Voluntary recognition by partners of each other as participants in public relations;
- Confidence;
- Mutual responsibility of partners for a common cause;
- Mandatory fulfillment of their obligations in accordance with the agreements reached;
- Mutual interest of the parties;
- Equality of participants in the choice of ways and means to achieve a common goal;
- Maintaining the spirit equal opportunities, disinterestedness and solidarity.
The main areas of work of our school within the framework of social partnership:
Implementation of continuity of education.
- Joint (collective) activity.
- Cooperation between school and society on mutually beneficial terms.
- Formation of an active life position and social intelligence.
- Building mechanisms for targeted social assistance, the use of charity resources.
In building partnerships with our school, three stages can be distinguished:
The first stage is Acquaintance.
- The second stage - Joint activity.
- The third stage - Partnership.
The main types of joint activities of our school and social partners are:
Activity | Result |
|
Discussion of the strategy and tactics of social partnership | Drafting and signing contracts |
|
Design joint activities | Drawing up plans for joint work |
|
Implementation of joint activities | Holding joint events |
|
mutual support | Psychological comfort of partners |
In the process of joint activity, the presence of feedback and open communication channels. This means that it is necessary to regularly study the opinions of potential partners on the quality and results of this activity.
The main result of the second stage should be the ability of potential partners to participate in joint activities, i.e. their certain competence, based on trust in each other. Trust, in turn, gives rise to a desire to continue cooperation in forms that are acceptable to specific partners.
GBOU school №600 has a fairly large experience of interaction and cooperation in the local community in such areas as
Development of guardianship activities;
Development of self-government through the Council of High School Students;
Expansion of social partnership with parents of students, interested adults (institutions of additional education CI "Edelweiss", children's creative forum "Kitizh plus", center for social assistance to families and children "Semya", KDN, universities of St. Petersburg.)
In this work, I would like to dwell a little more on the latter direction.
Traditionally, much attention is paid to social partnership with parents, the educational potential of the family. To instill a positive attitude towards the school among students and parents through the inclusion of parents in the social life of the school (in terms of the educational work of the school - the participation of parents in class, school-wide events, joint trips, competitions, career guidance excursions) PPMS by the center of the Primorsky district (also our social partners) is impossible without the active help of parents. For a number of years, students in grades 6-7 of our school have been participating in this program.
2010-2011 was a very productive year for us. Among the 17 schools of the district, we took 2nd place, and creative work Alekseev A., a student of the 6th "b" class. "Family - the territory of health", took first place in the city!!!
Civic passivity, dependency of a certain part of the parents, their consumer attitude to school can be overcome by developing a social partnership first with a group of parents, developing voluntary social work, charity.
Traditionally, social partnership with out-of-school institutions of additional education is carried out.
In 2011-2012, we signed an agreement with the Center "Family" on cooperation in order to implement the project " Healthy family is a healthy future. Students in grades 10-11 took part in the project.
The purpose of the project: to provide professional assistance to adolescents in the formation of healthy relationships in the family between spouses.
Professional psychologists worked with students: with young men - a man, with girls - a woman. The guys were able to ask all their personal questions and, according to the reviews, the meeting was very productive. The results of testing and questioning showed that 90% of students are interested in the topic raised and want to follow the advice of experts in order to create a full-fledged family in the future.
Cooperation with the center "Family" is very old, the following joint events have become traditional: "Adaptation of students elementary school when transferring to a basic school”, consultations of psychologists for parents of problem students, social patrolling of families in a difficult life situation.
Developing the system of continuous education (preschool institution-school-university), GBOU school No. 600cooperates with kindergartens of the city, secondary schools and universities of the city to create a system focused on the individualization and socialization of students. On the third step general education, we are developing a system of specialized education, taking into account the real needs of the labor market, parents' requests, working out a flexible system of profiles and cooperation with higher education institutions.
The opportunities for socialization of students are expanding, continuity between general and vocational education is being ensured, and it becomes possible to more effectively prepare school graduates for mastering higher professional education programs.
Within the framework of pre-university education, social partnership is carried out with a number of universities in St. Petersburg: INGECON, Mining University, Finek, LETI.
Involving students in socially active activities, in interaction with the public, creates conditions for adaptation, socialization and development of the student's personality. The joint cooperation of the school with the public allows it to become an open system.
(From the experience of the teaching staff MOU "School No. 3 of Dokuchaevsk")
It is an indisputable fact that it was education that at all times was considered an enduring value, because it is the basis of the economic development of society, one of the factors of social stability, a source of growth of the intellectual resource and the spiritual and moral potential of the population, the key to the successful development of any state, the absolute personification of the well-known proverb "What goes around comes around". However, in Lately Rational and balanced arguments are sounding more and more insistently in favor of the fact that the school is not the only subject of the educational mission. In the light of the tasks determined by the doctrine of the development of education, as well as in view of the modernization of modern education, there is a natural need to ensure the openness of the education system to various influences from the family, society, state and, moreover, to involve them in solving issues of educational tactics and strategy. It would be useful to recall that the school never claimed an absolute monopoly in the provision of educational and upbringing services, and the so-called "sponsorship relations", so popular in the 70-80s of the last century, are absolute confirmation of this. Along with positive results, namely: the provision of material and other assistance in the implementation of school repairs, the purchase of educational literature and didactic materials, nutrition and health improvement of children, patronage relations were only episodic, unsystematic in nature and were not based on the dialogic attitude of the subjects and, as a result, did not provide permanent unity, harmonization of relationships and the development of a joint strategy for unified action. In other words, a kind of manipulation took place, when either one of the parties unconsciously performed the actions necessary for the other side, or one of the parties was used only as an element of raising the status of the activity without its conscious inclusion and involvement in the educational process. Worked the so-called level subordinate inclusion, which involves the voluntary inclusion of one side as a passive performer, accepting the specified framework of activity. Such a one-sided, and sometimes only symbolic, participation in the life of the school, of course, had nothing to do with the subject of our conversation today, but it was it that served as the embryo of what is now commonly called social partnership in the field of education. And it is social partnership, excluding subordinate inclusion accomplices in the process of education and upbringing, offers other types inclusions, more constructive, allowing you to feel not just involved, but involved in the educational system, to see the results of your participation, to show a sincere interest in discussing and solving problems of the development of education.
The term "social partnership" came to pedagogy from other areas of society, where it is interpreted as a mechanism for regulating relations between the state and various social groups. Socio-pedagogical partnership is a combination of joint efforts of individuals or educational institutions to achieve common goals; streamlining the coordination interaction of education systems and social institutions within their mutual interest, with the aim of introducing nationwide, nationwide aspects of education and upbringing, on the basis of which representatives of different subjects of ownership, population groups, organizations and institutions reach the desired consensus, organize joint activities, coordinate it in the direction of achieving public consent in educational policy. And this joint activity is based on:
*coordinated inclusion, which is being built taking into account the joint discussion of the initiative of one side, with its further development and possible adjustment;
*initiating inclusion, characterized by high activity of one side, with consultative and coordinating activities of the other side;
* independent mutual inclusion where the initiative of joint activities can be put forward by any party with bilateral support for the idea, its development and implementation by joint efforts, as well as mutual responsibility for the success of the result achieved.
Level selection involvement in the implementation of joint activities is determined by both the situation and the results that the parties, called social partners, seek to achieve.
Social partners are individual and collective entities that share the values of modern education, are interested in developing a unified educational policy, and are able to effectively support education in solving real problems of the formation and development of its system. Achieving high quality education involves an organic combination of educational traditions and innovative trends that have received recognition in the world and domestic practice, creatively meaningful in relation to the domestic pedagogical reality and the strategic goals of the socio-cultural development of society. However, social partnership should not imply direct copying of foreign experience. It is far from being universal, and even if it is partially applied, a deeper social and historical-comparative analysis is required. Therefore, we must agree that social partnership in our country should be based on the realities and needs of our lives. Partnerships can be considered as inter-subject interactions, the effectiveness of which is determined by the common value-target aspirations of all its participants, their mutual enrichment, that is, as a joint development of the system of values that prevail in our society and are a criterion for assessing the level of education and upbringing of a person.
However, everyone knows that society is heterogeneous, which means that partnerships are not always possible between education and various sectors of society. But the term "partnership" is understood very broadly, and the most common is the understanding of partnership as the unification of the efforts of individuals or organizations to achieve common goals or to achieve a goal that is significant for all. The modern approach to the issue of partnership in education shows that the development of education is not only the concern of the state in general and the educational institution in particular. The state, represented by the ministry and regional departments of education, is responsible for ensuring a unified educational space in and providing the education system with necessary resources and therefore, for obvious reasons, cannot capture the full complexity of the tasks, needs and conditions of specific communities. In addition, the school is a living entity that has continuous dynamics and a tendency to change, and that is why the variability of the forms of social partnership is allowed. Education, as one of the social institutions, has always been characterized by close relationships and their interdependence with all the main areas of society - the economy, social structure, politics and culture. These are the four fundamental stones on which the school can rely in the implementation of its main mission - to educate and educate. And it is on the interaction of these four subjects of cooperation that it depends whether the entire education system as a whole and each educational institution in particular will be able to build new system partnerships instead of the well-known old practice of patronage relations. Now we can say with confidence that the social maturity of society and local communities is a prerequisite and indicator of the possibility and even the need for social partnership in education. The idea of social partnership in education is that in order to solve problems in this socially significant area, the efforts and specific actions of the whole society, and not just one of its components, are required. Of course, it is necessary to first monitor the situation in a particular city or locality in order to find out if there is a basis for mutually beneficial cooperation, i.e. partnership between education, individual public, charitable organizations, specific people, government agencies. It is necessary to thoroughly study and work out the question: what opportunities does partnership represent to education and vice versa, what technologies are needed for effective partnership, what mutually beneficial results can be achieved in case of successful partnership.
How does partnership in education help to improve the process of teaching schoolchildren, what results it helps to achieve, what mistakes it helps to avoid, how it can enrich the routine educational process, whether it has the right to life, in general, and what final goal this difficult and very laborious task?
An assessment of the experience of interaction showed that social partnership helps to direct the resources of the school to the development of joint activities of any educational institution, its public self-organization and self-government, regardless of its type and type. It attracts the resources of society for the development of the educational sphere, while not saving the resources of the school itself, but enriching them. It helps to accumulate and transmit life experience both the educational community and its partners to build the ability of community members to long-term survival in the market educational services. Social partnership allows you to act effectively and successfully, keeping in mind the priority perspective common to all partners, to effectively coordinate joint activities with a clear understanding of your responsibility. Such activities allow for the most effective and economical assistance to needy members of the community participating in partnership, to ensure that, while remaining different, acknowledging differences. individual people and organizations.
An effective social partnership in education involves:
a) the existence of a social need to be included in the implementation of the values of education;
b) readiness for such cooperation of the school;
c) the need of the school;
d) school initiative;
e) initiative of the non-state sector.
The presence of all the above conditions will contribute to the fact that the partnership will help direct the resources of the school to the development of the community, social self-organization and self-government. It will attract community resources to support education at school and will contribute to the cultivation in the community of the tradition and practice of civic engagement, charity, and voluntariness. Already today, social partnership creates real structures of civil society at the local level, trying to guarantee their stable development.
Opportunities for the development of education through partnerships are based on the following mechanisms:
- openness and cooperation;
- emphasis on development, communication and exchange of ideas;
-developed philosophy of education and approach to community development;
- the possibility of implementing rational ideas for local residents;
- establishment of socially active schools;
- revealing the desire of local organizations to become active partners in solving problems in education and the community;
- giving parents the opportunity to participate in the learning process and school life their children;
- collaboration with volunteers to increase the number of services provided in the community.
A large number of factors are a guarantee of successful cooperation between educational institutions. But the most important is the development of a culture of charity, the formed strategy of organizations entering into cooperation, proximity to those in need, professionalism in the services provided, the degree of development of the partner's organizational culture, the humanitarian component of the partner's human factor, the control system, the existing financing system and the philosophy of its development, Information Support, regulation of the organization, the mechanism of self-development of the partner organization.
Models of social partnership in education and organizational forms of partnership that have a "registration" in the Dokuchaevskaya secondary school No. 3, the stages of implementation of the social partnership model give the right to declare the existing specifics of relationships, established technologies and evaluate the components of success in this new business for a developing civil society. Yes, social partnership in education is a sign of the new time. But the modern school is in such conditions when it is impossible to survive and develop without establishing a mutually beneficial social partnership. An educational institution should become an open system that expands cooperation with various social institutions. Children need adults to share responsibility for their education and upbringing.
Today, the school has been given a social order for the formation of a child's personality, which is characterized not only awareness V various fields science, but sociability , tolerance, modern type thinking, decision-making responsibility .
Therefore, under the conditions modern approach to training, education, development and socialization, a school graduate must build harmonious relations with the outside world, adequately adapt to the conditions modern society, his social, professional, spiritual and moral values.
Changing value orientations in accordance with socio-cultural changes in society, the emergence of the idea of lifelong education as education throughout life, puts the individual with his interests and capabilities at the center of a new socio-cultural paradigm of education. Based on the understanding that the education system has a significant potential that ensures the socialization of a person, it becomes clear that modern conditions education system should prepare a person for future life. It is no coincidence that among the priorities of the modernization of the educational sphere is the development of education as an open state-public system. At the same time, it is emphasized that strategic goals education can only be achieved through continuous interaction of the school with representatives of science, culture, healthcare, all interested departments and public organizations, as well as parents.
To date, a certain system of work on social partnership has developed in Dokuchaevskaya School No. 3, which contributes to the creation of a “social situation of development” for students. The school is an open socio-pedagogical system that closely interacts with all types of educational institutions of the city, the republic, public organizations, families of students. The market of additional educational services in our city is quite saturated and competition between institutions is high. Clubs of the House of Culture, children's music and sports schools, the House of Children's and Youth Creativity, private forms of additional education for children are successfully operating in the city. All of them, to one degree or another, provide varied education at different levels, and with skillful involvement in partnership, they provide invaluable assistance to the school. Currently, the teaching staff of our school cooperates with more than twenty different organizations in our city. Involving the public in partnership in the field of education is a task, the implementation of which will help create a qualitatively new level of relations and interaction in solving the problems of the development of education by a union of interested entities capable of reaching a constructive agreement and developing a unified educational policy. We are looking for opportunities to attract social partners who have the resources to organize joint activities of the school as a resource center.
SOCIAL PARTNERSHIP
| Between social groups of the education system: Kindergarten; Other schools in the city; Institutions of additional education: School of Music, sport school, mining and trade technical schools; Intra-school communications at the level of interdisciplinary integrated relations; | Between social groups outside the education system: Library; Palace of Culture; Deanery; Local Internet resources; Police; Fire station; Medical institutions; Public organizations; |
With many of the above organizations, there are already long-standing partnerships built on a contractual basis. To some of them, we are only paving the path in the field of mutual cooperation and partnership. And, since the benefit from joint coordinated actions of both the school and all subjects of society is obvious, it is becoming easier to establish contacts with those who are really interested in the versatility of the learning process, in its multi-vector nature and depth.
Social partnership in Dokuchaevskaya secondary school No. 3 is carried out in several areas:
1. Socio-pedagogical direction:
Parents;
kindergartens;
Institutions of additional education;
2. Civil-patriotic direction:
Library;
Council of Veterans;
Museum of Local Lore;
Society of Veterans - Afghans;
Union of Liquidators of the Consequences of the Accident at Chernobyl nuclear power plant;
3. Spiritual direction:
Deanery;
4. Physical culture and health direction:
4. Preventive direction:
Social services for work with youth;
Local Internet resources;
Police;
5. Career guidance:
Mining and trade technical schools;
City employment center;
Developing the system of continuous education (preschool institution-school-technical school (HEI)), Dokuchaevskaya secondary school No. 3 cooperates with kindergartens of the city, technical schools of the city to create a system focused on the individualization and socialization of students. At the third stage of general education, we are developing a system of specialized education, taking into account the real needs of the labor market, parents' requests, working out a flexible system of profiles and cooperation with higher education institutions. The opportunities for socialization of students are expanding, continuity between general and vocational education is being ensured, and it becomes possible to more effectively prepare school graduates for mastering higher professional education programs. The social partners should jointly take an active part in the compulsory vocational guidance and counseling of pupils in the secondary education system. To work not only with senior students, who for the most part have already made their choice, but also among primary school students through organizing and holding conversations with the best workers, excursions to enterprises, holding open days in professional educational institutions.
Let's consider several directions of modern partnership in the field of education.
Social - pedagogical direction:
Parents are the main social partners of the school.
Much attention is paid to social partnership with parents, supporting the educational potential of the family. To instill a positive attitude towards the school among students and parents through the inclusion of parents in the social life of the school (in terms of the educational work of the school - the participation of parents in class, school-wide events, joint trips, competitions, career guidance excursions to the places of work of parents is impossible without the active help of parents. Civil passivity, dependency of some part of parents, their consumer attitude towards school can be overcome by developing social partnership first with a group of parents, voluntary social work, charity... We try to make parents our allies, because only by joint efforts, complementing and supporting each other, parents and the school can achieve the desired results in the education and upbringing of children.Today, the parent community proposes to build relations between the family and the educational institution at the level of social partnership.These are educational services that correspond to the social order for the education of children. Throughout the year, we conduct monitoring among parents. We analyze the composition and structure of families of studying children. It turns out that the vast majority is interested in children receiving a quality education, upbringing and development, and then continuing their education in educational institutions of higher and secondary vocational education. The importance of such cooperation in the context of the implementation of a new educational concept with modern tasks of developmental education and socialization in the transition to a competency-based approach to the organization of the educational process can hardly be overestimated! And that is why the teaching staff of our school today is looking for any opportunities and means to help the family, provide psychological and pedagogical assistance, and teach how to raise a child. To educate without appropriate knowledge, guided only by a blind instinct, means risking the future of a growing person. Therefore, teachers learn themselves and carry their knowledge to parents. After all, no matter what the parents do, no matter who they are in their specialty, they are always the educators of their children.
It is important for us to achieve an active life position of parents, to make them want to know their child, to evaluate their relationship with him. And we use many forms and ways, proven by practice and time. This and parent meetings, which take place in the form of "Let's think together" conversations, and parent-pedagogical consultations; trainings, discussions, round tables. Parents discuss at parent-teacher meetings, participate with their children in socially significant matters for the improvement of the building, the collection of search material, etc.
Main areas of work with parents:
the formation of an active life position of parents in relation to the school;
organization of parent education;
interaction of the social and psychological service of the school with parents;
involvement in school self-government bodies;
using the hobbies of individual parents for extracurricular work with children;
holding joint events, holidays, hikes, excursions, weekend clubs;
In order to activate all of the above areas of work with parents, the school has developed and operates the program “Social Partners: School and Family”, which is implemented through:
* usage traditional forms of working with the family, organizing joint leisure and search activities, creating a bank of family holidays and other forms of joint events: “Health for the whole family”, “Grandma’s Chest”, “My Mom’s Passion”, “Looking through an old photo album”, “Songs my childhood”, “Adults to children” and others;
* development and supporting the interest of children and adults in the history of the family, the city: “My family tree”, “Festival of the birthright”, “The contribution of my family to the history of the city, country”, “Defender of the Fatherland in my family”, “School graduate in my family” and others ;
* Creation in the school museum of family albums, one-day exhibitions and expositions; compiling a report about interesting families on the local Internet resource "Typical Dokuchaevsk" and the site of school No. 3.
* involvement parents in strengthening the material and technical base of the school: equipment and repair of classrooms, participation of parents in the repair of the school and participation in school-wide community work days.
School - preschool institutions.
The system of work "school - kindergarten" has long been established. Primary school teachers know in advance which children will come to them in the first grade, as they attend classes under a joint activity agreement preparatory group, parent meetings. educators kindergarten are invited to the school for pedagogical councils on readiness for the learning process, as well as the adaptation of children at school (to see how their former pupils feel here). Such a system of work allows children to quickly get used to a change in their usual environment and activities, new teachers, and helps to avoid a difficult period of painful adaptation. Holidays held for kindergarten students by our students have become traditional: open lessons for kids in order to get acquainted with the lesson as such, Christmas trees, days of acquaintance with the school and others.
School - House of Children's and Youth Creativity.
For many years, the school has been cooperating with this institution of additional out-of-school education. It is especially valuable for us that for many years on the basis of the school, the methodist of the Children's Youth and Youth Theater Pyzhova Natalya Andreevna has been leading the circle "Lacemaker". In her classes, she introduces children to the basics of clothing modeling, crocheting with them, and making traditional folk dolls. Her hands decorated the traveling exhibitions of the corner of the school museum.
Physical culture and health direction.
School - "DYUSSH" SC "Dolomit".
The sports school provides its base for conducting classes for students. Many students of the school attend sections led by trainers - teachers of the Youth Sports School. Students show the results of this work by winning at different levels of competition. However, trainers also provide invaluable assistance to the school in the formation of self-discipline among schoolchildren, and sometimes even work on school subjects and improve the quality of knowledge.
Preventive direction.
The activities of the school in this area are carried out through interaction with social services for work with youth, the public organization "Young Republic", as well as the police. Representatives of the above organizations are frequent guests at our school. Conversations, quizzes, performances of propaganda teams, joint events help teachers in the difficult process of forming a student's personality. In this direction, social partnership is also carried out for the implementation of additional education: representatives social movement"Young Republic" offer children to engage in various types social activities on the terms of volunteer movement, sports, active lifestyle.
Information direction.
The role of the educational institution in ordering the information that falls on the child from the media is great: radio, television, the Internet. By organizing work to form the aspirations and interests of children, interacting with local press, local television, we effectively solve the problems of educating a common culture of young citizens, their attitude to the world, to themselves, the results of their creative activity. Teachers and students of our school actively use the thematic pages of the Dokuchaevskiye Vesti newspaper, the websites Typical Dokuchaevsk, School No. 3. As a positive trend, it can be noted that the teachers themselves began to actively promote their experience of working with children, to look for new forms of cooperation with the media. Thus, the city is formed efficient system informing citizens about the life of the school, about problems in the children's and youth environment. This allows not only to solve the problems of education and socialization of students, but also to actively promote their “product” in the educational services market, solve the image problems of school No. 3 and attract new partners for cooperation.
Career direction.
Our school has been cooperating with the Dokuchaev Mining and Trade Technical Schools for many years. We understand this educational partnership as cooperation of absolutely equal partner institutions and as a constructive association of teachers around one big thing - creating conditions for graduates to obtain a profession, while making a conscious choice with a sense of conscious responsibility, realistically assessing their potential and prospects for social and professional integration in modern society.
One can talk endlessly about the need for social partnership in modern education, its importance can hardly be overestimated. One thing is obvious: it allows everyone to take a fresh look at the process of education, as an integral part of the entire life of society, each member of which, to one degree or another, can influence its course, direction and effectiveness. Today's practice of social partnership is filled with new content: Special attention is given to the use of technologies of search, research activities of students in work with students, building the social infrastructure of the school, which allows creating conditions for including students in the process of development and implementation social projects, mutual penetration of school subjects, full-scale integration of all actions carried out by the school educational institution. And, since all of the above partnership schemes are still, rather, one-time and unsystematic (since work with schoolchildren is not the main activity for either the police or medical workers, nor for representatives of other services), I would like to demonstrate the implementation of modern partnerships in our school just on the example of interdisciplinary connections, on joint coordinated actions of all school employees, on the implementation of such a partnership through integrated lessons. Based on my pedagogical specialty, my own experience and the existing models of partnership in teaching children, I would like to focus on the school subject called “English Language”. Your attention is presented to two presentations based on theoretical knowledge and practical experience on the topic "Modern partnership in the field of education (achievements and prospects) and "Modern partnership in teaching children English".
Prepared material for participation in the Virtual exhibition-presentation "Modern education in Donetsk People's Republic 2016 "- Pisanets N.G., English teacher of the Municipal Educational Institution "School No. 3 of Dokuchaevsk", teacher of the highest qualification category, senior teacher.
SOCIAL PARTNERSHIP IN THE FIELD OF VOCATIONAL EDUCATION1
M.S. Chvanova
The role of social partnership in the development of the system of vocational education as a factor in the stabilization of the labor market is substantiated. Its essence, prerequisites for activation, main directions, resource provision and mechanisms for the development of social partnership in the field of vocational education are revealed.
1. The role1 of social partnership in the development of the vocational education system. In recent decades, Russia has been actively integrating into the world community and is undergoing fundamental changes in its socio-economic and cultural life. The objective needs and gradually emerging subjective needs of Russians assign to civil society the same tasks that initially characterize it in the West:
Production of norms and values, which are then ratified by the state;
Integration of social groups into the community, in particular by giving a civilized look social conflicts and, thereby, extinguishing them;
Organization of the environment in which a developed socially active person and the local community are formed.
Modern production knowledge-based and dynamic development of society form a rapidly changing labor market, at the same time, growing competition, structural changes in industry, military reform force people to acquire new knowledge and professions. A developing society needs highly educated, moral, enterprising people who are able to independently make decisions in a situation of choice, capable of cooperation, dialogue, distinguished by dynamism, constructive thinking, ready for intercultural interaction, with a sense of responsibility for the fate of the country, for its socio-economic development .
Today, knowledge is updated approximately every 3-5 years, which is why the problems of functional illiteracy, technological unemployment are so acute, there is a shortage of economic, legal, technical, socio-psychological, environmental and other knowledge. Basic education lagged behind the new realities of life, exhausted its possibilities. Dina-
1 The topic was supported by a grant from the Russian Humanitarian Foundation in 2004, Project No. 04-06-00043а.
The mystic development of modern society is the real root cause of the need for an urgent restructuring of education, it must adequately respond to changes external environment, switch to innovative way development.
In modern education, the trends of globalization, internationalization and client-centrism are gaining momentum. There is a shift from the strategies of "mass training" of personnel to the strategies of "individualized education", towards integrated educational services. In the advanced countries, education is increasingly becoming capital, an instrument of struggle for the market, solving geopolitical problems. In Russia, however, a sharp reduction in state funding of universities and the emergence of non-state educational structures, the transition from state order for graduates to a market "sale" of graduates and educational services, problems of profitability and the loss of the best teaching staff cause a sharp increase in competition between universities and the actualization of the struggle for existence and natural selection in determining development paths.
In the conditions of the transitional economy, the desire to reduce the cost of the final product and the need to ensure its competitive quality, the supply of labor force always exceeds its demand. It is important to note one more specificity of the vocational education system - the training of a profession is objectively extended in time. During the training of specialists, the need of the labor market for them changes, sometimes quite significantly. The system of training specialists, focused on traditional models and technologies, lags behind the needs of the labor market, and it becomes more difficult to manage the processes of training specialists in such conditions. It is important to take into account the trends in the development of the regional economy.
Social partnership in the field of vocational education contributes to the development educational programs that combine academic quality with
employability, promotes mobility qualified specialists to establish closer ties with Europe. Social partnership acts as a means, firstly, of familiarization with the profession and advanced training, secondly, of achieving a certain social status, and thirdly, personal development, i.e., the definition and implementation of life goals and values.
2. The essence of social partnership in the development of vocational education. Partnership in the field of vocational education can be viewed from two perspectives. On the one hand, it is a legal form of organizing a joint economic activity several individuals or legal entities, one of which is an educational organization of vocational education, on the other, it is a form of cooperation between public organizations, firms, companies with educational organization, not enshrined in the founding documents, but actually confirmed (by an agreement or protocol on corporate partnership). Partnership in the field of vocational education involves cooperation (“joint-shared activity”) of people and social institutions to achieve their own goals of vocational education. In a broad sense, social partnership is understood as the relationship between the state, acting in the person of the Government, its bodies and representatives, with other subjects: individuals, families, associations, non-governmental organizations, vocational education organizations.
At its core, social partnership in the field of vocational education is a method of solving social, economic problems and regulating contradictions between the organization of vocational education, the employer and the state. Social partnership reflects a historically conditioned compromise of interests of the main subjects of modern economic processes; this is a condition for political stability and progress. The elements of social partnership in the field of vocational education are: the legislative framework providing legal regulation of relations
structures for the adoption social solutions; mechanisms and methods social interaction; structures implementing social partnership; information space that forms a positive attitude of society towards social partnership.
Legislative acts in the field of social partnership establish the following basic principles of partnership relations: equality of the parties; respect and consideration of the interests of the parties; interest of the parties in participating in contractual relations; state assistance in strengthening and developing social partnership on a democratic basis; observance by the parties and their representatives of laws and other regulatory legal acts; the authority of the representatives of the parties; voluntariness of acceptance of obligations by the parties and their reality; obligatory performance of contracts, agreements; mutual responsibility for the implementation of contracts and agreements; social justice; alignment of interests. Legislative registration of social partnership testifies to the high assessment by state structures of its role in the development of civil society, however, does not cover all the potential opportunities of this public institution.
Social partnership in the system of vocational education can also be considered as a social resource of an educational institution; and as a factor in stabilizing the regional labor market; and as a way to integrate innovation and educational activities participants in the partnership for the purpose of positive social and economic changes; and as a technology for the interaction of specialists in the field professional problems in order to optimize the decisions made; and as a certain type of relationship in which various social groups and the state as a whole.
Social partnership in the system of vocational education is manifested in the establishment of links between universities and various institutions of society and is based on the establishment of a certain balance of interests of the parties and the integration of interests into a single whole. The effectiveness of such interaction depends on the clarity of the definition
goals, formulation of tasks, correct distribution of roles, duties and responsibilities of all parties based on mutual interests. Because the sustainable development countries involves the development of a strategy for caring for the present and future generations, then the implementation of such a strategy is not possible without the development of social partnership.
In the field of education, social partnership should become, as it is currently happening in Europe, a means of updating the quality of education, its content, increasing its personal orientation, social and economic efficiency. This is possible only on the condition that the organizational basis of social partnership will be the system of interaction between the subjects of the social contract, who find their interest in realizing the interests of the community. The qualitative difference between the system of social partnership and simple cooperation is the merging of individual social groups into a community with the manifestation synergistic effect from pooling all kinds of resources.
3. Prerequisites for the activation of the system of vocational education in the field of social partnership. Majority educational institutions by inertia, they train personnel mainly according to the existing structure, taking into account their capabilities, while the priorities and expected structural changes in the production and social sphere of the region are not sufficiently taken into account. Previously existing sectoral funding and the state order for specialists, formed by ministries, came into conflict with market principles. The role of centralized methods of managing vocational education has changed in the direction of their limitation, while the powers of regional educational systems have increased.
The situation is complicated by the fact that not all school graduates can formulate their educational needs, as a rule, there is no “transparent” information about the labor market in the region, available to schoolchildren and their parents. Information about regional vacancies is not available to residents of other regions. Being-
There are social restrictions on moving due to various reasons, among which are administrative restrictions on moving to big cities capital significance, and delays in payment wages and discrimination in employment. There are forced labor, age restrictions for employment, restrictions on gender and nationality, violations labor law. In addition, mechanisms for coordinating the capabilities of a professional educational institution and the interests of an individual have not been worked out. There are processes of substitution of the objective situation in the regional labor market, that is, the social order for a specialist, by subjective understanding on the part of the heads of educational institutions. And as a result - the licensing of new, but not in demand in the region specialties.
As a rule, there are no reliable forecasts of regional demand for specialists. not developed marketing activities the highest school, there is no information infrastructure of the regional labor market. Changes in the economic and social sphere are permanent and require constant monitoring and changes in the system of training specialists, taking into account development prospects. There is no sufficiently clear methodology for the formation of a regional order for higher education for the training of specialists. Such an order should reflect various aspects of the interests of regional development. These are tasks social development region, solved directly and directly by the system of education, health care, culture. The training of personnel for them in universities has a stable regional focus and can be sufficiently justified. Of interest to the region is the need for personnel to ensure the activities of social and industrial structures: transport, energy and other communications, the need for staffing housing and communal services, trade, enterprises that produce the necessary products, an order for training specialists for the construction complex, the material and technical base of all areas of activity associated with the social needs of the population.
Relevant to regional development is the training of specialists for enterprises in the region and those producing products that do not have direct destination for local use, since when forming the local budget at the expense of the profits of enterprises and the personal income of their employees, the support of these enterprises and their complexes from the region is economically feasible. One of the essential types of this support is participation in the substantiation and implementation of an order for the training of specialists for these enterprises.
In conditions market economy there are significant changes in the conditions for the functioning of higher education institutions in the regions of Russia. The previously indisputable advantage of prosperous organizations - a permanent, stable structure that does not depend much on changes in the external environment - is now turning into a disadvantage, since a rigid, inertial organization most often does not allow timely response to changing market requirements.
4. Social partnership in the field of vocational education as a factor in stabilizing the labor market. In modern conditions, there is a transformation of the labor market and social and labor relations. In the conditions of a transitional economy, a transition should be made from the methods of centralized regulation of the sphere of employment to a combination of two mechanisms:
Market, the components of which are: the demand for labor and the supply of labor; competition between employers for quality labor force, between employees for better jobs; system of contractual labor relations; the price of labor; labor market infrastructure;
State regulation the labor market, including: the formation of the legal field for the interaction of its subjects; indirect economic regulation through the methods of monetary and fiscal policy; system formation social standards and minimum social guarantees in the field of employment.
Traditionally, the right to work is understood as the legally enshrined right to independently manage one’s own
employment, the right to assistance in finding employment and material support in case of unemployment, support for the labor and entrepreneurial initiative of citizens, protection against discrimination in employment and determining the conditions of employment. Transformation affects the scope and mechanisms of distribution and redistribution of the labor resource in the economy. Significant changes undergoes the procedure for determining the conditions of employment (the procedure for hiring and dismissal, remuneration, work time, social motives and guarantees). They gradually become the result of an agreement between the subjects of the labor market, become individualized; state regulation concerns only the minimum guarantees pursued by the policy of employment and income of the population.
If we talk about the formation of the labor market, then in relation to higher education, one should take into account the demand for specialists as a regulator of their production (training) and the effective use of the knowledge, skills and abilities acquired by people. The structure of the labor supply of specialists in the regional labor market, which was already formed in the conditions of free employment, does not coincide with the structure of demand for them; significant difficulties have appeared in the employment of university graduates. Some university graduates remain unemployed for a long time or are used outside their specialty, which leads to increased social tension.
It is the ability of the university to quickly adapt to changing market conditions, the possibility of transforming key processes functioning in strategic initiatives aimed at the fullest possible satisfaction of customer requirements, determine success in the competitive struggle. The increase in the level of uncertainty and the dynamics of the environment make rigid centralized management of education ineffective, since significant resources are spent on processing information for decision-making and less resources are left for the formation of professionals and related search and adaptation activities. Therefore, the classical variants of centralized management of education with a rigid hierarchical structure are giving way to more flexible schemes of hybrid education.
centralized-centralized management.
At the present stage of economic development, the main guideline for the formation of regional policy in the field of vocational education should be aimed at eliminating deep contradictions between the dynamically changing demand for specialists in the regional labor market and their supply from vocational education institutions of all levels, mental inertia in the formation of their educational policy. A developed economy with a competitive environment rejects unskilled labor, creates psychological stress and imbalance in the labor market. According to economists, a stable balance between labor market demand and supply can be achieved through the education of young people and the retraining of the unemployed.
Thus, the system of vocational education in the region should be flexible, dynamic, and open to change. That is, its foundation should also be built on the principles of innovation, innovation structure, characteristic of the age of informatization and the development of an innovative economy. The ever-growing requirements of the labor market require the creation of conditions for the implementation of continuous professional education, both through the transition to the development of educational programs of a higher level, and through additional education.
5. Directions for the development of the system of vocational education based on social partnership. To ensure a constructive dialogue between employers and educational institutions, the development of social partnership mechanisms is required, which include not only joint work in the field of formation of the regional component of the educational standard, joint certification of specialists and graduates, a new system for assessing the quality of graduate training, but also the development of economic mechanisms for research and professional cooperation based on a system of contracts and working out mechanisms for investing in the system of training specialists.
Thus, in the current conditions of the development of the labor market in the region, the provisions underlying the regional policy in the field of vocational education are relevant:
The leading nature of the development of vocational education in the region in relation to the development of the regional economy;
The decisive importance of vocational education for the formation of the regional labor market, ensuring effective employment and development human resources region;
Versatility, flexibility, variability of vocational education, which allows for the implementation of continuous upward vocational education along the educational trajectory, cultural and civic formation and development of the individual, adapted to the new socio-economic environment;
Strengthening and development of a unified educational space in the field of vocational education based on the development of promising educational technologies learning;
Reliance in the development of regional development programs on the principles public policy in the field of vocational education;
Compliance of specialties and areas of professional training of personnel with the needs of the regional labor market;
Providing personnel for the region's priority sectors of production and non-production spheres of life;
Accounting for the emerging regional market for vocational education services;
Orientation to meet individual needs in obtaining a profession;
Delimitation of powers of the regional and federal levels of management of vocational education;
Development of social partnership in the field of development of vocational education in the region;
Formation of new approaches to financing and ownership of educational institutions;
Development of new economic mechanisms for the development of a system of professional
education, activation of investments, expansion of financial independence;
Mastering and developing educational marketing;
Establishing close contacts between employment centers, enterprises and vocational education institutions of all levels.
Thus, on the one hand, social partnership is one of the mechanisms for the development of vocational education, on the other hand, social partnership is one of the mediators of information links between the dynamic labor market and the system of vocational education, on the third, social partnership contributes to the “transparency” of the regional labor market, fourth, it is a factor in stabilizing the socio-economic life of the region. From the foregoing, we can conclude that social partnership in the field of vocational education is a factor in stabilizing the regional labor market.
The following basic principles for the development of social partnership in the system of vocational education should be singled out.
Humanization as the leading idea of the development of society should permeate all categories and spheres of interaction between partners in order to create favorable opportunities for the development of the creative individuality of the specialist's personality.
Cooperation of educational and social structures with production. This principle is determined by the strategy of socio-economic development, changes in the relationship between educational institutions and enterprises, demand and supply for educational services.
Democratization - expansion of access for all members of society to cooperation in the field of meeting educational needs on the basis of social partnership.
Complementarity (mutual complementarity) of all types of social partnership in the field of vocational education provides an opportunity for a person to choose any form of interaction in order to meet the needs in the field of formal, non-formal education and self-education.
Integration of educational structures. Creation of a unified educational space. If it is considered at the regional level, then such a space can be understood as a set of all subjects of the region directly or indirectly participating in educational processes. The unified professional educational space of the country should unite not only professional institutions of various types and levels, students, teachers, parents of students, but also general education schools, scientific organizations, institutions of additional education, museums, libraries, information networks (which are now isolated).
The flexibility of the system and its links lies in the ability to quickly rebuild in accordance with the changing needs of production, society and the individual. Ensuring maximum flexibility and variety of forms of interaction.
The openness of the vocational education system is expressed in its ability to set new goals, to update content ahead of time, to include educational innovations, and new mechanisms of social partnership.
6. Resource support for the development of the vocational education system based on social partnership. A developed system of vocational education based on social partnership requires the development and implementation of integrative interdepartmental programs aimed at meeting the needs of the state, society and the individual in the context of implementing the idea of continuous professional education of the individual.
The management of social partnership in the field of vocational education should be based on the division of responsibilities and competencies between ministries and departments, federal and regional bodies administration, employers and educational institutions. The Ministry of Education provides legal and financial support for strategic programs and activities, primarily at the legislative level. A Federal Council for social partnership in the field of vocational education can be created.
ing, including all interested parties, including authorities state power, trade unions, employers, educational institutions, responsible for the development of conceptual directions for the development of vocational education. The Council performs the following tasks:
Accepts proposals for consideration, approves, coordinates with the Ministry, implements and controls the quality of execution, participates in the preparation of legislative drafts;
Supervises the work on the creation of a system of methodological and information support for social partnership in the field of vocational education (approves concepts, models, programs);
Determines the spheres of influence of consulting services, establishes the list and status of educational institutions that are part of the expert-analytical groups in each of the priority areas;
Coordinates with the Ministry the issues of financing the implemented key projects and their investment.
Expert-analytical groups in priority areas can be created under the Federal Council, which form and provide databases, technologies, educational projects, methodological developments and programs, make proposals for their testing and implementation.
The management of social partnership in the field of vocational education should be carried out on a democratic basis, in the format of an interdepartmental division of competencies. A certain "decentralization of management" should ensure the involvement in the decision-making process of all subjects of vocational education as social partners. At the same time, the spheres of competence of partners are determined, functions are distributed between the federal, regional and local levels of government. This approach means delegating authority to the regional and local levels. Social partnership should be based on federal interdepartmental memorandums and regional intersectoral agreements on the development of vocational education, the content of training programs, financial
social support of educational structures, provision of consulting services, etc.
The formation and development of social partnership in the field of vocational education requires the adoption of new regulations, organizational decisions and structural policies to ensure social partnership and stimulation (moral and material) of the individual in the field of vocational education. Legal support includes:
Development and improvement of the legislative and regulatory framework that ensures the functioning and development of social partnership in the field of vocational education;
Legal support procedures related to the quality management of education with public participation, including issues (within the relevant competence) of the formation educational standards and state requirements for the minimum content and level of training of students, licensing certification and accreditation of educational institutions and educational programs of continuous education;
Creation of conditions conducive to the improvement of the legal framework that ensures the effectiveness of international cooperation in the conditions of building a democratic society based on the rule of law (including the issues of recognition of documents on the corresponding levels of education, student mobility, etc.).
System Russian education should be oriented not only to the state order, but also to the ever-increasing public educational demand, to the specific interests of families, local communities, and enterprises. Orientation towards consumers of the educational services market should create a basis for attracting additional financial and material and technical resources. Financing of vocational education should be comprehensive and include both budgetary and other sources, including special funds, employers and citizens themselves. Thus, it must be ensured:
Efficient use of state budget funds allocated for training, retraining and advanced training of specialists, program activities and targeted projects, wide attraction of funds from regional and local budgets, as well as funds from commercial structures interested in the implementation of educational programs and projects;
Self-sufficiency of educational projects by obtaining funding from partners and participants; creation of charitable foundations that accumulate voluntary contributions from individuals and legal entities;
Expansion of tax and other benefits provided to educational institutions and organizations involved in staff training.
Information support provides, first of all, the creation of a single information space in order to attract largest number partners in the field of vocational education, providing educational institutions with information technologies and teaching materials and complexes. The information environment should include means and technologies for collecting, accumulating, transmitting, processing and distributing information and means of representing knowledge, as well as information for managing social partnership in the field of vocational education. The implementation of the possibilities of information technology tools causes a change in the previously existing organizational forms and methods of interaction and the emergence of new ones.
Social partnership should be provided with personnel capable of directing its development towards achieving the goals of education. The full implementation of the functions of education suggests that the subjects of pedagogical activity are people who, on the one hand, have high level pedagogical education, on the other hand, are themselves in a state of constant improvement of professional competence and development of personal qualities. The system of teacher education in the direction of preparing for the organization and management of social partnership is a set of ways, methods and means of developing personal
the nature, activity and consciousness of the teacher in the network of formal, non-formal education and self-education, while maintaining a combination of independent, public and state forms of professional development.
The resource support of teacher education provides for the need to solve the following tasks: monitoring and analyzing the educational practice of the regions in the field of social partnership and staffing its development; introduction of the necessary structural changes in the system of teacher education; creation of mechanisms to motivate the activation of activities in the field of social partnership; stimulation of innovative activity; formation of new mechanisms and remuneration of teachers, including the use for these purposes of funds from the sale of additional educational services and products.
Logistics and information support involves the creation of a single information and pedagogical space based on modern means of information and communication technologies.
7. Mechanisms for the development of social partnership in the field of vocational education. the main task- this is the creation of conditions, prerequisites, laws that contribute to the development of social partnership in the field of vocational education: how social resource educational institution; as a factor in stabilizing the regional labor market; as a way to integrate the innovative and educational activities of the partnership participants with the aim of positive socio-economic changes; as technologies for the interaction of specialists in the field of professional problems in order to optimize the decisions made; as a certain type of relationship in which various social groups and the state as a whole are interested. It is important to encourage the development of a social partnership network that promotes the integration of funds for the financing of educational activities.
Mechanisms for the implementation of social partnership involve the development and
implementation of measures to create legal, financial, economic, organizational and methodological conditions for the development of social partnership in the field of vocational education.
At the federal level, such mechanisms can be:
Development of a policy for the development of a system of social partnership in the field of vocational education: development of a forecast based on the criteria-based construction of development in the near, medium and long term, taking into account the dynamics of socio-economic changes; building capacity for the implementation and dissemination in all subjects of the Russian Federation of models of interaction between vocational education organizations and public, state and commercial structures; making appropriate changes to the regulatory framework; creation of a monitoring system that will allow tracking the results and assessing the impact of public institutions on the federal and regional components of vocational education;
Monitoring the state and development of social partnership in the field of vocational education (including educational statistics and monitoring the quality of education): formation and implementation of a system for assessing educational results; collection and analysis of statistical information and information about educational outcomes to provide management structures and the general public with up-to-date information;
Creation modern system training of personnel for solving the problems of developing social partnership in the field of vocational education: development of a methodology for the training and retraining of highly qualified specialists.
At the regional level:
Active participation of the regional community in scientific research on real
lization of educational innovations in the region;
Development of regional concepts of social partnership in the field of vocational education, creation and implementation of regional models and programs for the development of education in this direction;
Study and satisfaction of the region's future needs for qualified and competitive workers and specialists;
Implementation of a system of measures to ensure stable sources of non-state funding;
Community participation in the development of regional components of state educational standards;
Carrying out a set of measures for the formation and development regional markets educational services;
Monitoring the system of continuous education at the regional level;
Increasing the legal and financial independence of vocational education institutions;
Creation of new educational structures that provide a wide range of educational services to the local population both in the city and in countryside
Educational complexes, multidisciplinary resource centers, distance education networks;
Content Modernization curricula vocational education in accordance with the requirements of the labor market.
LIFELONG EDUCATION AS A FACTOR OF THE DEVELOPMENT OF SOCIAL PARTNERSHIP
L. K. Kuzmina
The article discusses the dynamics and factors of social partnership development. The role of continuing education in ensuring social and labor relations and choosing the most effective relations, forms and methods of their improvement is shown.
The article examines the dynamics and factors of development of social partnership. It shows the role of lifelong education in the provision of social and labor relations and the choice of the most efficient relationships and selection of the most efficient forms and methods of improvement.
Keywords Key words: lifelong education, social partnership, subjects of partnership, education as a development factor, forms of social partnership.
Key words: lifelong education, social partnership, partnership entities, education as a factor of development, forms of social partnership.
Significant transformations in the social and labor sphere are accompanied by changes in relations between employees, employers, public structures, etc. Social and labor relations include social partnership relations, which are becoming more widespread both within the organization and outside it. various levels- regional, federal, etc. Partnerships are carried out on a wide range of issues, in various forms and perform different functions.
Social partnership as a system of relations between representatives of employees, employers, public authorities pursues the goal of coordinating the interests of partners on the regulation of labor relations, protection of interests in the sphere of labor, etc. It should be noted, however, that the concept of "social and labor relations" is much wider than the concept of "labor relations", as it reflects not only the socio-economic aspect, but also the legal, as well as the socio-psychological aspects of the labor process. The elements of the social partnership system are: subjects of social and labor relations, levels of social and labor relations, subjects of social and labor relations. The subjects are representatives of employees, employers and public authorities.
Joint actions of local governments, employers, trade unions created a system of social partnership designed to ensure the interests of the parties and social stability. In order to ensure social and legal protection of the population, to solve the problems of productive employment, wages, income generation, technologization labor processes, humanization of labor, improvement of working conditions, it is necessary to adhere to certain principles of interaction. Main
the principles of interaction are: (a) respect for and consideration of the interests of the parties (to be agreed during negotiations); (b) the interest of the parties in participating in contractual relations (legislation leaves most of the issues at the discretion of the parties - they need to negotiate); (c) state assistance in strengthening and developing social partnership on a democratic basis (social bodies are being created to assist in the regulation of social and labor relations); (d) powers of representatives of the parties (representatives of employees are elected at the meeting (conference), their powers are confirmed by the minutes of the meeting, representatives of the employer are appointed - their powers are confirmed by the order); (e) voluntary acceptance by the parties of obligations; (f) the obligation to fulfill contracts, agreements, etc.
The effectiveness of social partnership requires a system of detailed legal documents, in accordance with which employees, entrepreneurs and the state are considered as partners in solving social and economic problems. Trade unions take on the functions of advocacy employees and the economy as a whole. Social partnership is carried out in the following forms: collective bargaining at the conclusion of collective agreements and agreements; mutual consultations (negotiations) in cases established by legislators; participation of employees and their representatives in the management of organizations; participation of representatives of employees and employers in pre-trial resolution of labor disputes.
By the nature of the impact on the results of economic activity and the quality of life of the population, partnership relations can be both constructive and destructive. Relations of cooperation, mutual assistance, contributing to the achievement of positive results, are considered as constructive. The divergence of interests, the growth of contradictions, disputes lead to destructive relationships, and subsequently to conflicts. The greatest success in interaction is achieved by those who correctly understand the significance of their role, and also have the most complete information not only about the subject of interaction, but also about business and personal qualities partners. Comparing the statements of a partner with his deeds, one can not only get an adequate idea of his behavior and look for ways of an individual approach in order to form a climate of trust, but also at certain moments to influence and translate the interaction into a positive direction.
Building successful partnerships and design business activity requires some preparation. Thus, continuous education allows not only to increase the level of knowledge and skills, but also to significantly raise the socio-economic status, strengthen value-motivational attitudes for further self-improvement and self-realization, professional competencies. It is the most effective factor in the actualization and use of the capabilities of the individual and their value development. On-the-job training is
the most acceptable and effective form of not only obtaining new competencies, but also sharing experience in developing skills, in particular, overcoming restrictions in making independent decisions, choosing values that promote cooperation. Additional education allows you to master the rules, forms, methods, strategies for ensuring the integration of all subjects involved in the process of interaction, which should be based on principles that include dialogue, respect for the dignity of partners, relationships, the ability to avoid conflicts and resolve them. In accordance with the idea of human capital development, lifelong education contributes to sustainable growth and becomes a factor in economic development.
The state is responsible for ensuring a unified educational space in the country (goals, objectives, standards) and providing the education system with the necessary resources, but it can hardly cover and take into account the complexity of the tasks and conditions of specific communities. This is especially true for local sectoral proportions in the structure of jobs, youth group dynamics, unemployment, environmental and historical circumstances, differences in family conditions for children, and so on. These differences have led in many countries to a great variety of " political relations» in the education system and the involvement of various institutions of civil society in the life of educational institutions.
Social partnership means the practice of joint decision-making and balanced, shared responsibility. The inhabitants often tend to believe that the composition of the participants in management is not so important - if only the manager himself was strong-willed, and as for responsibility, how many people want to share it in the "poor" and not very prestigious education system? And, nevertheless, they are and operate.
It should be noted that the need for a broad social partnership in education is also provided for by modern theoretical views on education. It is regarded as one of the leading social institutions, closely related to the main areas of society - the economy, social structure, culture and politics. In domestic sociology, a concept of the functions of education is being developed, which in a certain sense is ahead of similar ideas in foreign science. The formulations of the functions in our concept are systemic in nature, operational and amenable to empirical interpretation, and therefore not only outline the areas of responsibility of the education system, but also more clearly indicate dysfunctional areas in it and clarify the priorities of sectoral and macrosocial management.
Is it possible to promote the formation of social partnership in education from the standpoint of science, and what are the main guidelines for analysis?
In modern developed industrial countries, the organization of general and vocational education systems and the development of educational policy are increasingly based on a dynamic and surprisingly flexible social partnership. The vital need for social partnership in the field of education here has long been disputed by no one.
In our literature, there are attempts to analyze the structures of social partnership in education in the EU countries (see, for example,). In particular, types and models of social partnership are singled out, but their description does not at all imply the possibility of direct applicability of certain samples of foreign experience. This kind of information is clearly not enough. First of all, foreign experience is by no means universal, and its deeper social and historical-comparative analysis is required. The discussion of this problem also rarely takes into account the dependence of the existing forms of partnership on what has been achieved in foreign countries level of social integration.
Thus, we have to go deeper into the theoretical developments foreign colleagues on the problem of social partnership in education. In turn, a wide variety of local conditions in modern Russia will require linking any scientific and practical development to typical situations of regional and local communities. The steps taken by Russian scientists in this area are still insufficient and undoubtedly deserve special support.
More recently, from the standpoint of an ultra-reformist approach, it was assumed that in the field of education it would be possible to quickly build a new partnership system to replace the old practice of patronage relations. From the second half of the 1990s. advisory and coordinating councils were created in the regions of the country, but they did not change the situation for the better. In the environment educational management commercial interests and the desire for corporate survival or expansion were stronger than the motives social responsibility. Meanwhile, in the vocational education system as a whole, distortions continued - a shortage in the training of workers, hypertrophied volumes of higher education contingents against the background of a decline in contingents in secondary and primary vocational education programs, and low rates of employment in the acquired specialty.
However, with the support international centers in the north-west of Russia already in the 1990s. an experiment began to "cultivate" partnership "from below" - but at the local industry level. Today we can talk about some signs of the sustainability of such a partnership, but they were found only in profitable (most often not backbone) sectors of the economy. It is unlikely that any region of the country or city can boast of having a well-functioning system of social partnership in the field of education. So there is no need to talk about achieving the social effect of partnership in Russia yet. It is likely that the formation of partnership systems will take more than one decade, but society and the state are interested in stimulating and correcting this process, especially since it is one of the priority national projects.
In Western European countries organizational structures Social partnerships were formed mainly in the post-war period and are now represented in a whole complex of institutions, interdepartmental organizations, a series of documents and regulations. The key responsibility in such structures is played by the so-called social state, although, strictly speaking, social partnership is based on much more complex, often informal (but no less influential!) socio-ideological structures. It is accompanied by the processes of strengthening civil society, the roots of which are in more early periods socio-historical development of the EU countries. Social partnership in education develops with the growth of social integration, primarily at the national level.
The economic prerequisite for strengthening the social integration of many European societies is the specific function of the state. We are talking about a large-scale redistribution of the social product through the taxation system into gigantic in terms of funding social programs maintaining employment, social protection, pensions, as well as programs in the field of education. Democratic redistribution financial resources does not mean at all that in Western European economies there are no ultra-high incomes of top managers or owners, but the decile coefficient of inequality in developed countries is 5. In Russia, it is officially 14, and according to expert opinion- 25 . At the same time, studies indicate a deep economic stratification of the Russian population, in which the majority feel like the "lower classes" of society. A circumstance that partly alleviates the economic stratification and social split is the relatively high level of qualifications (including education) among the mass of the adult population. It allows you to hope effective interaction potential external social partners with the education system in the future.
So far, the immaturity of the Russian elites, their unpreparedness for sustainable social partnership is manifested in the fact that they, in essence, do not share responsibility for the development of society, but are focused only on their own reproduction in the economic and political life of the country, even due to the low standard of living of the main strata. population.
Another component of social partnership is developing just as slowly - the social organization of civil, professional and settler groups. In the case of the education system we are talking about the weak participation of communities of citizens in local self-government, the lack of sufficient economic and legal resources at their disposal, the underdevelopment and poverty of most trade unions, the absence or instability of industry associations and associations of students' parents. The Russian state has recently been allocating grant funds on a competitive basis for general stimulation of the activities of public organizations, but the sphere of social partnership in education in this competition loses to other sectors and, as a result, does not receive much-needed targeted support.
Appeal to foreign experience useful for identifying actors in education partnerships.
At its grassroots level, specific educational institutions, local enterprises, special groups of the local population (ethnic, religious, age), as well as specialists from various public services (social protection, security, health, labor and employment) and activists of public organizations. Here, two-way interaction is typical. Partnership is manifested in the joint setting of development objectives, in the preparation and implementation of specific activities (most often extracurricular), in the distribution of responsibility and coordination of efforts in equipping or repairing educational premises, providing assistance real families students. It is difficult to find an educational institution that does not have a board of trustees that unites specialists, activists and representatives local authorities authorities, business leaders. Studies show that, as a rule, regional and federal authorities have powerful tools at their disposal to influence the education system. They can be grouped into two main areas of influence:
1. The use of civil society institutions to regulate the education system (optimize its standards and structure) in order to achieve its social goals and meet the specific needs of local communities.
2. Ensuring the optimal functioning of civil society institutions as independent and socially useful participants in the partnership system.
There are "direct" and "indirect" regulation in the state influence on the education system. “Direct” implies the imposition of organizational and legal restrictions, the establishment of industry norms and evaluation parameters, the implementation of more or less systematic control (checks), the setting of certain financing conditions, etc.
"Indirect" regulation provides for the widespread use of civil society institutions, more precisely, reliance on their interest in the education system.
A number of countries, following the positive experience of social partnership in the education system of the Netherlands, have created special independent agencies structured according to large industry sectors - National organizations for vocational education. They have the right (with responsibility) to review the curricula, programs and standards of the vocational school in terms of their relevance to the requirements of jobs in these sectors. Such organizations, bringing together on a permanent basis representatives of business, science, management, trade unions, take on the function that was previously traditionally performed by the Ministry of Education.
Another example of indirect state, more precisely, public regulation of education is the mechanisms of accreditation, public evaluation. The programs under which an educational institution operates may be subject to external review, and the institution as a whole (its personnel, equipment, security systems, etc.) may be subject to accreditation. Accreditation commissions, as a rule, include representatives of reputable non-governmental organizations, and not just departmental inspectors at various levels.
It is indicative that in a number of EU countries the terms of remuneration for the staff of state (municipal) educational institutions are no longer set by the national government. They are determined through negotiations between teachers' unions and school principals' associations (or boards of trustees). Following this path, teachers' unions acquire a more significant role in the indirect regulation of education (the conditions of payment for staff, workers' rights, etc.). But at the same time, they assume a number of obligations that are valuable for ensuring the overall quality of the education system (mutual social control in labor collectives, social and moral mutual support and cohesion of colleagues at work, etc.).
The funding mechanism is another regulatory tool that can encourage educational institutions to adapt to the needs of the community. This mechanism often includes institutions of civil society. If professional schools, for example, receive funding based on the number of students, then it is in their interest to increase the enrollment. That is why they try to look attractive, pay attention to marketing.
If a professional school is funded by graduation (for example, when the amount of funds depends mainly on the “success” of graduates), then it will try to increase success in those parameters that are significant for participants in the partnership system. If “success” is interpreted as finding a job for a graduate, then universities will strive to pay more attention to the selection of applicants and everything that helps prevent dropouts and get decent jobs. That is, a funding mechanism can encourage an educational institution to engage in educational process civil organizations, local associations of employers. The analysis shows that their involvement in cooperation (and not just the improvement of teaching methods) helps to reduce dropouts in universities and optimize the content of curricula and programs.
Another tool that the state can use is to stimulate certain groups of civil society by providing them with financial support to cooperate with the school. Thus, in the process of implementing the Russian-Dutch cooperation project in the field of general and primary vocational education in the Novgorod region, stable partner networks were formed at the level of municipal districts. They brought together schools, vocational lyceums, local employment departments, associations of commodity producers (or industry organizations) to jointly discuss the problems and needs of certain training profiles and the relevance of their curricula / programs. In some cases, this has led to a revision of the former profiles of schools and lyceums, to the modernization of their curricula and programs.
In higher education, the situation is different. The well-known autonomy of the university objectively limits the circle of potential partners capable of a qualified dialogue on the issues of the curricula of universities or, say, the content of the research training of university students. However, this only reinforces the need to encourage existing partners (first of all - in the face of employers) to be included in the dialogue.
These are the main aspects of the process of formation and functioning of social partnership in the field of education. It is important not only to keep the above-mentioned aspects of partnership in the field of view of the management personnel of educational institutions and bodies, but also to create a sufficiently sensitive system of information that helps to regularly analyze the state of real and potential partners, identify contradictions that arise in the interaction between them, and choose ways and means. strengthening the position of educational institutions in a particular community.
LITERATURE
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13. See: Rutkevich M.N. social structure. - M., 2004.
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