Glushanok T.M.

In the context of the transition to a market economy, vocational education is increasingly focused on meeting the needs of the labor market, the specific needs of employers, and becomes a tool for solving, first of all, economic problems society.

In the context of the transition to a market economy, vocational education is increasingly focused on meeting the needs of the labor market, the specific needs of employers, and becomes a tool for solving, first of all, the economic problems of society. At the same time, the nature of the action of economic and social factors on the state vocational education.

Under these conditions, a new system of relations between educational institutions, unions of employers, associations of workers, employment services becomes relevant - everyone who becomes not only consumers of the "products" of an educational institution, but also a source of its financial well-being.

We will try to analyze the possibility of social partners influencing educational institutions in order to better take into account the requirements of employers for personnel. To do this, let us consider, using the example of the tourism industry, the essence, content and stages of development of social partnership, the main types of social partners of the vocational education system and the difficulties in working with various categories of social partners.

Social partnership in vocational education is a special type of interaction between educational institutions and subjects and institutions of the labor market, state and local authorities, public organizations, aimed at maximum harmonization and consideration of the interests of all participants in this process. Social partnership in the tourism system is an important element in the formation of a modern approach to the tourism industry, an indicator of the real interest of society and the state in its further development in order to increase profitability and competitiveness in general.

The concept of "social partnership" is considered as the participation of various state and public organizations, the tourism industry, as well as individuals in joint activities aimed at solving specific challenges facing the industry. Based on foreign experience accumulated in this area, we will conduct a comparative analysis of ways to address issues of social partnership.

The macro-partner in the system of social relations is the state itself. As a rule, the relations of the tourist organization with other social partners depend on public policy in the field of tourism. This position is very easy to check on the nature of relations that are developing in educational institutions with such an important and significant partner for them as industry.

At the head of the enterprises of the tourism industry are leaders with a variety of views on the system of vocational education. Cooperating or not cooperating with professional schools depends on the degree of their personal interest. Educational institutions, of course, can motivate the managers of tourism industry facilities to cooperate with the high quality of training of specialists, the possibility of providing free and sufficiently qualified labor for a certain period, etc. But, unfortunately, the possibilities educational institutions are rather limited and, even more regrettably, the state does nothing to turn the representatives of the industry towards the system of vocational education. Although, in most foreign countries such experience exists, as a rule, it is:

Significant tax cuts for those who support educational institutions in one form or another;

Mandatory requirements for the qualification of employees for licensing or certification;

Many state-supported programs of cooperation between educational institutions and industry, which are beneficial to both parties.

Russian educational institutions are deprived of such support from their main social partner - the state, and therefore are forced to independently look for social partners and build relationships with them.

Based on the accepted definition of social partnership, we will describe the main types of social partners in the vocational education system. First of all, we note the fact that the category of social partnership can be considered both in relation to the system of vocational education as a whole, and to a separate educational institution. In the first case, the party participating in the social partnership is, relatively speaking, the entire set of educational institutions together with the educational authorities. Forming a single whole, they act as a partner in the system of relations that develop in the labor market. And here we can distinguish three main categories of social partners of vocational education: employers (industry); associations of workers (trade unions, public organizations); government authorities, including the employment service. The main partner is the state itself, which determines the policy in the field of tourism. The development of laws and regulations that promote the development of tourism, it instructed the state authorities, both at the federal and national levels. regional levels. These same bodies finance, in particular, the training of specialists through the vocational education system, develop state educational standards, and involve educational institutions in cooperation with the tourism industry through participation in conferences, meetings, and exhibitions.

The role of the state in the market of educational services at present should be reduced to the development and implementation of the concept of reforming vocational education that meets the interests of all participants in this process. In general, the state policy based on the inclusion of vocational education in the system of basic priorities of socio-economic development should be focused on solving the following key tasks:

1. Creation of conditions for the development of the real sector of the economy as the main institutional subject of the labor market, which forms the professional and qualification structure of demand for labor. Sustainable production itself will turn into the most powerful regulator of the professional training system, acting both as a customer and as a quality controller of the educational product.

2. Formation of a regulatory framework for a new type of interaction between educational institutions and the industry, contributing to the satisfaction of the main interests of both parties on a mutually beneficial basis.

3. Strengthening the "transparency" of information flows about the situation on the labor market and educational services, broadly informing the population about the professional and qualification structure of demand, the forecast of the main macroeconomic indicators of the labor market, problems of employment of graduates, the rating of educational institutions, etc.

4. Optimization of the state tax policy, directing enterprises to conduct active programs for retraining and advanced training of their personnel. Adoption of provisions on the exclusion from the tax base of all types of costs associated with staff training.

5. Strengthening the regulatory and control functions of state bodies in the field of regulating the market of educational and qualification services. Creation of uniform education standards for the whole country, bringing them into line with international standards.

6. Creation of conditions for the formation of real competitive environment for all educational institutions without exception, regardless of their form of ownership and administrative subordination. Transparency in the distribution and use of budgetary funds, optimization of interbudgetary relations.

Municipal educational and economic authorities could help in the issue of staffing vocational schools by organizing this work in the following stages:

• Creation of a list of professions required in the local labor market;
• Adjustment of the content of educational programs through their joint review with the participation of employers;
• Formation of a municipal system of training and advanced training of teachers for better training of specialists.

Another important fact of work in the field of social partnership is the holding of thematic, specialized seminars, conferences, exhibitions, which would provide an opportunity to establish direct contacts with partners, purchase or order textbooks for the training of specialists in various fields, as well as actively participate in them, mastering the necessary customer service skills.

Poorly established interactions between social partners lead to the fact that vocational education institutions suffer from an elementary lack of information about what the needs of the labor market are, what areas are the most promising, what new trends are emerging. The lack of such information worsens the quality of training.

Local self-government bodies involve various categories of social partners in cooperation (mass media, publishing houses, career guidance centers, employment services, etc.), and also finance the training and retraining of their specialists.

Tourism industry enterprises participate in the implementation of educational programs through the organization of practical training for students at their base, their employment, financing the training of their employees and management training centers through the foundation.

Relationships with employers are difficult to build. It should be emphasized that the destruction of ties between vocational education and enterprises has led to the fact that many of them have ceased to pay due attention to the issues of retraining and advanced training of their personnel. However, as experience shows, if desired, an educational institution is able to reverse this attitude towards itself on the part of business, prove its worth and take on the responsibility of providing production with qualified personnel.

The interest in the system of social partnership among workers' associations and trade unions is understandable. The better the quality professional training, the less will be social problems, conflicts with employers, social tension. The employment service has no less and somewhat similar interest in partnership with a vocational school. Non-compliance with the requirements of the labor market, low qualification leads graduates to the labor exchange. To reduce the flow of such unemployed, to reduce the cost of their retraining - this is the practical interest in establishing a system of social partnership in vocational education.

The formation of a social partnership system in modern socio-economic conditions is a rather lengthy and complex process, depending on a number of subjective and objective reasons (the state of the economy, the social situation, the willingness of the authorities and the will to get involved in it, the desire and ability of the heads of educational institutions). Efficiency and work efficiency educational institution with social partners is determined by the degree of realization of their interests, which consist primarily in the training of highly qualified specialists and is assessed by the degree of fulfillment of their main social function.

BIBLIOGRAPHY:

1. Vlasova T. I. Problems of increasing professional level tourist personnel / T. I. Vlasova, Yu. V. Bogdanov // Development of tourism in the conditions of modern integration processes: Materials of scientific and practical. conf. - Minsk: B.I., 1997. - S.155-158.

2. Nurtdinova A. Some aspects of the formation of social partnership in Russia // Problems of theory and practice of management. 1995. No. 3.

3. The main directions of the restructuring of higher and secondary specialized education in the country. - M.: Higher. school., 1987.- 87s.

4. Professional pedagogy / Ros. acad. Education, Assoc. "Professional education", Issled. problem center continuously. prof. education. - M.: APO Publishing House, 1997. - 511 p.

Bibliographic link

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

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

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

The legislative basis for the development of a model of social partnership in the field of education in general is provided by Civil Code Russian Federation, Law of the Russian Federation "On Education", Law of the Russian Federation "On Non-Commercial Organizations", Law of the Russian Federation "On Public Associations", Decree of the President of the Russian Federation of August 31, 1999 No. 1134 "On additional measures to support educational institutions in Russian Federation". The legal basis for the organization of social partnership at the municipal level is created by the federal laws "On Local Self-Government in the Russian Federation", "On the General Principles of Organizing Local Self-Government in the Russian Federation", as well as the relevant laws of the constituent entities of the Russian Federation adopted in development of these federal laws.

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

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

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

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

The implementation of these tasks allowed:

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

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

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

Method for identifying gifted children

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

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

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

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

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

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

Creative workshops on the basis of the Novochanovskaya secondary school:

• Music workshop (music class);
• "In the world of beauty" (visual activity);
• Healthy Lifestyle Workshop;
• Explorer Club.

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

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

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

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

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

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

The main activities are:

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

3. Method of working with teaching staff

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

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

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

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

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

Such general education will take place in three organizational stages.

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

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

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

WHAT IS IMPLEMENTED:

ABSTRACT

"Social partnership as a factor in the successful development of state-public management of an educational organization"

Introduction 3

Chapter 1 The Essence of State Public Administration

educational organization at the present stage. 5

Chapter 2 Social partnership as an effective resource for state-public management of an educational organization. 8

1. The essence of the concept of "Social partnership" 8
2. Approximate model of social partnership. eleven

Conclusion. 15

References 16

INTRODUCTION

The modernization of the educational system of the Russian Federation caused a transformation in the relations between the state and society in the field of education. First of all, this is due to the introduction of a new economic model the functioning of the education system: the formation of market relations, involving the competition of educational institutions for the consumer; expanding the scope of additional educational services.

Under these conditions, there are fears in society regarding the guarantees of the availability of quality educational services, the growth of corruption in the field of education, and distrust in a number of areas of education reform being implemented in the country is growing. At the same time, the activity of citizens in the formulation of an order for education, the search for optimal forms of obtaining a quality education is growing.

At the same time, the state seeks to overcome the traditional departmental closeness of the education system and create conditions for building dialogue and partnership relations with society in the functioning and development of education.

The development of public administration and information transparency in general education is declared as a priority in program documents and legislative acts of the Russian Federation: Concepts for the long-term socio-economic development of the Russian Federation for the period up to 2020; Federal target program for the development of education for 2011-2015; Decree of the President of the Russian Federation of June 1, 2012 No. 761 "On the National Strategy for Action in the Interests of Children for 2012-2017". IN federal law dated December 29, 2012 No. 273-FZ “On Education in the Russian Federation”, the democratic nature of education management is enshrined as one of the principles of state policy and legal regulation in the field of education.

An educational organization like any other social organization actively interacts with external environment which has a profound effect on her. Educational organizations of additional education for children can have a rather noticeable counter-influence on the situation in their immediate environment. Among the social actors, interaction with which largely determines the life of an educational organization, an important place is occupied by social partners. Now the time has come when they talk about education (including additional education) as a service sector, using such concepts as competitiveness, educational service, market segment, marketing research, social / educational / partnership, franchising. The new socio-economic conditions in our country require new forms of management, coordination and cooperation. All attempts to solve the problems of additional education in modern conditions only at the expense of the state's care cannot be successful. Unregulated mechanism for transition to normative per capita financing, transition since 2006 on the regional budget, an increase in the percentage of paid educational services - everything raises the question of finding additional resources to improve management activities. In our opinion, one of the promising areas in the current situation is interaction with social partners. Today there is a problem of determining the mechanism of the relationship of an educational organization with its environment. It is especially acute in additional education, because the financial support of the institution, its viability and competitiveness in the modern market of educational services depend on its solution. The purpose of this work is to develop an exemplary model of the relationship between an educational organization and social partners. To achieve the goal, we set the task to consider theoretical basis and experience of the issue of social partnership, its role in the state-public management of an educational organization, as well as to develop an exemplary model of social partnership.

CHAPTER 1

ESSENCE OF STATE-PUBLIC MANAGEMENT OF EDUCATIONAL ORGANIZATION AT THE PRESENT STAGE.

State- public administration education is one of the types of interaction between the state and society. Its function is to ensure the implementation and satisfaction of the educational needs of society and its subsystems. But this is not just a set of public structures, but a whole system based on the voluntary acceptance by the parties of certain obligations in managing the education process.

The state-public management of education is developing on the basis of such principles as openness and democracy, consistency and interaction, participation and co-management, and is changing in several directions: reducing the degree of centralization in education management, interaction based on contractual relations, increasing the role of innovation, increasing public initiatives in education, the creation of "horizontal management structures".

Another significant change that characterizes the transition to state-public management of education is the creation of non-state structures that expand the capabilities of state educational institutions in the form of boards of trustees and governing boards.

The goal of state-public management of education is the optimal combination of state and public principles in the interests of the individual, society and government, i.e. they should be formed in a dialogue between customers and specific consumers of the results of education.
Thus, the content of public administration on the example of a single educational organization is the activities of the parties in the following areas:

1) ensuring the functioning of an educational organization: participation in the preparation, adoption and implementation of the regulatory framework; interaction with state and public associations and organizations that contribute to the harmonization of the relationship between participants in the educational process; attraction of forces and means of legal and individuals; representation and protection of the interests of students, teachers and parents;

2) development of an educational organization: development and implementation of relevant programs, including those aimed at its modernization; improvement of content, forms and methods educational activities; preparation, development, adoption and implementation of measures to stimulate the work of teachers, educational, research and socially useful activities of students, possible activities parents of students in the interests of education; identification of reserves for improving the quality of education and putting them into action, etc.

At the present stage of development of education, the strengthening of the importance of state and public management of an educational organization can be explained by three factors:

Socio-political, the essence of which is that the established processes of democratization stimulate the need for public participation in the management of education;

Pedagogical - as practice shows, the education of civic qualities of students (self-awareness, social activity skills, decision-making, etc.) is impossible without gaining social experience;

Professional and managerial - it is impossible to increase the efficiency of the development of the education system without involving the public in the management of educational organizations.

The creation in educational organizations of collegial representative bodies endowed with a set of managerial powers (rights to make managerial decisions on a number of significant issues of the functioning and development of a general educational organization) contributes to expanding opportunities to meet the public order for education, attracting additional resources to educational institutions. Thus, social partnership is becoming an indispensable direction in a modern educational organization.

CHAPTER 2

SOCIAL PARTNERSHIP AS AN EFFECTIVE RESOURCE OF STATE AND PUBLIC MANAGEMENT OF AN EDUCATIONAL ORGANIZATION

2.1 ESSENCE OF THE CONCEPT "SOCIAL PARTNERSHIP"

The term "Social partnership in education", as well as the activity itself, received full recognition in Russia several years ago. G. P. Zinchenko considers the concept of "social partnership" as a form of interaction between diverse subjects of society (state institutions, corporations, non-profit organizations, social groups, etc.), allowing them to freely express their interests and find civilized ways to implement them. Education is one of the most significant values ​​in society. However, everyone understands that society is heterogeneous, which means that not all partnerships are possible between education and various sectors of society.

In modern scientific literature and in practice, social partnership is characterized ambiguously, and in recent years the content of social partnership has changed. IN modern science There are different approaches to understanding this problem.

Within the framework of the first approach, social partnership is presented as a specific type of social relations between professional social groups, layers, classes and power structures.

In the case of the second approach, social partnership is a specific type of social and labor relations between public authorities, the employer and the workforce.

From the point of view of the third approach, social partnership is considered as an ideological basis for coordinating and protecting the interests of various social groups, strata, public business associations and authorities.

Thus, in essence, partnership is the interaction of participants in the educational process, on the one hand. On the other hand, social partnership is a relationship between collective entities interested at a certain stage of interaction. An assessment of the experience of interaction today shows that social partnership helps to direct resources to the development of joint activities of any educational institutions, their public self-organization and "self-government", regardless of their type and type. It attracts the resources of state and non-state organizations to develop the educational sphere of a particular educational organization, and also helps to accumulate and transfer educational experience, both to a particular educational organization and its partners in order to form the ability of members of the educational community to survive in the educational services market for a long time.

Social partnership allows you to act effectively and successfully, keeping in mind the priority perspective common to all partners, to effectively coordinate joint activities with a clear understanding of your responsibility. Such activities allow for the most effective and economical assistance to needy members of the community participating in partnership, to ensure that, while remaining different from others, acknowledging the differences of individuals and organizations.

Briefly, the main principles of mutually beneficial cooperation can be formulated as follows:

• First, the real interaction of several partners.
• Second, the partnership must be in writing. Such formality disciplines all participants in cooperation, calls for responsibility
• Thirdly, the contract or agreement on social partnership must have a clear time frame,
• Fourthly, a document on social partnership is drawn up in order to solve a specific issue (social problem), which is more effectively solved by pooling resources.
• Fifthly, the agreement on social partnership is considered fulfilled if the result planned by both parties is achieved.

Opportunities for the development of education through partnerships are built on the following mechanisms: openness and cooperation; communication and exchange of ideas;the development of the ideology of education and general approaches to the development of the community.

Any interaction should be carried out in a specific system, which should include the following components:

• subjects of social partnership;
• the goal of social partnership, which can be considered as the formation of a system of voluntary and equal relationships and mutual support of subjects, leading to an increase in their educational potential;
• tasks that are solved by partners;
• principles of social partnership, which are considered as a condition for the existence of partnerships;
• activity content of social partnership:

Co-management of the educational process;

• exchange of resources and cooperation of resources in the field of education (intellectual, personnel, information, financial, material and technical, etc.);
• provision of services to the partner - advisory, informational, technical, etc.;
• development and implementation of joint social, educational, cultural projects, individual cases and actions aimed at solving educational problems;
• mutual learning in the field of educational activities;
• public-state expertise of the educational process);
• organizational forms of social partnership (councils, commissions, temporary creative teams, project groups, clubs, etc.);
• the mechanism of social partnership (a set of methods and technologies, in particular, the technology of the negotiation process, the technology of social design, the method of humanitarian expertise, the method of reflexive management, etc., which ensure the development of partnerships).

Social partnership can be effective or inefficient. Reasons for ineffective partnerships include:

• The ill-conceived municipal policy in the field of interaction between educational institutions and social partners
• Insufficient degree of development of the regulatory framework for social partnership in education;
• The absence of a coordinating center that unites and directs the efforts of the parties, as well as the absence of various forms and means of interaction between social partners.
• Ineffective interaction between the staff of the educational institution and the parents of students, public organizations, other educational institutions, local society

2.2 EXAMPLE MODEL OF SOCIAL PARTNERSHIP

Based on the consideration of the theoretical and methodological foundations of social partnership, we will try to create a model of social partnership. The main goal of the model is to determine the stages, priority areas of action at each stage for the organization of social educational partnership.

The model can have a number of components, the interaction of which leads to the achievement of the objective function:

Our model will include the following components:

1. The key element around which the social partnership is formed is a social problem, the solution of which will be the focus of interaction. Everyone should feel responsibility and solidarity for solving the problem.
2. Members of the social partnership

• The teaching staff of an educational organization.
• Administration of the institution.
• Parents of students.

• Representatives of public organizations, local society.

Social partnership arises when the participants begin to work together, realizing that it is beneficial to each of them.

1. Roles of partnership participants

• Commercial Organizations - Financing Opportunities
• State structures - the use of power levers
• Public associations - form and organize social initiatives of citizens

1. Solution methods:

• using the possibilities of network interaction to improve the quality of the educational activities of the institution;
• formation of a package of information and analytical materials, preparation of a package of contractual documents, a data bank on possible formats for negotiating with social partners;
• implementation of social projects and programs;
• increasing the degree of openness of an educational institution through the use of public assessment of the activities of an educational organization;
• the use of self-assessment of the teaching staff for further improvement of the activities of the educational organization;

1. Resources:

• Availability of material technical base(equipment, equipped premises)
• Personnel (teachers, administrative staff, students, parents)
• Informational (official website, children's and youth cinema - photo studio, own correspondents, public page in the social network, interaction with the media, etc.).
• Financial (extrabudgetary source of funding)

The criteria for the effectiveness of this model will be:

• increasing the motivation of teachers and parents of students to increase the effectiveness of interaction on the organization and implementation of the educational process (percentage of parents participating in the life of the organization, the number of joint events, reducing the number of conflicts, etc.);
• the number of projects implemented with the participation of social partners;
• increasing the degree of openness of an educational institution and its competitiveness;
• the level of development of the system of state and public management of an educational organization;
• improvement of the material and technical base of the organization;
• volume of attracting extrabudgetary funds.

Any emerging problem will be solved within the framework of social partnership in several stages:

1. Acquaintance. At this stage, the common goals, common values ​​and resource base of the parties. The presence of precisely common goals is an important factor for building a partnership, since if parents are more focused, for example, on subject education, and an educational organization is more focused on developing children's social skills, then conflict is inevitable. Parents will have many complaints about both the content of education and the forms of educational work with children. Parent requests and resources need to be monitored. Public disclosure of your priorities will allow you to attract exactly the contingent to which these ideas seem very close. The result of this stage should be the desire of parents and other partners to participate in joint activities.
2. Joint activities Future partners, having decided on the areas of interaction and resources, begin to develop specific programs for joint activities. At the same time, it is important to establish a division of responsibility for certain aspects of joint activities.
3. The actual partnership. Solving the problem, implementing specific programs through joint efforts. Necessary condition partnerships is their voluntariness. The forced creation of a board of trustees contradicts the idea of ​​social partnership in principle.

This model or structure of social partnership includes components that must be taken into account when building interaction. We hope that it will allow us to interact consciously and effectively, and will determine the role and responsibility of the parties to interaction.

CONCLUSION

Thus, we considered the issues of social partnership and came to the conclusion that it is an indispensable factor and a driving force in the development of state-public management of an educational organization at the present stage of education development. Our goal of creating an exemplary model of social partnership has been realized. The above areas of activity can form the basis of a program of network interaction between educational organizations and society with consistent work planning.

As a result, a properly organized social partnership will provide educational organizations with competitiveness in the educational services market, help mitigate social consequences ongoing reforms in education, will improve the quality of management activities of organizations and will benefit their development.

LIST OF USED LITERATURE

1. Akinfieva N.V., Vladimirova A.P. State Public Administration of the MOS. - Saratov, 2001
2. Antonova L.N. The education system of the Moscow region on the way to leadership // Academia. Pedagogical magazine
3. Baranov, P.A. State public administration as a resource for the development of the education system of St. Petersburg / P.A. Baranov // Management of the quality of education. - 2007. - No. 2. - S.84-90
4. Bochkarev V.I. State-public management of education: what should it be like? / Pedagogy. - M., No. 2, 2001. - p. 9-13.
5. Vetrov, A.V. On the way to social partnership: the development of social and labor relations in modern Russia [Text] / A.V. Vetrov; ed. L.A. Gordon, E.V. Klopova and others - M.: Progress, 1993. - 123 p.
6. Gusarov, V. Interaction between society and the state in school management / V. Gusarov //People's education. - 2007. - No. 8. - S. 126-134.
7. Zinchenko G.P., Rogov I.I. Social partnership: textbook. M., 2009. 224 p.
8. Ispravnikova N.R. Public-private partnership in Russia: problems of formation // Globalization and social changes in modern Russia. M., 2006

9. Osipov A.M., Karstanye P., Tumalev V.V., V.G. Zarubin. Social partnership in education [Electronic resource]. – Access mode: http://ibl.ru/konf/041208/87

10. Panova N.V. Social partnership in the process of integrating basic and additional education [Electronic resource]. - Access mode: http://site/shkola

11. Tokareva L.A. Co-management as a condition for modernizing the system of modern education in Russia. Abstract of diss. for the competition cand. ped. Sciences. - Saratov, 2001. - 172 p.

12. Yarchin, I. Parents are not indifferent observers, but active partners / I. Yarchin / / Teacher's newspaper. - 2008. - No. 05 Feb. (No. 6). - p.8.

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 socialstability, 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 embodiment of the well-known proverb "What you sow, you will reap." 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 financial and other assistance in the implementation of school repairs, the purchase of educational literature and didactic materials, the provision of nutrition and health improvement for children, patronage relations were only episodic, unsystematic and were not based on the dialogic attitude of the subjects and, as a result, , did not ensure 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 levelsubordinate 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 calledsocial partnershipin the field of education. And it is social partnership, excludingsubordinate inclusionaccomplices 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 inclusionwhere 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.

Choice of engagement level 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 a high quality of education involves an organic combination of educational traditions and innovative trends that have received recognition in world and domestic practice, creatively meaningful in relation to domestic pedagogical reality and the strategic goals of the sociocultural 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 after all, the term "partnership" is understood very widely and the most common is the understanding of partnership as the unification of the efforts of individuals or organizations to achieve common goals orto achieve a meaningful goal 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 the necessary resources, and therefore, due to obvious reasons, cannot cover 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, does it have the right to life, in general, and what is the ultimate goal of 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. Ithelps to accumulate and transfer the life experience of both the educational community and its partners in order to form the ability of community members to survive in the educational services market for a long time. Social partnership allows you to act effectively and successfully, keeping in mind the priority perspective common to all partners, to effectively coordinate joint activities with a clear understanding of your responsibility. Such activities allow for the most effective and cost-effective assistance to needy members of the community participating in partnership, to ensure that, while remaining different from others, to recognize the differences of individuals and organizations.

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 of their children;

- collaboration with volunteers to increase the number of services provided in the community.

The guarantee of successful cooperation between educational institutions is a large number of factors. 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 onlyawarenessin various fields of science, but alsosociability, tolerance, modern mindset,decision-making responsibility.

Therefore, in the conditions of a modern approach to training, education, development and socialization, a school graduate must build harmonious relations with the outside world, adequately adapt to the conditions of modern society, its 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 thatthe education system has a significant potential that ensures the socialization of a person, it becomes clear that in modern conditions the education system should prepare a person for a future life. It is no coincidence that among priorities modernization of the educational sphere is called the development of education as an open state-public system. At the same time, it is emphasized thatstrategic goals of educationcan only be achieved through continuousinteraction 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, contributing to the creation for students of " social situation development". 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 musical and sports school, House of Children's and Youth Creativity, private forms of additional education for children. 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 partnerships in education is a task that will help create a quality new level relations and interaction in solving the problems of the development of education by an alliance of interested subjects 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

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;

DDYUT;

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 the Chernobyl Nuclear Power Plant;

Cossacks.

3. Spiritual direction:

Deanery;

Sunday School;

4. Physical culture and health direction:

Youth;

GYM's;

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 develop a system of specialized education, taking into account the real needs of the labor market, parents' requests, working flexible system 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. 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 conducting conversations with the best workers, excursions to enterprises, holding days open doors in educational professional 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. teachers elementary school they know in advance which children will come to them in the first grade, since, under an agreement on joint activities, they attend classes of the preparatory group, parent-teacher meetings. Kindergarten teachers 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 the usual environment and activities, new teachers, helps to avoid difficult period 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, New Year 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 working 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, a social partnership is also being carried out for the implementation of additional education: representatives of the public movement "Young Republic" offer children to engage in various types social activities on terms 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. Organizing work on the formation of the aspirations and interests of children, interacting with local press, local television, we effectively solve the problems of educating a common culture of young citizens, their attitude to the world, to themselves, the results of their creative activity. 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, an effective system of informing citizens about the life of the school, about problems in the children's and youth environment is being formed in the city. This allows not only to solve the problems of education and socialization of students, but also to actively promote their “product” in the 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 developing and implementing 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”. Two presentations are presented to your attention, 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 the Donetsk People's Republic 2016 "- Pisanets N.G., teacher in English MOU "School No. 3 of Dokuchaevsk", teacher of higher qualification category, senior teacher.

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

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

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

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

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

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

Thus, we have to master the theoretical developments of foreign colleagues on the problem of social partnership in education. In turn, a wide variety of local conditions in modern Russia will require the binding of any scientific and practical development to typical situations 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 of educational management, commercial interests and the desire for corporate survival or expansion turned out to be stronger than 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.

At the same time, with the support of international centers in the north-west of Russia, already in the 1990s. an experiment began to "cultivate" partnership "from below" - but at the local industry level. Today we can talk about some signs of the sustainability of such a partnership, but they were found only in profitable (most often not backbone) sectors of the economy. It is unlikely that any region of the country or city can boast of having a well-functioning system of social partnership in the field of education. So there is no need to talk about achieving the 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 earlier periods of 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 to maintain employment, social protection, pensions, as well as programs in the field of education. The democratic redistribution of financial resources does not at all mean that in Western European economies there are no ultra-high incomes of top managers or owners, however, the decile coefficient of inequality in developed countries is 5. In Russia, officially it is 14, and according to expert estimates - 25. At the same time, studies indicate a deep economic stratification of the Russian population, in which the majority feel like the "lower classes" of society. A circumstance that partly alleviates the economic stratification and social split is the 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 tasks, in the preparation and implementation of specific activities (most often extracurricular), in the distribution of responsibility and coordination of efforts in equipping or repairing classrooms, and helping real families of students. It is difficult to find an educational institution that does not have a board of trustees that unites specialists, activists and representatives of local authorities, business leaders. Studies show that, as a rule, regional and federal authorities have powerful tools at their disposal to influence the education system. They can be grouped into two main areas of influence:

1. The use of civil society institutions to regulate the education system (optimize its standards and structure) in order to achieve its social goals and meet specific needs 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 task certain conditions financing, 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 on 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, the financing mechanism can stimulate an educational institution to involve civil organizations and local associations of employers in the educational process. The analysis shows that their involvement in cooperation (and not just the improvement of teaching methods) helps to reduce dropouts in universities and optimize the content of curricula and programs.

Another tool that the state can use is to stimulate certain groups of civil society by providing them with financial support 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

1. Law of the Russian Federation "On Education" / Collection of Legislation of the Russian Federation, 2011.

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4. Higher and secondary vocational education in the Russian Federation. - M., 2002. / NIIVO, Laboratory of Statistics of Higher Education.

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6. The main directions of the socio-economic policy of the Government of the Russian Federation for the long term

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8. Osipov AM Sociology of Education: Essays on Theory. - Rostov n / a, 2006.

9. Oleinikova O., Muravyova A. Social partnership in the field of vocational education in the countries of the European Union // Higher education in Russia. -2006.-

10. See: Pruel N. A. Education as a public good. - St. Petersburg, 2001; Pugach VF Russian students: statistical and sociological analysis. - M., 2001;

11. The Education We May Lose / Ed. acad. V. A. Sadovnichy. - M., 2002;

12. Plaksiy S. I. Shine and poverty of Russian higher education. M., 2004.

13. See: Rutkevich M.N. social structure. - M., 2004.

14. Reports of the All-Russian sociological congress "Globalization and social changes in modern Russia". - M., 2007.

15. Oleinikova O., Muravyova A. Social partnership in the field of vocational education in the countries of the European Union // Higher education in Russia. -2006.-№6.