Directions of social partnership in education. Social partnership in education - types, tasks. Trade Union of Family Education and Sciencesmansky Federation
Social partnership as a factor in the leading development of the regional education system
In a broad sense socialization- This is a process, during which a person with certain biological deposits acquires the quality necessary for him for vital activity in society.
N. Savkin, determining socialization, limits the functional field with historical borders: "Socialization is the process of assimilation of a certain system of knowledge, norms, values, roles, as a result of which it is capable of functioning in this particular historical setting."
In relation to education, socialization should be considered as a learning process and / or education, ensuring the inclusion of a person in one or another social group or community. The formation of a person as a representative of this group, that is, the potential carrier of its values, norms, installations, orientation involves the development of it necessary for this properties and abilities (as readiness to follow these standards, installations, orientations, etc.).
In such a interpretation, socialization is considered as a regulatory, meaningful, both for the education system and society as a whole. The socialization process is implemented with the help of social mechanisms related to social institutions of society (schools, families, various organizations, etc.), and ensuring the achievement of significant state, public and personal goals.
Social partnership in a broad sense is such a jointly distributed activity of social elements - representatives of various social groups, which is the result of positive effects taken by all participants in this activity. At the same time, these activities can be carried out both permanently and situationally, through specially planned shares as part of the social partnership. Social partnership is the way to build civil society. In education, therefore, it is the path of its democratization and paradigm update.
To characterize the social partnership in education, clarify the concept of social group. The social group is a relatively sustainable combination of people who have common interests, values \u200b\u200band norms of behavior, developing within the framework of a historically specific society.
Large social groups: public classes, social layers, professional groups, ethnic community (nation, nationality, tribe), age groups (youth, pensioners); Small groups whose specific signs are direct contacts of its members: family, school class, manufacturing team, neighboring community, friendly companies.
Social partnership in relation to education should be understood as:
partnership within the education system between social groups of this professional community;
partnership in which employees of the education system are entering, contacting representatives of other spheres of public reproduction;
partnership that initiates education system as a special area social Lifemaking a contribution to the formation of civil society.
New economic way, the emergence of labor markets, capital, intellectual and educational resources Core change the entire training system. Under these conditions, the question of the formation of a new system of relations between OU and enterprises, unions of employers, associations of workers, employment services, education management, students and their parents, i.e., with those who become not just a consumer of "products" of educational Institutions, but also should be the source of its financial well-being.
Today, one of their main tasks of the education system, due to the growth of the qualifications and quality of training of specialists, is the full record of employers' claims. Quickly responding to changes in the labor market situation is possible only when creating a social partnership system, which will be able to unite all of the above-listed subjects, taking into account interest in interaction with educational institutions based on partnerships.
In order to interest its partners, the education system should prepare graduates with professional characteristics (occupying the first place in a number of employers' requirements) developed personal qualities, such as communicativeness, creativity, responsibility.
Effective interaction with the employer (and the consumer as a whole) is possible in the case when, along with the requirements for the level of training of specialists, the employer provides adequate financial support. And we are not talking about a one-time action. Social partnership involves the development of a package of regulatory documents that meet the needs of the customer and modern technologies Training that are aimed at stimulating this partnership.
The development of the regional authorities of the regulatory field should include tax breaks and incentives that encourage employers to participate in financing educational institutions and social support for students; Other benefits to enterprises providing production practices for students.
Social partnership for SNPO should be a natural form of existence. In the conditions of a market economy, only in close contact with employers, other educational institutions, public organizations, government and self-government bodies, an educational institution will be able to fulfill its main purpose - to give high-quality professional training in the specialties demanded in the labor market. Social partnership, restoration and strengthening of links with enterprises opens up for educational systems additional possibilities of advanced development:
simplifies access to the information about the labor market (whom and how much you need to prepare);
the requirements of employers' requirements for the preparation of specialists are ensured;
the procedure is simplified by the procedure for adjusting the old and developing new training materials and programs that meet the requirements of employers;
wider opportunities are opening up for organizing students' practice;
employment opportunities are expanding.
Local self-government is a phenomenon of public life, not state power. It acts on a par with other forms of public and private self-organization, public self-government, public associations, corporations, etc. Presenting the interests of the local community, local self-government within their authority provides the possibility of the most effective solution to social problems through the implementation of specific projects. It acts in conjunction with public associations and business representatives interested in the development of the local community.
Non-profit organizations, professional associations, independent analytical centers offer new ideas and solutions, social technologies, ensure civilian control over the actions of power, attract volunteers. Public associations express the interests of certain groups of the population (youth, disabled, etc.) and put forward new value guidelines (ecological movement, movement for restorative justice, human rights movement, etc.).
Business and Associations of entrepreneurs provide charitable donations, as well as the opportunity to use the experience and professionalism of competent managers in solving socially significant problems. Even if the problem is revealed and is realized, this does not mean that the occurrence of social partnership is possible.
Of course, the possibilities, and, consequently, the role of the parties in the framework of the social partnership of unequal. If role commercial organizations is mainly in the possibilities financing, and the role of state structures - also to use power leversThe public associations form and organize a unique resource: social initiatives of citizens. And it's not just that the organization of the third sector "closer" to the population and in the provision of services can act more flexibly, efficiently and "humanly" than government agencies. In their activities, they embody new (alternative) values \u200b\u200band priorities. First of all, these are values \u200b\u200band priorities of groups with unequal capabilities that are deprived of access to power and information. Public organizations "voiced" the needs of these people, usually first formulating a social problem:
What factors contribute to the establishment and strengthening of the social partnership system?
Indeed, all participants in this process have their own interests.
It should be emphasized that the interest of all participants in the social partnership system in the early formation would be implemented if:
The legislative framework will be developed at the regional authorities level contributing to the formation of such a partnership.
A package of regulatory and legal documents on tax breaks and incentives to enterprises providing not only production practices for students, but also on the basis of contractual relations involved in the order of the specialists they needed due to financial transfers.
on the interest of each of the interacting parties in finding ways to solve social problems;
at combining the efforts and capabilities of each of the partners to implement them;
on constructive collaboration between the parties in the resolution of controversial issues;
on the desire to find realistic solutions of social problems, and not to imitation of such a search;
on decentralization of decisions, the absence of state paternalism;
on mutually acceptable control and accounting for the interests of each of the partners;
on the legal validity of "cooperation", providing beneficial to each side and society as a whole, the interaction conditions.
Success in the formation of social partnership, which means to improve the quality of education, today largely depends on the initiative of the actions of the regional leadership responsible for this area. But even more depends on the educational institutions themselves, from the initiative and energy of their leaders, from understanding them all the importance of this issue and the ability to involve all its potential partners in it - both in the labor market and in the market educational services.
AT modern system Education Social Partnership is represented as one aspect of public-public education management. It concerns the transformation of three control systems:
frames (the means, the change of which is aimed at initiating the activity of professional-pedagogical associations);
finance (tool, the change of which is aimed at ensuring the openness and rationality of financial flows);
information (a tool that is aimed at broadcasting the public of positive, constructive and promising ideas about education).
The promising direction of design research developments in the field of social partnership in relation to education, in our opinion, is the study of the processes of the emergence, adoption and implementation of educational and other social initiatives. The following questions are relevant:
What is the source of the emergence of educational (social) initiative?
What are the different interests, what social groups are implemented?
Perhaps make an open interest process of interest?
How effectively will the implementation of the initiative on the well-being of its participants, a wide social environment?
In order to implement a comprehensive approach to the development of the social partnership system in the field of education, it seems appropriate:
systematically study and summarize the existing overseas experience of organizing a social partnership system in the field of education;
identify criteria and social indicators for analyzing the condition and the main trends in the development of social partnership;
expand the social partnership in the field of education, taking into account the strategic directions and national priorities for the development of human resources in the field of continuing education, the content of training programs, professional qualifications, certification of pedagogical and leaders, their employment, standardization, accreditation of educational institutions and their financing;
pay constant attention to problems:
preparation, retraining, advanced training, certification of pedagogical and managerial workers of educational institutions at the federal, regional, local local levels;
study of the labor market, the outcome of the Employment of graduates with the inclusion of this data into official reporting;
analysis of the need for training and retraining of personnel in local labor markets and regularly informing the results of this analysis of educational institutions, the public and employers;
developing the procedure for the formation of the State Translation for SPO, training on the basis of objective criteria for information about the labor market and competition of educational institutions for the right to receive state order;
the formation of the Board of Trustees with the participation of government bodies, local governments, employers, parental and student commits.
The organizational form of cooperation is the territorial (municipal) Council of Social Partners in the field of vocational education that performs the following functions:
the formation of a territorial social and professional order for training, retraining and advanced training of workers
and specialists in the OU SNPO, SPO, SVTO, taking into account the tasks of the socio-economic development of the territory;
practical expectation of models of consideration of professional OU;
attracting social partners to co-foundation;
making proposals in the Regional List of Professions
and specialties demanded in the local labor market.
We list the functions of subjects of social interaction at the local level:
- share financing of vocational education programs;
- formation of an order for the quality of vocational education; quotation of student sites under production practices and internships of teachers;
- the formation of independent commissions for the assignment of qualifying discharges and categories of UO graduates;
- Implementation of functions social support youth;
- Employment of graduates; Protection and support of the rights and interests of the UO, advertising its activities;
- establishing incentive scholarships and advice advice for students' training achievements;
- Promoting the establishment and development of interregional and international business and cultural cooperation of the UPR.
Social partnership in the field of vocational education1
M.S. Chvanova
The role of social partnership in the development of a professional education system as a factor in the stabilization of the labor market is substantiated. It is revealed by its essence, the prerequisites of the activation, main directions, resource support and mechanisms for the development of social partnership in the field of vocational education.
1. The role1 of social partnership in the development of a system of vocational education. In recent decades, Russia is actively integrated into the world community and is experiencing fundamental changes in socio-economic and cultural life. Objective needs and gradually emerging subjective requests for Russians are dismisted to civil society the same tasks that initially characterize it in the West:
Production of norms and values, which then ratifies the state;
Integration of social groups in the community, in particular, by giving a civilized type of social conflict and, thereby deviations of them;
The organization of the environment in which a developed socially active personality and local community is being formed.
Modern production, knowledge-based, and dynamic development of society form a rapidly changing labor market, at the same time growing competition, structural changes in industry, military reform forcing people to acquire new knowledge, profession. A developing society needs highly educated, moral, enterprising people who know how to make decisions in a selection situation capable of cooperation, to dialogue, characterized by dynamism, constructive thinking, ready for intercultural interaction, who have a sense of responsibility for the destiny of the country for its socio-economic development. .
Today, knowledge updates occurs approximately every 3-5 years, and therefore the problems of functional illiteracy, technological unemployment faced the problems of economic, legal, technical, socio-psychological, environmental, and other knowledge. Basic formation is lagging behind the new reality of life, exhausted its capabilities. Dina-
1 The topic was supported by a grant of the RGHF 2004. Project No. 04-06-00043a.
mismatics of the development of modern society acts as a real root cause of the need for an urgent restructuring of education, it should adequately respond to changes in the external environment, switch to the innovative path of development.
In modern education, the trend of globalization, internationalization and customer system is gaining momentum. There is a shift from the strategies of "mass learning" frames to the strategies of "individualized education", towards comprehensive educational services. In advanced countries, education is increasingly becoming capital, a tool for the struggle for the market, decisions of geopolitical tasks. In Russia, a sharp reduction in state financing of universities and the emergence of non-state educational structures, the transition from the state order to graduates to the market "sales" of graduates and educational services, problems of profitability and loss of the best pedagogical personnel cause a sharp exacerbation of competition between universities and the actualization of the struggle for the existence and natural selection When determining the ways of development.
In the conditions of the economy of the transition period, the desire to reduce the cost of the final product and the need to ensure its competitive quality, the supply of labor always exceeds its demand. It is important to note another specificity of the vocational education system - the training of the profession is objectively stretched over time. During the preparation of specialists, the needs of the labor market in them changes, sometimes quite essentially. The training system of specialists focused on traditional models and technologies lags behind the needs of the labor market, to manage the processes of training specialists in such conditions becomes more difficult. It is important to take into account the trends in the development of the regional economy.
Social partnership in the field of vocational education promotes the development of educational programs that unite academic quality with
the possibility of employment, contributes to improving the mobility of qualified specialists, establishing closer ties with Europe. Social partnership acts as a means, firstly, admission to the profession and advanced training, secondly, the achievements of a certain social status, thirdly, personal Development, i.e. definitions and realization of life goals and values.
2. Essence of social partnership in the development of vocational education. A partnership in the field of vocational education can be considered from two positions. On the one hand is legal form Organizations joint economic activity Of several individuals or legal entities, one of which is the educational organization of vocational education, on the other hand, the form of cooperation of public organizations, firms, companies with an educational organization, not enshrined in the constituent documents, but confirmed by actually (contract or corporate partnership protocol). Partnership in the field of vocational education involves cooperation ("joint-and-separated activities") of people and social institutions To achieve your own goals of vocational education. In a broad sense, social partnerships understand as a relationship between the state speaking in the face of the government, its bodies and representatives with other subjects: a person, family, associations, non-governmental organizations, organizations of vocational education.
In essence, social partnership in the field of vocational education is a method for solving social, economic problems and regulation of contradictions between the organization of vocational education, employer and the state. Social partnership reflects the historically determined compromise of the interests of the main subjects of modern economic processes, this is the condition of political stability and progress. Elements of social partnership in the field of vocational education are: legislative framework providing regulatory regulation of relationships
structures in order to adopt social decisions; mechanisms and methods of social interaction; structures exercising social partnership; Information space forming a positive attitude of society to social partnership.
The following basic principles of partnerships are established by legislative acts in the field of social partnership: equality of the parties; respect and accounting of the interests of the parties; the interest of the parties in participation in contractual relations; promoting the state in strengthening and developing a social partnership on a democratic basis; compliance with the parties and their representatives of laws and other regulatory legal acts; the authority of the representatives of the parties; voluntariness of obligations and their reality by the Parties; the obligation to fulfill contracts, agreements; mutual responsibility for the implementation of contracts and agreements; social justice; Coordination of interests. The legislative execution of the social partnership demonstrates the high assessment of the state structures of his role in the formation of civil society, however, does not cover all the potential possibilities of this Public Institute.
Social partnership in the vocational education system can be considered as a social resource of the educational institution; and as a factor in the stabilization of the regional labor market; and as a way to integrate innovative and educational activities partnership participants for positive socio-economic changes; and as the technology of interaction of experts in the field professional problems in order to optimize the decisions made; And as a certain type of relationship, in which various social groups and the state are interested in.
The social partnership in the vocational education system is manifested in establishing links between universities and various institutions of the Company and is based on the establishment of a certain balance of interests of the Parties and the integration of interest in a single whole. The effectiveness of this interaction depends on the definition clarity
goals, wording tasks, the correctness of the distribution of roles, duties and responsibilities of all parties based on mutual interests. Since the sustainable development of the country involves the development of a strategy for concern for current and future generations, the implementation of such a strategy is not possible without the development of social partnership.
In the field of education, the social partnership should be as happening at present in Europe, a means of updating the quality of education, its content, increase its personal orientation, social and economic efficiency. Perhaps this is only subject to the organizational basis of the social partnership will be the system of interaction between the subjects of the public contract, which are in the realization of the interests of the community. The qualitative difference of the social partnership system from simple cooperation is to merge individual public groups in the community with the manifestation of the synergistic effect from the unification of all types of resources.
3. Prerequisites for the intensification of the activities of the vocational education system in the field of social partnership. Most of the inertia training institutions prepare frames mainly on the current structure, taking into account their capabilities, while not enough priorities and expected structural shifts in the production and social sphere of the region are not enough. Previously existing sectoral financing and government order for specialists who are formed by ministries, conflict with market principles. The role of centralized methods for managing professional education in the direction of their restriction has changed, at the same time the powers of regional educational systems have increased.
The situation is complicated by the fact that far from all graduates of schools can formulate their educational needs, as a rule, there is no "transparent" information about the labor market in the region, affordable for schoolchildren and their parents. Information on regional vacancies is not available to residents of other regions. Essentially
social restrictions on relocation due to various reasons, among which are administrative restrictions on moving to large cities of metropolitan meanings and delays in paying salary, as well as discrimination when taking work. Forced labor, age restrictions at work, restrictions on sexual and national signs, violation of labor legislation. In addition, the mechanisms for agreeing the possibilities of the professional educational institution and the interests of the personality are not worked out. The processes of substitution of an objective situation in the regional labor market are observed, that is, a social order at a specialist to a subjective understanding by the heads of educational institutions. And as a result, licensing new, but not demanded in the region specialties.
As a rule, there are no reliable forecasts for regional demand for specialists. The marketing activity of the highest school itself is not developed, there is no information infrastructure of the regional labor market. Changes in the economic and social sphere are permanent nature and require constant monitoring and changes in the system of training specialists, taking into account the development prospects. There is no fairly clear methodology for the formation of a regional order to high school for training specialists. Such an order should reflect different aspects of regional development interests. These are tasks social Development Region, solved directly and directly by the system of education, health care, culture. Training for them in universities has a steady regional orientation and can be sufficiently justified. Interest for the region represents a personnel need for ensuring social and production structures: Transport, Energy and Other Communications, Personnel Supplies of Housing and Trade, Trade, Enterprises Making Products, Orders to Preparation of specialists for the construction complex, the material and technical base of all areas of activities related to social needs of the population.
Relevant to regional development Training of specialists for enterprises of the region and producing products that do not have direct appointment for local use, since in the formation of the local budget through the profits of enterprises and personal incomes of their employees, supporting these enterprises and their complexes from the region is economically appropriate. One of the essential types of this support is to participate in the substantiation and implementation of the order for training specialists for enterprise data.
In a market economy, significant changes in the conditions for the functioning of higher education institutions in the regions of Russia are occurring. Previously indisputable advantage of prosperous organizations - a constant, steady structure, a little dependent on the changes in the external environment, it turns into a disadvantage, since the tough, the inertial organization most often does not allow to respond to a change in market requirements.
4. Social partnership in the field of vocational education as a factor in the stabilization of the labor market. In modern conditions, there is a transformation of the labor market and socio-labor relations. With a transitional economy, a transition from the methods of centralized regulation of employment sphere to a combination of two mechanisms should be carried out:
The market, components of which are: the demand for labor and the proposal of labor; Competition between employers for high-quality labor, between employees for the best jobs; system of contractual labor relations; labor price; labor market infrastructure;
State regulation of the labor market, including: the formation of the legal field of the interaction of its subjects; indirect economic regulation with the help of monetary and budgetary policy methods; Formation of a system of social standards and minimal social guarantees in the field of employment.
Traditionally, the right to work is understood as the legislatively fixed right independently dispose of its method
labor, the right to help in employment and material support for unemployment, support for the labor and entrepreneurial initiative of citizens, protection against discrimination in employment and determining the conditions of hiring. Transformation affects the sphere and mechanisms of distribution and redistribution of labor resource in the economy. Significant changes undergoing the procedure for determining the conditions of hiring (order of admission and dismissal, labor payment, working hours, social motives and guarantees). They gradually become the result of the agreement of the subjects of the labor market, are individualized; State regulation concerns only minimal guarantees pursued by employment policies and income.
If we talk about the formation of the labor market, in relation to the highest school, the demand for specialists should be taken into account as a regulator of their production (preparation) and the effective use of knowledge gained by people, skills and skills. The structure of the labor supply of specialists in the regional labor market, formed already under free employment, does not coincide with the structure of demand for them, there are significant difficulties in the employment of university graduates. A part of university graduates for a long time remain unemporated or used not in the specialty, which leads to strengthening social tensions.
It is the ability of a university to adapt to the change in market conditions, the ability to convert key processes of functioning into strategic initiatives, aimed at the full satisfaction of the customer's requirements, determine success in competitive struggle. Increasing the level of uncertainty and dynamics of the medium makes a little effective rigid centralized education management, since at the same time significant resources are spent on processing information for making decisions and less resources remains on the formation of professionals and related search and adaptation activities. Therefore, the classical options for centralized management of the formation with a rigid hierarchical structure are inferior to more flexible schemes of hybrid de
centralized centralized management.
At the present stage of the economic development of the economy, the main landmark of the formation of regional policies in the field of vocational education should be aimed at eliminating deep contradictions between the dynamically changing demand for specialists in the regional labor market and their proposal by educational institutions of vocational education of all levels, mental inertia in the formation of their educational policy. A developed economy with a competitive environment rejected unqualified work, creates psychological stress and imbalance in the labor market. According to economists, the sustainable balance between the demand for the labor market and the proposal can be achieved by the education of young people and the retraining of the unoccupied population.
Thus, the system of vocational education in the region must be flexible, dynamic, open to change. That is, its foundation should also be built on the principles of innovation, innovation structure characteristic of the informatization and development of the innovation economy. The ever-growing labor market requirements require the creation of conditions for continuous vocational education as a transition to the development of higher-level educational programs and by additional education.
5. Directions for the development of a vocational education system on the basis of social partnership. To ensure a constructive dialogue between employers and educational institutions, the development of social partnership mechanisms are required, which provide for not only joint work in the formation of a regional component of the educational standard, joint certification of specialists and graduates, new system Estimates of the quality of graduate training, but also the development of economic mechanisms of research and professional cooperation on the basis of the system of contracts and the development of investment mechanisms in the training system of specialists.
Thus, in modern conditions for the development of the labor market in the region, the provisions underlying regional vocational education policies are relevant:
The leading nature of the development of vocational education in the region in relation to the development of the regional economy;
Determining the importance of vocational education for the formation of the regional labor market, ensuring the effective employment and development of the human resources of the region;
Multidiscipliness, flexibility, vocationality of vocational education, which allows to implement a professional education, cultural and civil development and development of the person, adapted to the new socio-economic environment, to implement a continuous ascending trajectory trajectory;
Strengthening and developing a single educational space in the field of vocational education based on the development of promising educational training technologies;
Support in the development of regional development programs on the principles of public education in vocational education;
Compliance with the specialties and directions of training personnel needs of the regional labor market;
Providing centers of priority to the region of industrial and non-production spheres of life;
Accounting of the emerging regional market of vocational and educational services;
Orientation to satisfy individual needs in obtaining a profession;
Distinction of powers of regional and federal levels of professional education management;
Development of social partnership in the field of vocational education in the region;
Formation of new approaches to financing and property of educational institutions;
Development of new economic mechanisms for the development of the system of professional
education, investment activation, expansion of financial independence;
Development and development of educational marketing;
Establishment of close contacts between employment centers, enterprises and educational institutions of vocational education of all levels.
Thus, on the one hand, the social partnership is one of the mechanisms for the development of vocational education, on the other - the social partnership is one of the intermediaries of information links between the dynamic labor market and the system of vocational education, with the third - social partnership promotes the "transparency" of the regional labor market, Fourth - is a factor in the stabilization of the socio-economic life of the region. From this one we can conclude that the social partnership in the field of vocational education is a factor in the stabilization of the regional labor market.
The following basic principles of the development of social partnership in the vocational education system should be allocated.
Humanization as a leading idea of \u200b\u200bthe development of society should permeate all categories and areas of interaction between partners in order to create favorable opportunities for the development of the creative individuality of the personality of a specialist.
Cooperation of educational and social structures with production. This principle is determined by the socio-economic development strategy, changes in the relationship between educational institutions and enterprises, demand and suggestion for education services.
Democratization - expanding access to all members of society to cooperation in the field of meeting educational needs on the basis of social partnership.
An additional cost (complementaryness) of all types of social partnership in the field of vocational education provides for a person to choose any forms of cooperation in order to implement the needs in the field of formal, non-formal education and self-education.
Integration of educational structures. Creating a single educational space. If it is considered at the regional level, then such space can be understood as a combination of all subjects of the region, directly or indirectly involved in educational processes. The unified professional educational space of the country should unite not only professional institutions of various types and levels, students, teachers, parents of students, as well as secondary schools, scientific organizations, institutions of additional education, museums, libraries, information networks (which are now separate).
The flexibility of the system and its links lies in the ability to quickly rebuilding in accordance with the changing needs of production, society and individuals. Ensuring maximum flexibility and diversity of interaction forms.
The openness of the professional education system is expressed in its ability to formulate new goals, ahead of the renewal of the content, the inclusion of educational innovations, new mechanisms of social partnership.
6. Resource support for the development of a vocational education system based on social partnership. A developed system of vocational education on the basis of a social partnership requires the development and implementation of integrative interdepartmental programs aimed at meeting the needs of the state, society and personality in the context of the implementation of the idea of \u200b\u200bcontinuous personality education.
The social partnership management in vocational education should be based on the distinction of responsibility and competencies between ministries and departments, federal and regional administrative management bodies, employers and educational institutions. The Ministry of Education provides legal and financial support for strategic programs and events, primarily at the legislative level. The Federal Council for Social Partnership in the field of professional education can be created
including all interested parties, including government, trade unions, employers, educational institutions responsible for developing conceptual areas of development of vocational education. The Council solves the following tasks:
Accepts suggestions for consideration, approves, coordinates with the ministry, introduces and controls the quality of execution, participates in the preparation of legislative projects;
Supervises the work on the creation of a system of methodological and information support of social partnership in the field of vocational education (approves concepts, models, programs);
Determines the spheres of influence of consulting services, establishes a list and status of educational institutions that are part of the expert and analytical groups for each of the priorities;
Coordinates with the Ministry to finance key projects and investment on their investment.
Under the Federal Council, expert and analytical groups on priority areas, which form and provide databases, technologies, educational projects, methodical development Both programs contribute to approbation and implementation.
Management of a social partnership in the field of vocational education should be carried out on a democratic basis in the format of interdepartmental separation of competencies. Certain "Decentralization of Management" should ensure the involvement in the decision-making process of all subjects of vocational education as social partners. At the same time, the areas of competence of partners are determined, the functions between the federal, regional and local control level are distributed. Such an approach means delegation of authority to regional and local levels. Social partnership should be based on federal interdepartmental memorandums and regional interdisciplinary agreements on the development of vocational education, the content of training programs, financial
owl support for educational structures, the provision of consulting services, etc.
The formation and development of social partnership in the field of vocational education requires the adoption of new regulatory acts, organizational solutions and structural policies to provide social partnership and stimulating (moral and material) personality in the field of vocational education. Regulatory provision include:
Development and improvement of the legislative and regulatory framework that ensures the functioning and development of social partnership in the field of vocational education;
Legal support of procedures related to the management of the quality of education with the participation of the public, including issues (within the framework of relevant competence) of the formation of educational standards and government requirements for the minimum content and level of training of students, licensing certification and accreditation of educational institutions and educational programs of continuing education;
Creating conditions that contribute to the improvement of the regulatory framework ensuring the effectiveness of international cooperation in the context of building a legal democratic society (including the issues of recognizing documents on the respective levels of education, the mobility of students, etc.).
The Russian education system should be focused not only for the state order, but also an ever-increasing public educational demand for specific interests of families, local communities, enterprises. Orientation on consumers of the market of educational services should create a basis for attracting additional financial and material impact resources. Funding vocational education should be comprehensive and include both budgetary and other sources, including special funds, employers and citizens themselves. Thus, it must be provided:
Effective use of the state budget funds allocated for training, retraining and advanced training of specialists, program activities and targeted projects, wide attraction of funds from regional and local budgets, as well as funds of commercial structures interested in the implementation of educational programs and projects;
Self-sufficiency of educational projects by receiving funding from partners and participants; the creation of charitable funds accumulating voluntary contributions to individuals and legal entities;
Expansion of tax and other benefits provided to educational institutions and organizations involved in personnel training.
Informational support provides, first of all, the creation of a single information space in order to attract the largest number of partners in the sphere of vocational education, providing educational institutions with information technologies and methodical materials and complexes. The information environment should include funds and technologies for the collection, accumulation, transmission, processing and distribution of information and knowledge of knowledge, as well as information management information in vocational education. The implementation of the capabilities of information technology funds determine the change in the previously organizational forms and interaction methods and new ones.
Social partnership should be provided with personnel capable of directing its development to achieve the objectives of education. The full implementation of education functions suggests that people who, on the one hand, have a high level of pedagogical education, on the other hand, are in a state of permanent improvement. professional competence and development personal qualities. The system of pedagogical education in the direction of preparation for or-sanctions and the management of the social partnership is a combination of ways, methods and means of development of personally
, Activities and consciousness of the teacher in a network of formal, non-formal education and self-education, while maintaining a combination of independent, public and state forms of professional development.
Resource support of pedagogical education provides for the need to solve the following tasks: monitoring and analyzing the educational practice of regions in the field of social partnership and personnel support of its development; the introduction of the necessary structural changes in the system of pedagogical education; the creation of mechanisms of motivation intensifying activities in the field of social partnership; stimulating innovation activities; Formation of new mechanisms and remuneration of teachers, including the use of funds for these purposes from the implementation of additional educational services and products.
Material and informational support involves the creation of a single information and pedagogical space based on modern means information and communication technologies.
7. Mechanisms for the development of social partnership in the field of vocational education. The main task is to create conditions, prerequisites, laws that contribute to the development of social partnership in the field of vocational education: as a social resource of the educational institution; as a factor of stabilization of the regional labor market; as a method for integrating the innovative and educational activities of partnerships in order to positive socio-economic changes; as technologies for the interaction of specialists in the field of professional problems in order to optimize the decisions made; As a certain type of relationship, in which various social groups and the state are interested in. It is important to encourage a developing social partnership network that promotes integration of funds to finance educational activities.
The mechanisms for the implementation of social partnership suggest the development and
the implementation of measures to create legal, financial and economic and organizational and methodological conditions for the development of social partnership in the field of vocational education.
On federal level As such mechanisms can be:
Development of the development policy of the social partnership system in the field of vocational education: development of a forecast based on criterion-estimated development of development in the nearest, medium-term and remote future, taking into account the dynamics of socio-economic changes; Capacity building for implementation and distribution in all subjects of the Russian Federation models of interaction between organizations of vocational education with public, state and commercial structures; making appropriate changes to the regulatory framework; creating a monitoring system that will allow you to track the results and assess the impact of public institutions for federal and regional components of vocational education;
Monitoring the status and development of social partnership in the field of vocational education (including educational statistics and monitoring of the quality of education): the formation and implementation of a system for assessing educational results; collection and analysis of statistical information and information on educational results to ensure managerial structures and the general public actual information;
Creating a modern training system for solving the tasks of the development of social partnership in the field of vocational education: development of methodology for the preparation and retraining of highly qualified specialists.
At the regional level:
The active participation of the regional community in scientific research on
lying educational innovation in the region;
Development of regional concepts of social partnership in the field of vocational education, the creation and implementation of regional models and educational programs in this direction;
Study and meeting the prospective needs of the region in qualified and competitive workers and specialists;
Conducting a system of measures that ensure stable sources of non-state financing;
Community participation in the development of regional components of state educational standards;
Carrying out a set of measures for the formation and development of regional markets for educational services;
Monitoring continuous education system at the regional level;
Increase legal and financial independence of vocational education institutions;
Creation of new educational structures representing a wide range of educational services to the local population in both the city and countryside
Educational complexes, multidisciplinary resource centers, remote education networks;
Modernization of the content of educational programs of vocational education in accordance with the requirements of the labor market.
according to the educational program of an additional professional essay of education "Modern educational management. The principle of state public management in education "" The "Social Partnership" phenomenon in education "on the topic:
Table of contents Table of contents ................................................ .................................................. ............. 2 Introduction ..................................... .................................................. .............................. 3 1 Features of the social partnership in education ............. ........................ 5 2 Types and essence of social partnership in school ................. ...................... 11 Conclusion .......................... .................................................. ................................. 18 List of used literature ............. .................................................. ..... 19 2.
Introduction The progressive school is increasingly confidently becoming a full-fledged component of the social sphere of society. It reflects the characteristic indicators of modernity wide abilities for personal realization of its professional and other human choices, necessities; The growing role of the subject in ensuring its own interests and abilities, the diversity of activity models. The main task of a progressive school is becoming the formation of the worldview of the person's broad system of its eyes on the world of people and phenomena as a base of external and internal culture. The worldview is evolving not so much by transmitting cultural skills from one generation to another, as with the help of the acquisition by the younger person of public and moral (diverse real) experience. The solution of this problem is depending on the set of reasons, namely from becoming an opportunity to active socio-cultural adaptation. In the study of the formation program, scientists faced the task of not formed in children of political and legal culture. Pedagogical practice shows that schoolchildren have a specific life position, the skill of interaction with the surrounding world. When determining the purpose of the program, it should be borne in mind that we need to create a set of measures to form a value attitude to the world and public experience from students. The purpose of the work is to study the phenomenon "Social partnership" in the field of education, and in particular, schools. 3.
Based on the foregoing, the following tasks were set: to study the peculiarities of the social partnership in education; Analyze the types and essence of the social partnership at school. The structure of the work consists of introduction, the main part, the conclusion and list of the used literature. four
1 Features of the Social Partnership in Education Modern Trends of Social Economic Development related to the emergence of new labor markets, globalization of the economy, transformation of traditional formats for the use of labor resources, wider appeal to intellectual and information technologies, orientation to the development of human capital, intensify the processes of creation and support in various Spheres of social partnership systems. This concept was originally used only in sociology and the economy, describing the process of interaction between workers and employers, due to this, authorities of business and trade union organizations were put forward as the main partners. Currently, the specified phenomenon is increasingly being considered broader and seems to be a complex, multi-faceted social process, where jointly distributed activities of social elements are carried out in the person of representatives of various social groups, which are the result of positive effects taken by all participants in this activity. In this logic, social partnership is a certain type of interaction of subjects united by common efforts, ways to solve topical problems of living together, aimed at maximizing the coordination and implementation of the interests of all participants in this process. Partnership provides overcoming differences in the subjects of differences in the presentation of methods for solving common problems, harmonizing social relations, preventing conflicts, coordination and improving the effectiveness of actions. five
Social partnership Productive cooperation of all subjects of territory development for its sustainable socioeconomic development and related improvement of the quality of life of the population, improving the social and production infrastructure, the system of municipal management and local self-government and freedom of personality. Considering the social partnership in an extended context, you can get a significant tool that allows you to design, test and establish a new, modern education system that meets the requirements of time. In the context of educational policy, the social partnership is treated as: a special type of interaction of educational institutions with subjects and institutions of the labor market, state and local government aimed on authorities, public organizations, the maximum coordination and implementation of the interests of all participants in this process; A special type of joint activity between the subjects of the educational process, which is characterized by the confidence, common goals and values, voluntariness and the long-term relationship, as well as the recognition of the mutual responsibility of the parties for the result of their cooperation and development. According to I.M. Remorenko, social partnership in relation to education should be understood as: partnership within the education system between social groups of this professional community; partnership in which employees of the education system are entering, contacting representatives of other spheres of public reproduction; 6.
Partnership, which initiates the education system as a special sphere of social life, contributing to the formation of civil society. At the modern border, the role of education in Russia is determined by the tasks of its transition to a democratic and legal state, to a market economy. The developing society requires modernly educated, enterprising people who can, without the help of others, to take serious decisions in a selection situation, predicting their probable results, may detect a constructive difficulty solution, ready for working together, stand out by mobility, own a sense of responsibility for what is happening. In this regard, it is necessary to overcome the urgent public and financial difficulties on the basis of an advanced formation of education, considered as an investment of funds to the future of Power, in which the state and society, companies and organizations will take part, residents are all intrigued in quality education. It is necessary to ensure a leading rise in education expenses, a significant increase in wages to employees of education and strengthening the stimulation of the quality and effectiveness of pedagogical labor. State assistance measures of education will be combined with strengthening the role of state power and education management in combination with a population of a worthy level of education based on the preservation of its fundamental and compliance with the timely and promising needs of the person. Modernization of education should not, and cannot be executed as a departmental project. All residents of Russia, family and parental public, federal and regional universities, local authorities must be active subjects of educational policies.
self-government, professional-foundagogical community, scientific, cultural, commercial and public institutions. The task of modernization of education is to create an adaptation of the stable formation of the education system. The main problem of the research of the conceptual space follows from the difficult integrated nature of the social partnership associated with various types of human activity and the sectors of scientific knowledge and banging from there the components of the personal conceptual apparatus. Most often, public partnership is considered in the focus of social student relationships. In this area, it is understood as a method and mechanism for regulating social status relations, resolving contradictions between employees and employers, as the relationship of business representatives, trade unions and states, as a complex social phenomenon, a versatile contradictory process. The role of three parties in the permission of labor legislation, reconciliation of labor interests is the traditional form of public partnership. To major domestic studies of the problem of public partnership in the field of social student relationships, it is possible to attribute the work of Kiselev V.N., Mikheeva V.A. Gordon L.A., Klopova E.V., Vetrov A.V. In a number of economic work, a public partnership is characterized as a legal form of organizing joint financial activities of several physical or legal entities, it is a transitional form between a private, family-run enterprise and a firm with limited liability. It is created on the basis of a contract that is governed by the rights and obligations of partners, participation in uniform costs, the distribution of profits, the property section. It is in this 8
the moment partnership is common in the field of small businesses and services. If you look at a different angle, the partnership is the actual form of joint work of firms and companies. A document confirming these relations is traditionally an agreement on cooperative partnership. The social partnership is a conjugation of the actions of various public institutions, which is expressed in the self-actualization of the participants in the educational process, which seek positive changes in the educational sphere, in other words of the transfer of possible forms of the education system in their important state. With all this, the degree and process of such self-actualization in different social institutions may be different. Educational institutions have more focused, reasonable and professionally verified temper, while other participants in the partnership relationships are more inherent in components of spontaneity, urgency and, and, with these specific layouts and solutions. The greater the coordination of the objectives of public partners, the more effective their practical impacts in solving educational tasks are becoming effective. For effective public interaction, on the one hand, it is necessary to form a common "space of meanings" concerning the goals and opportunities of education, if you look at a different angle, during the aim itself, the change of "mentality" of individual social institutions, which are increasingly approaching understanding and understanding The tasks of education show the readiness to promote their permission and joint work as a whole. Courtesy with this social partnership in education, from our point of view, has a number of fresh features reflecting progressive social 9
economic and political features. The social partnership initiates the activity of professional-foundagogical associations, promotes the openness and rationality of financial flows in education. Social partnership is a tool that is focused on broadcasting the population of positive, fruitful and promising ideas about education. Consequently, the social partnership in education implies a free expression of its own interests and finding mutually acceptable techniques for their implementation by institutions, groups, individuals. ten
2 Types and essence of the social partnership in school at the beginning of the 21st century quite clearly marked the need for a person and society in consciously other information and mental, mental and behavioral strategies, information and ethical behavior both at the level of their own inner world of man and at the level of social relationships. Progressive trends of formation of education are determined by the configuration processes of key paradigms of perception of the world: instead of conditional stability permanent changes, geographical distance is not a barrier to communicate; Local practices absorb global and give birth to the newest polycultural traditions. The term "partnership" in education represents emphasis on the equality of participants in cooperation. From this we can conclude that the unified task of activity does not infringe upon the personal needs of its participants, but on the contrary, fully displays them. In other words, for entry into partnerships, the person interested in partnership will need to assure other that the alleged interaction will give the opportunity to solve its difficulties and, moreover, in the absence of such interaction, they are not able to be resolved. eleven
So, it is about the equilibrium of interaction, which is, from our point of view, a significant feature of the social partnership in education. Given the opinion of Gonchar M., the social partnership is an intergroup form of interaction. And it arises in those when public categories understand the impossibility of cases achieving massives in the absence of cooperation with other societies. The main role in partnership is played by the support of subjects. It can be assumed that the social partnership is intergroup interaction on the implementation of jointly produced goals, which unite the goal of interaction groups in the new qualitative level. Therefore, once the classic interaction of the school with society differed a significant degree of directivity, the stay of external ideological and political pressure, the social partnership is characterized primarily by voluntariness, the parity nature of relationships, the equilibrium of the interests of institutions, groups, individuals entering into partnerships. As a result, in the process of research, we will keep the position that the social partnership in the field of education has the opportunity to be considered as voluntary and equilibrium interactions and mutual support of all sorts of subjects acting on the basis of interdepartmental relationships excluding departmental closure and isolation. The structure of the fundamental strategies of social partnership is extremely identical to the fundamental educational systems. The social partnership, built on the principles of mutual interest of the Parties and the voluntaryness of their responsibilities, responsibility for the outcome of the work, becomes an economically important field of education. 12
A modern educational institution cannot successfully implement its activities and develop without broad cooperation with society at the social partnership level. "Social partnerships that are acceptable to social actors with a relationship of their needs, interests, value orientations based on the principle of social justice." In addition, the school and the manager of the Council act as an active assistant to the family in providing a single educational space "School Family School", which contributes to the qualitative training of a child for school, education, the development of its individual capabilities and rehabilitation. Modern School The Center for Social Action, Open space for interaction with society institutions in the BabyDagging system, for creative, creative initiatives, designed to develop the spiritual advantageous potential of all participants in the pedagogical process. Currently, the basis for the quality of school education can be: the interaction of participants in the educational process, which is the main component interior environment school educational institution; Social partnership in the form of diverse socio-cultural connections. The nature of the interaction of the school and society depends on personal and professional qualities pedagogical workers, individual and age features of children, pedagogical culture of parents. Unfortunately, the restrictive interaction of teachers and parents prevails in pedagogical practice. thirteen
It is characterized by clear boundaries and formality of communication, which makes it difficult to develop relations with family. Social partnership creates favorable conditions for the development and socialization of participants in the educational process at school. Such work contributes to the destruction of the usual stereotype and public opinion on the work of the school institution only with the families of their pupils. Develops a positive public opinion on the establishment, increases the demand for educational services for children, ensures the availability of high-quality educational services for families, improves the preparation of children to easier adaptation in a new social environment. Social partnership in education is still too little mastered, if you look at a different angle, various kinds were in practice constantly. From among different types of social interaction, such as charity, cooperation, investment, actually partnerships, are recognized. These all the concepts came to education from the socioeconomic sphere and more and strongly occupy the place here. Directions of work with society, this is: charity, investment. Sponsorship, cooperation (joint work), charity Voluntary free and disinterested labor investment or material financial resources. Sponsorship differs from charity measure part of the parties. The sponsor transmits those funds (labor, financial, material), which requests an educational institution for specific activities known to both parties. In contrast to charity, which wears, usually, a one-time temper, this interaction can be periodically even regular. 14
Cooperation, in other words, joint work in the same or different, although related work processes, translated from Latin means cooperation. The partnership includes by mutual agreement. The possibility and measure of participation are determined by each party personally, are determined by the measure of its interest and, in most cases, enshrined with the oral agreement. The interaction is one-time or periodic temper, however, becoming a systematic, serves as the basis for subsequent partnership relations. Investment is the contribution of the physical or legal entities for personal demand according to your vision and pushing out individual interests. The contract or the contract is mandatory fundamental. Now quite often investors of the educational institution are guardians who create a fund, paying selected funds for the formation of educational institutions. They decide to make a progressive example, a specialized office, speech therapy and other. Social partnership in education is the path of its democratization and updates. Nowadays, all types of social interaction are being implemented in education, although it is indisputable that the partnership directly gives the greatest result, since it implies the most absolute, interested and long-term inclusion in the solution of social educational tasks. Which initiates the education system as a distinguishing sphere of social life, allows you to change, partnership, design, establish fresh socially important functions. Other types of work with society are also very helpful in a specific situation, although more locally. This is the technology of social partnership Priority of certain actions of accomplices, technology of data impact and social practice 15
partnerships in specific territories, and more expertise and evaluation of the results and results of social partnership. The philosophical and methodological grounds of the social partnership is the methodology, which combines, on the one hand, the system alignment, if you look at a different angle, everything is associated with the theory of self-organization. The ideology of the social partnership is a combination of the following fundamentals. The principle of complementarity: people are united, because everyone is not enough separately, and then everyone does what he has the opportunity to do better. The principle of borders: the ability to work without the help of others, self-determination in its position, the definition in the context of other positions. The principle of the exchange of products of activity imposed in one or another "commodity" form. Interaction happens in cases where there is something to share. When the question of partnership between accomplices is raised, then the question arises: and some of what whole do they perform? From whose behalf proclaims this whole? In what single context do they come? The specific allocation of the foundations, from the position of which the social partnership is considered, permits to move towards the most deepest identification of the components of the social partnership system in education: goals, subjects, values, objects, mechanisms, implementation operations. The task of social partnership. The purpose of the social partnership is to draw up an intersubject interaction, leading to positive and predicted with all the subjects with positive changes. As follows from the significance of the basic to determine the concepts of the concepts "interaction", "subjectsubetsubet interaction", "system of intersubject interaction". 16
In the interaction of people there are and remains the activity of both sides, although the measure of its manifestation is different. Social student practice should be a component of a democratic school and a democratic structure introduced as an independent educational area, an independent educational space. Public practice is not so much guarantees the development of students in the public environment, receiving these practical skills social activities, including work to assist old men, veterans, disabled people, and certainly causes the growth of the identity of students, their self-determination in the social sense of this word. Joint business team plans, stocks, games, festive all the fact that recently had recognized as a key business of schools. With all this, schoolchildren must certainly be involved in the planning and preparation of such events (the creation of organizing committees, the distribution of responsibility, etc.). Combining the common goals and general action of various-age training categories, classes, clubs, clubs, scientific and other societies, the main school cases give the distinctive number of relationships in the team, forming its independent, humanized tolerant lifestyle invalid source of real democratic experience and democratic practice for children and Teenagers. The school is truly transformed into a living public organism, whose full-blooded, intensive activities of life pulsates, conquering its own internal rhythms, providing practically limitless abilities for self-development of students, mastering social and civil positions. The carrier of school life is, first of all, the teacher, therefore, from his relationship to this thought is dependent on the possibility of its implementation. 17.
The result of the assignment by the teacher of the newest professional values \u200b\u200bis personal variability, flexibility. Thus, the above-mentioned principles of cooperation contribute to the formation of the motivational readiness of teachers and the school administration to expand the range of partnerships, thanks to which schoolchildren can maximize their own abilities of self-realization, and also improve the organization of training for pedagogical personnel to solve the tasks of personality socializing on the basis of social partnership ideas in education . CONCLUSION EDUCATION At all times was an imperious value, because it is the basis of the economic development of society, one of the reasons for social stability, the source of ascent of the intellectual resource and the spiritual potential of the population. The educational needs of population are growing, the number of candidates for higher, special, professional additional education increases. Achieving high quality education implies an organic combination of educational traditions and innovative directions that have received recognition in world and domestic practice, creatively 18
significant relatively domestic pedagogical reality and strategic goals of sociocultural formation of society. Affiliate relations can be considered in the form of intersubjecting interactions, the effectiveness of which is determined by uniform value-target aspirations of all its participants, their mutual enrichment, in other words, the joint formation of the value system. List of references 1. The concept of civilian education. Project // Civil Education in the Russian School / Sost. T.I. Tulaeyev. M.: LLC "Publishing Astrel": Act Publishing House, 2013. 605 p. 2. Concept of modernization Russian education For the period until 2010. // Civil Education in the Russian School / Sost. T.I. Tulaeyev. M.: 000 "Astrel Publisher": Act Publishing House, 2013. 605 p. 19
3. Korovkin V.Yu. Joint activity of the school and parents as a state-in-government condition for education. Abstract Cand. A subject. St. Petersburg, 2012. Formation 4. Korovkin D.V. Pedagogical conditions for the inclusion of a teacher in school management. Abstract Cand. DIS SPB, 2011. 162 5. Korsunov A.V., Litvinova N.P., Safina Z.N. Social partnership in adult education. Veliky Novgorod SPb Kazan, 2012. 188 p. 6. Nikitin M.V. Modernization of management of educational organizations: monograph. M., 2011 7. Piskunova E.V., Kondrakova I.E., Solovyikina M.P. and others. Technologies of social partnership in the field of education: a teaching methodical complex. SPb.: Edvo RGPU them. A.I. Herzen, 2008 8. Remborenko I.M. Social Partnership in Education: Concept and Activity // New City: Education to change the quality of life. M.; SPb.: Yugorsk, 2013 20
Osipov A.M. *, Karstanin clause **, Tumalev B.V. ***, V. Zarubin ***
* Doctor of Sociological Sciences, Professor Novgorod state University them. Yaroslav Wise
** PhD, Professor University of Amsterdam, Education Management School
*** Doctor of Sociological Sciences, Professor Vice-Rector of the Institute of Business and Law,
**** Professor, Russian State Pedagogical University. A.I. Herzen
Social Education Partnership
(The article was prepared as part of the research project "The participation of civil society institutions in the development and implementation of educational policy" of the Russian-Dutch cooperation program in the field of science and education for 2006-2008)The state is responsible for providing a single educational space in the country (goals, objectives, standards) and providing the system of education the necessary resources, but it is unlikely to cover and take into account the complexity of tasks and conditions of specific communities. This especially concerns local sectoral proportions in the structure of jobs, the dynamics of youth groups, unemployment, environmental and historical circumstances, the difference in family living conditions of children, etc. These differences led in many countries to a wide variety of "political relations" in the education system and involvement of a variety of civil society institutions to the life of educational institutions.
Social partnership means the practice of jointing solutions and balanced, shared responsibility. Outowers often have the opinion that the composition of the participants in management is not so important - if only the manager himself was a volitional, but as for responsibility, whether there would be a lot of those who wish to divide it in the "poor" and not a very prestigious education system? And, nevertheless, they are and act.
It should be noted that the need for a broad social partnership in education is provided for by modern theoretical views on education. It is considered as one of the leading social institutions, closely related to the main spheres of society - the economy, social structure, culture and politics. In domestic sociology, the concept of education functions is being developed, in a certain sense, leading similar ideas in foreign science. Formulations of functions in our concept are systemic in nature, have operationalism and are amenable to empirical interpretation, and therefore not only outline the areas of responsibility of the education system, but also more clearly designate dysfunctional zones in it and refine the priorities of industry and macrosocial management.
Is it possible to promote the establishment of a social partnership in education from the position of science, and what are the main analysis benchmarks?
In modern developed industrial countries, the organization of general and vocational education systems and the development of educational policies are increasingly relying on a dynamic and surprisingly flexible social partnership. The vital need for a social partnership in the field of education here a long time is not disputed.
In our literature there are attempts to analyze the structures of the social partnership in EU countries (see, for example). In particular, the types and models of the social partnership are allocated, however, from their description, the possibility of direct applicability of certain samples of foreign experience should be directly applicable. This kind of information is clearly not enough. First of all, foreign experience is not universal, and its deepest social and historical and comparative analysis is required. The discussion of this problem also rarely takes into account the dependence of the Cash forms of the Partnership from the achieved in foreign countriesaH Social integration level.
Thus, we have to deeper to master the theoretical developments of foreign colleagues on the issue of social partnership in education. In turn, a wide variety of local conditions in modern Russia It will require the binding of any scientific and practical development to the typical situations of regional and local communities. The steps of Russian scientists in this problem are still insufficient and undoubtedly deserve special support.
More recently, from the position of the ultra reformist approach, it was assumed that in the field of education will be able to quickly build a new partnership system instead of the old practice of the chef relationship. From the second half of the 1990s. In the country's regions, counseling and coordination CouncilsHowever, the situation for the better they did not change. In the environment of educational management, commercial interests and the desire for corporate survival or expansion were stronger than the motives of social responsibility. Meanwhile, the system of professional formation continued in the system of professional education as a whole - the deficit in the preparation of workers, hypertrophied volumes of higher education contingents against the background of the decline in contingents in the programs of medium and primary professional formation, low employment indicators for the received specialty.
However, with the support of international Centers In the North-West of Russia already in the 1990s. The experiment on the "cultivation of" partnership "from the bottom" began - and the local sectoral level. Today we can talk about some signs of sustainability of such a partnership, but they also found out in cost-effective (most often not system-forming) branches of the economy. It is unlikely that any region of the country or the city boasts the existence of a well-established social partnership system in the field of education. So the achievement of the social effect of partnership in Russia is not yet to speak. Probably, the formation of partnership systems will take more than a decade, but the general and the state is interested in stimulating and correcting this process, especially since it is among the priority national projects.
In Western European countries organizational structures Social partitions were formed mainly in the post-war period and now presented as a whole complex of institutions, interdepartmental organizations, a series of documents and regulations. The key responsibility in such structures plays the so-called social stateAlthough, strictly speaking, the social partnership is based on much more complex, often informal (but due to no less influential!) Socio-ideological structures. It is accompanied by the processes of strengthening civil society whose roots are in earlier periods of the socio-historical development of the EU countries. Social partnership in education is developing as social integration is increasing, primarily at the national level.
The economic prerequisite for strengthening the social integration of many Euro People's societies is the specific function of the state. We are talking about a large-scale redistribution of a social product through the tax system in gigantic on the volume of financing social programs for maintaining employment, social protection, pension provision, as well as in the field of education. Democratic reservoir of financial resources does not mean that in Western European economies there are no ultrahigh income of top managers or owners, however, the deceing coefficient of inequality in developed countries Makes up 5. In Russia, it is officially equal to 14, and for ex-pert estimates - 25. At the same time, research speaks of deep economic bundle russian populationIn which the majority feels like "nizami" of society. The circumstance that partly softens the economic bundle and social split is a relatively high level of qualifications (including educational) in the mass of the adult population. It allows you to hope for the effective interaction of potential external social partners with the future education system.
Increasingly, the immaturity of Russian elites, their unaware of sustainable social partnership is manifested in the fact that they are essentially not sharing responsibility for the development of society, and only focused on their own reproduction in the economic and political life of the country, even at the expense of a low standard of living The main layers of the population.
Equally slowly develops another component of social partnerships - a social organization of civil, professional and settlement groups. In the case of the education system, we are talking about the weak participation of communities of citizens in local self-government, there is no sufficient economic and legal resources at their disposal, the underdevelopment and poverty of most trade unions, the absence or instability of industry associations and the associations of parents of students. The Russian state recently allocates grant funds on a competitive basis for general stimulating the activities of public organizations, but the scope of social partnership in education in this competition loses to other sectors and in the end does not receive so necessary target support.
Appeal to overseas experience is useful for identifying existing partnership entities in the field of education.
At its grassroots level, the most often actually serve concrete educational institutions, local enterprises, special groups of the local population (ethnic, religious, age), as well as specialists of various public services (social protection, security, health, labor and employment) and Activists of public organizations. Here is typical of two-sided interaction. The partnership is manifested in the joint formulation of development objectives, in the preparation and implementation of specific activities (most often extracurricular), in the distribution of responsibility and coordination of efforts in the case or repair of training premises, assisting real families of students. It is difficult to find an educational institution in which the Board of Trustees would not function, uniting specialists, activists and representatives local organs authorities, business leaders. Studies show that at the disposal of regional and federal power is, as a rule, strong tools for influence on the education system. They can be grouped into two main directions of influence:
1. The use of civil society institutions to regulate the education system (optimization of its standards and structure) for the achievement of social goals and meet the specific needs of local communities.
2. Ensuring the optimal functioning of civil society institutions as independent and socially useful participants in the partnership system.
The state influence on the education system is "direct" and "indirect" regulation. "Direct" implies the imposition of organizational and legal restrictions, the establishment of sectoral norms and estimation parameters, the implementation of more or less systematic control (checks), the task of certain financing conditions, etc.
The "indirect" regulation provides for the widespread use of civil society institutions, more precisely - support for their stakeholder to the education system.
A number of countries following the positive experience of social partnership in the education system of the Netherlands, have created special independent agencies structured by major sectors - national organizations on vocational education. They are endowed with the right (involving responsibility) for examination curriculum, vocational school programs and standards from the point of view of their compliance with job requirements in these sectors. Such organizations, uniting representatives of business, science, management, trade unions on the ongoing basis, take on a function that has previously traditionally implemented by the Ministry of Education.
Another example of indirect state, more precisely, public regulation of education is the mechanisms of accreditation, public assessment. Programs for which the educational institution acts may be subject to external examination, and the institution as a whole (its personnel, equipment, security systems, etc.) - accreditation. Accreditation Commissions, as a rule, include representatives of authoritative non-governmental organizations, and not just departmental inspectors of different levels.
It is significant that in a number of EU countries, the conditions for the remuneration of staff of state (municipal) educational institutions are no longer established by the National Government. They are determined in the negotiation process between the teacher's trade unions and the school directors associations (or guardianship councils). Walking like this path, teacher unions acquire a more significant role in the indirect regulation of education (the terms of the staff of personnel, the rights of workers, etc.). But one, temporarily, they assume a number of obligations securious to ensure the overall quality of the education system (mutual social control in labor collectives, social and moral support and cohesion of colleagues at work, etc.).
The financing mechanism is another regulatory tool that can stimulate educational institutions to adapt to the needs of the community. This mechanism often includes civil society institutions. If professional schools, for example, receive financing depending on the number of students, then in their interests increase the contingent. That is why they are trying to look attractive, pay attention to marketing.
If a professional school is funded in terms of production indicators (for example, when the volume of funds depends mainly from the "success" of graduates), then it will try to strengthen the success in those parameters that are significant for the participants of the partnership system. If the "success" is interpreted as a graduate of the workplace, the universities will strive to pay more attention to the selection of applicants and everything that helps prevent discraining and receiving decent jobs. That is, the financing mechanism can stimulate educational institutions to attract to participate in educational process civilians, Local Associations of Employers. The analysis shows that their involvement in cooperation (and not only the improvement of learning techniques) helps reduce the explorer in universities and optimize the content of curricula and programs.
Another tool that the state can use is to stimulate certain groups of civil society by providing them with financial support for cooperation with the school. Thus, in the process of implementing the Russian-Netherlands project of cooperation in the field of general and primary vocational education in the Novgorod region at the level of municipal districts, sustainable partner Networks. They united schools, professional lyceums, local employment departments, associations of commodity producers (or sectoral organizations) to jointly discuss the problems and needs of some profiles of training and the relevance of their curricula / programs. In some cases, this led to the revision of the previous profiles of schools and lyceums, to the modernization of their curricula and programs.
In the highest school - a different situation. The known autonomy of the university objectively limits the range of potential partners capable of a qualified dialogue on university curricula or, let's say, the content of the research and research training of university students. However, this only enhances the need to stimulate existing partners (first of all - in the person of employers) to inclusion in the dialogue.
These are the main aspects of the process of the formation and functioning of the social partnership in the field of education. It is important not only to hold in the field of vision of management personnel of institutions and organs of education, noted above the faces of the partnership, but also the creation of a sufficiently sensitive system of information that helps regularly analyze the state of real and potential partners, identify contradictions arising from interacting between them, choose ways and means Strengthening the provisions of educational institutions in a particular community.
1. See: Osipov A. M. Sociology of Education: Essays of theory. - Rostov N / D, 2006.
2. Oleinikova O., Muravyova A. Social partnership in the field of professional education in the countries of the European Union // Higher education in Russia. -2006.-№6.
3. See: Prunel N. A. Education as a public good. - St. Petersburg., 2001; Pugach V. F. Russian Studential: Statistic Sociological Analysis. - M., 2001; The projection that we can lose / ed. Acad. V. A. Sadovichnoye. - M., 2002; Plots S. I. Glits and the poverty of Rosfisky Higher Education. - M., 2004.
4. See: Rutkevich M. N. Social Structure. - M., 2004. - P. 6.
5. Reports of the All-Russian Sociological Congress "Globalization and Social Changes in Modern Russia". - M., 2007.-s. 25
6. Oleinikova O., Muravyova A. Social partnership in the field of education in the European Union countries // Higher education in Russia. -2006.-№6.
UE-2.5.
Laboratory work number 8
Topic: Social Partnership
Exercise 1 . Task 1. Examine the proposed texts and make a thesaurus on the topic "Social partnership".
Task 2. . Develop the "map of the district" in which you live, in order to identify potential social partners of the school (work in groups).
Task 3. . Group discussion on the topic "With which institutions of our city need to develop partnerships of the OMGPU?"
Task 4. . Develop a script for the search and attracting social partners of a specific OU to cooperate.
Forms and technologies for holding: Individual and group work. Discussion technology. Information Technology.
The results of laboratory work:
Thesaurus theme
District map
Scenario (algorithm) search and attract partners of the educational institution.
Information material
Exercise 1.
Social partnership and professional cooperation
At the beginning of the 21st century, the need for man and society in fundamentally different information and emotional, mental and behavioral strategies, information and ethical behavior as at the level of its inner world of man and at the level of social relations was substantiated. Modern trends in the development of education are determined by the processes of changes in the main paradigms of the perception of the world: instead of relative stability - permanent changes, geographic remoteness is not an obstacle to communication; Local practices absorb global and give birth to new polycultural traditions.
Following the trends of world development, the educational institutions of the Central District, TsFGCRO are aware of the need for significant changes in the formation of the formation of the readiness of pedagogical workers to the conscious political and social choice, allowing to form a systemic synergistic thinking in the teacher, the need for a constant increase in educational level and growth of professional mobility. Efficiency and the possibility of innovative activity is determined by direct and inverse systemic relations between OU, TsFGCRO and social partners. The specificity of the educational paradigm lies in the fact that this is a whole area with special relations, special educational motivation, special purposes.
Methodists, teachers themselves determine which information they need to solve methodical, training tasks, professional projects, determine social partners themselves. Formation of the motivation of teachers to creative work, the creation of an effective mechanism of mutually beneficial relationship transforms professional adult education into one of the powerful factors of social partnership. Social partnership in a broad sense is such a jointly distributed activity of social elements - representatives of various social groups, the result of which are the positive effects obtained by all participants in this activity. We understand the social partnership in education as a joint participation of various parties in developing and implementing programs, intelligent products for training and education of children.
Social partnership, built on the principles of mutual interest of the parties and voluntariness of their obligations, responsibility for the result of activity becomes an economically significant field of education.
Social partnership in education is still little mastered, on the other hand, different types have always been in practice. Among various types of social interaction, such as charity, collaboration, investment, actually partnerships differ. All these concepts came to education from the socio-economic sphere and more and strongly occupy place here. Directions of work with society, this is: charity, sponsorship, cooperation (cooperation), investment.
Charity - Voluntary gratuitous and disinterested investments of labor or logistical resources.
Sponsorship It differs from charity measure of the parties to the parties. The sponsor transmits exactly those tools (labor, financial, material), which requests an educational institution for specific activities known to both parties. In contrast to charity, which is usually one-time, this interaction can be periodic and even systematic.
Cooperation, That is, joint activities in the same or different, but interconnected labor processes, translated from Latin means cooperation. The partnership includes by mutual agreement. The possibility and measure of participation are determined by each party on their own, are determined by the measure of its interest and, as a rule, are consolidated by an oral agreement. The interaction is one-time or periodic character, however, becoming regular, serves as the basis for further affiliate relations.
Investment - This is the contribution of individuals or legal entities at its own discretion in accordance with its own vision and on the basis of personal interests. A contract or contract is a mandatory component. Today, parents who create a fund are becoming quite often investors who create funds collected for the development of educational institutions. For example, they decide to create a modern specialized cabinet, speech therapy and others in the institution.
Social partnership in education is the path of his democratization and updates. In modern conditions, all types of social interaction are being implemented in education, but it is obvious that it is the partnership that gives the greatest effect, since it implies a more complete, interested and long-term inclusion in solving social and educational problems. Partnership, which initiates the education system as a special sphere of social life, allows you to change, design, establish new socially significant functions. The remaining types of society are also very useful in a specific situation, but more locally.
Social partnership with scientific and cultural organizations of the city is manifested in collaborative mutually beneficial project activities. The basis of each project is perennial scientific practical and theoretical studies, information and methodological collections, as well as rare book and journaling materials allowed for copying. In the Russian market there are many educational electronic benefits and applications to current textbooks, so in our branch chosen the direction for the development of electronic libraries of additional materials for training and extracurricular activities. Each of the electronic libraries contains thousands of high quality illustrations, volumetric text materials, audio and video phrases. The circulation of electronic libraries on CDs are transmitted to the library of all OU district.
Obviously, the social contacts should be "doustices". For the examination of social partnerships in education, it is estimated to be an assessment of the level of development of social partnership through determination of interaction parameters, performance criteria, indicators. For this you need:
To analyze the motives and the "benefits" of the parties, answer the question: why do we need potential partners, it is important to understand and why we are.
Find common interests, motifs, goals that could be the basis of practical joint action of the parties.
Coordinate positions, identify the roles and place of each participant in collaboration, expected results of general activities.
To identify the needs for new organizational forms coordinating organs.
Documented relationships, plan activities, determine the responsibility of each Party.
Thus, based on the presented levels of work with society as a position, an educational institution, choosing the path of the formation of partnerships, can analyze and build a plan for further actions aimed at their correction and development of the transition to a new level, to form a single information and semantic space as At the administration of institutions and social partners.
The objective causes of the development of social partnership in the modern system of Russian education.
The term "social partnership in education" - as the activity itself, received full recognition in modern Russia a few years ago. Few people doubt that education is one of the most significant values \u200b\u200bin society. However, everyone knows that society is inhomogeneous, and, therefore, not always partnerships are possible between education and various sectors of society. The idea of \u200b\u200bsocial partnership in education is that to solve problems in this socially significant sphere, the efforts of the whole society are required, and not only one of its components - states.
Effective social partnership in education involves
a) the availability of a public need to be included in the implementation of the values \u200b\u200bof education;
b) readiness for such school cooperation;
c) the need of school;
d) school initiative;
e) the initiative of the non-state sector.
The main areas of joint activities of social partners within the corporate system:
Marketing of educational services;
Building cooperation strategy;
Execution of joint project developments;
Organization of a unified information and educational environment that provides openness, continuity, availability of education;
Development of the content of integrated programs that ensure the continuity and continuity of the profile and further training of students;
The implementation of an integrated approach to education as an integral part of the educational process, the organization of competitions, the Olympiad, reviews and joint participation of all stakeholders of cooperation.
Social partnership is a reality or necessity? Who are our partners? Is it easy to be a partner of the school? And we are ready to be partners and what can our partnership manifest?
In the choice of social partners, school needs to be focused:
first, to create conditions for the implementation of educational projects and social initiatives;
secondly, to improve the qualifications of pedagogical workers;
third, on the logistical support of the school.
We carry out joint activities based on social partnership treaties.
Social partnership as a means of improving the quality of education
In the context of the transition to a market economy, education is increasingly focused on meeting the needs of the labor market, specific requests for employers, becomes a solution tool, primarily economic problems of society. At the same time, the nature of the action of economic and social factors on the state of education is changing.
Under these conditions, the new system of relations between educational institutions, unions of employers, unions of workers, employment services - by everyone who becomes not only consumers of "products" of the educational institution, but also the source of its financial well-being.
We will try to analyze the possibility of exposure to social partners on educational institutions in order to more complete accounting of employers' requirements for personnel. To do this, consider on the example of the tourist industry. Essence, content and stages of the development of social partnerships, the main types of social partners of the education system and difficulties when working with various categories of social partners.
Social partnership in education is a special type of interaction of educational institutions with subjects and institutions of the labor market, state and local authorities, public organizations aimed at maximizing coordination and accounting 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, the indicator of the real interest of society and the state in its further development in order to increase profitability and competitiveness as a whole.
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 the specific tasks facing the industry. Based on the overseas experience accumulated in this area, we will conduct a comparative analysis of how to solve social partnership issues.
The Mcopartner in the Social Relationship system is the state itself. As a rule, the relations of the tourist organization with other social partners depend on government policy in the field of tourism. This provision is very easy to check on the nature of the relationship with educational institutions with such the most important and most important partner for them as the industry.
The head of the enterprises of the tourism industry are managers with the most different views on the system of vocational education. Collaborate or not cooperate with professional schools depends on the degree of their personal interest. Educational institutions, of course, can motivate managers of the tourism facilities to cooperate with high quality training of specialists in the possibility of providing free and fairly qualified labor for a certain period, etc. But, unfortunately, the possibilities of educational institutions are sufficiently limited and, to even greater regret, the state does nothing to turn the representatives of the industry to the person to the system of vocational education. Although, in most foreign countries, such experience exists, as a rule, is:
A significant tax reducing for those who support educational institutions in one form or another;
Many state-supported cooperation programs between educational institutions and industries that are beneficial to both parties.
Russian educational institutions are deprived of such support from their main social partner - states, and therefore are forced to independently search for social partners and establish relationships with them.
Based on the accepted definition of social partnership, we describe the main types of social partners of the education system. First of all, we note the fact that we can consider the category of social partnership as applied to both the education system as a whole and to a separate educational institution. In the first case, the parties participating in the social partnership acts, relatively speaking, the entire totality of educational institutions together with the education authorities. Arriving a single whole, they act as a partner in the system of those relationships that develop in the labor market. And here you can distinguish the three main categories of social partners of education: employers (industries); associations of workers (trade unions, public organizations); State management bodies, including employment service. The main partner is the very state that determines the policy in the field of tourism. The development of laws and regulations contributing to the development of tourism, it instructed the government agencies, both on the federal and regional levels. These same authorities carry out funding in particular the training of specialists through a system of vocational education, develop government educational standards, involve educational institutions in cooperation with the tourism industry through participation in conferences, meetings, exhibitions.
The role of the state in the educational services market currently should be reduced to developing and implementing the concept of reforming education that meets the interests of all participants in this process. In general, the policy of the state based on the inclusion of vocational education into the system of basic priorities of socio-economic development should be focused on solving the following key tasks:
1. Creating conditions for the development of the real sector of the economy, as the main institutional subject of the labor market, which form a professional-qualification structure of labor demand. Sustainably working production itself will turn into a powerful regulator of the training system of training, acting simultaneously and the customer and the quality controller of the educational product.
2. Formation of a regulatory framework for a new type of interaction of educational institutions with an industry that promotes the satisfaction of the basic interests of both parties on a mutually beneficial basis.
3. Strengthening "transparency" of information flows about the situation in 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, the problems of employment of graduates, the rating of educational institutions, etc.
4. Optimization of state tax policy, a focusing enterprise for conducting active programs on retraining and advanced training of its frames. The adoption of the provisions on the exclusion of the taxable base of all types of costs associated with training personnel.
5. Strengthening the regulatory and control functions of state bodies in the regulation of the market for educational and qualification services. Creating uniform education standards for the whole country, bringing them into line with international standards.
6. Creating conditions for the formation of real competitive environment For all, without exception, educational institutions, regardless of their form of ownership and administrative subordination. Transparency in the distribution and use of budgetary funds, optimization of intergovernmental relations.
Municipal education and economy management bodies could help in the issue of personnel support of educational institutions, having organized this work at the following steps:
Creating a list of professions required in the local labor market;
Adjustment of the content of educational programs by jointly reviewing them with the participation of employers;
The formation of a municipal training system and advanced training of teachers for better training of specialists.
Another important fact of work in the field of social partnership is the conduct of thematic, specialized seminars, conferences, exhibitions, which would have the opportunity to establish direct contacts with partners, to acquire or order training manuals for training specialists from various profiles, and also actively participate in them, mastering the necessary Client skills.
Poorly established interactions between social partners lead to the fact that education institutions suffer from elementary lack of information about what the needs of the labor market needs, what directions are the most promising, what new trends appear. From the lack of such information deteriorates the quality of training specialists.
Local governments involve various categories of social partners (media, publishing houses, career guidance centers, employment services, etc.), as well as finance the preparation and retraining of their specialists.
Enterprises of the tourism industry are involved in the implementation of educational programs through the organization of practical training of students at their base, their employment, financing the training of their employees and management training centers Through the foundation.
Relations with employers are difficult. It is necessary to emphasize that the destruction of vocational education relations with enterprises led to the fact that many of them have ceased to pay due attention to retraining and improve the qualifications of their personnel. However, as experience shows, if desired, the educational institution is able to turn this attitude to itself from the business, to prove its worth and take over the decision to ensure the production of qualified personnel.
Interest in the system of social partnerships from the unification of workers, trade unions is clear. The better the professional training will be, the less social problems will be, conflicts with employers, social tensions. Not smaller and in something similar interest in partnership with a professional school has the employment service. Non-compliance with the requirements of the labor market, low qualifications lead graduates on the Labor Exchange. Reduce the flow of such unemployed, reduce the costs of their retraining - in this and there is practical interest in the establishment of a social partnership system in vocational education.
The formation of a system of social partnership in modern socio-economic conditions is a sufficiently long and complex process depending on a number of subjective and objective reasons (state of the economy, social situation, the preparation of the authorities and will, the desire and capabilities of educational institutions). The effectiveness and efficiency of the educational institution with social partners is determined by the degree of realization of its interests, which are primarily in the preparation of highly qualified specialists and is estimated to fulfill its main social function.
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