Directions of social partnership in education. Social partnership in the field of education - types, tasks. Trade Union of Public Education and Science Workers of the Russian Federation
Social partnership as a factor in the accelerated development of the regional education system
IN broad sense socialization- this is a process during which a person with certain biological inclinations acquires the qualities necessary for him to live in society.
N. Savkin, defining socialization, limits the functional field to historical boundaries: “Socialization is the process of assimilation by an individual of a certain system of knowledge, norms, values, roles, as a result of which he is able to function in a given specific historical situation.”
In relation to education, socialization should be considered as a process of training and / or education, ensuring the inclusion of a person in a particular social group or community. The formation of a person as a representative of this group, i.e., a potential bearer of its values, norms, attitudes, orientations, involves the development of the necessary properties and abilities for this (as a willingness to follow these norms, attitudes, guidelines, etc.).
In this interpretation, socialization is seen as a regulator, significant both for the education system and for society as a whole. The process of socialization is implemented with the help of social mechanisms associated with the 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 social elements- representatives of various social groups, the result of which are positive effects accepted by all participants in this activity. At the same time, this activity can be carried out both permanently and situationally, through actions specially planned within the framework of social partnership. Social partnership is the way to build a civil society. In education, therefore, this is the path of its democratization and paradigm renewal.
To characterize social partnership in education, let us clarify the concept of a social group. A social group is a relatively stable collection of people who have common interests, values and norms of behavior that develop within the framework of a historically defined society.
There are large social groups: social classes, social strata, professional groups, ethnic communities (nation, nationality, tribe), age groups (youth, pensioners); small groups, a specific feature of which is the direct contacts of its members: family, school class, production team, neighboring communities, friendly companies.
Social partnership in relation to education should be understood as:
partnership within the education system between social groups of a given professional community;
partnership, which is entered into by employees of the education system, in contact with representatives of other areas of social reproduction;
partnership initiated by the education system as a special area social life contributing to the formation of civil society.
New economic structure, the emergence of labor markets, capital, intellectual and educational resources radically change the entire system of personnel training. Under these conditions, the issue of forming a new system of relations between educational institutions 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 the “products” of educational institutions, but should also be a source of his financial well-being.
Today, one of the main tasks of the education system, in connection with the growing requirements for the qualifications and quality of training of specialists, is to fully take into account the requirements of employers. It is possible to respond quickly to changes in the labor market situation only if a social partnership system is created that can unite all of the above entities, taking into account the interest in interacting with educational institutions on the basis of partnerships.
In order to interest its partners, the education system must prepare graduates who, along with professional characteristics (ranking first in a number of employers' requirements), have developed personal qualities, such as communication, creativity, and responsibility.
Effective interaction with the employer (and the consumer as a whole) is possible when, along with the requirements for the level of training of specialists, the employer provides adequate financial support. And this is not a one-time action. Social partnership involves the development of a package legal documents that meet the needs of the customer and modern technologies training that aims to stimulate this partnership.
The development of a regulatory framework by regional authorities should provide for tax benefits and incentives that encourage employers to participate in the financing of educational institutions and social support for students; other benefits to enterprises providing work experience for students.
Social partnership for SNPO should become a natural form of existence. In 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 provide high-quality professional training in specialties that are in demand on the labor market. Social partnership, restoration and strengthening of ties with enterprises open up for educational systems additional opportunities for advanced development:
access to information about the labor market is simplified (who and how much should be trained);
the requirements of employers to the content of training of specialists are taken into account;
the procedure for adjusting old and developing new training materials and programs that meet the requirements of employers is simplified;
more opportunities are opening up for organizing students' internships;
expanding employment opportunities for graduates.
Local self-government is a phenomenon of public life, and not state power. It acts on a par with other forms of public and private self-organization, public self-government, public associations, corporations, etc. Representing the interests of the local community, local self-government, within its powers, provides the most effective solution to social problems through the implementation of specific projects. It operates in cooperation with public associations and business representatives interested in the development of the local community.
Non-Profit Organizations, professional associations, independent think tanks offer new ideas and solutions, social technologies, provide civilian control over the actions of the authorities, involve volunteers in their work. Public associations express the interests of certain groups of the population (youth, disabled people, etc.) and put forward new value orientations (environmental movement, restorative justice movement, 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 identified and recognized by all, this does not mean that a social partnership is possible.
Of course, the opportunities, and, consequently, the role of the parties within the framework of social partnership are not the same. If the role commercial organizations lies mainly in the possibilities funding, and the role of state structures is also in the use power levers, then public associations form and organize a unique resource: social initiatives of citizens. And it's not just that the organizations of the third sector are "closer" to the population and, when providing services, can act more flexibly, efficiently and "humanely" than state institutions. In their activities they embody new (alternative) values and priorities. First of all, these are the values and priorities of groups with unequal opportunities that are deprived of access to power and information. Public organizations "voice" the needs of these people, usually the first to formulate a social problem:
What factors contribute to the formation and strengthening of the system of social partnership?
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 its early development would be realized if:
A legislative framework will be developed at the level of regional authorities to facilitate the formation of such a partnership.
A package of regulatory documents will be adopted on tax benefits and incentives for enterprises that provide not only work experience for students, but also on the basis of contractual relations participating in the order of the specialists they need through financial transfers.
on the interest of each of the interacting parties in finding ways to solve social problems;
on combining the efforts and capabilities of each of the partners for their implementation;
on constructive cooperation between the parties in resolving disputes;
on the desire to find realistic solutions to social problems, and not to imitate such a search;
on the decentralization of decisions, the absence of state paternalism;
on mutually acceptable control and consideration of the interests of each of the partners;
on the legal validity of "cooperation", which provides favorable conditions for interaction for each party and society as a whole.
Success in the formation of social partnership, and hence the improvement of the quality of education, today largely depends on the initiative of the actions of the regional leadership responsible for this area. But to an even greater extent, it depends on the educational institutions themselves, on the initiative and energy of their leaders, on their understanding of the importance of this issue and their ability to involve all their potential partners in it - both in the labor market and in the market. educational services.
IN modern system education, social partnership is presented as one of the aspects of state-public management of education. It concerns the transformation of three means of the management system:
personnel (a means, the change of which is aimed at initiating the activity of professional and pedagogical associations);
finance (a tool, the change of which is aimed at ensuring openness and rationality financial flows);
information (a means that is aimed at broadcasting positive, constructive and promising ideas about education to the public).
A promising area of research and development in the field of social partnership in relation to education, in our opinion, is the study of the processes of emergence, adoption and implementation of educational and other social initiatives. The following questions become relevant:
What is the source of the emergence of educational (social) initiative?
What different interests, what social groups are realized in this case?
Perhaps make the process of realization of interests open?
How effectively will the implementation of the initiative affect the well-being of its participants, the wider social environment?
In order to implement an integrated approach to the development of a system of social partnership in the field of education, it seems appropriate:
systematically study and summarize the existing foreign experience organizing a system of social partnership in the field of education;
determine the criteria and social indicators for the analysis of the state and main trends in the development of social partnership;
to expand 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 curricula, professional qualifications, certification of teaching and management personnel, their employment, standardization, accreditation of educational institutions and their financing;
pay constant attention to:
training, retraining, advanced training of personnel, certification of pedagogical and executive employees of educational institutions at the federal, regional, local local levels;
studying the labor market, the results of employment of graduates with the inclusion of these data in official reporting;
analyzing the need for training and retraining of personnel in local labor markets and regularly informing educational institutions, the public and employers about the results of this analysis;
development of a procedure for the formation of a state order for secondary vocational education, preparation of information on the labor market based on objective criteria and a competition of educational institutions for the right to receive a state order;
formation of boards of trustees with the participation of state authorities, local governments, employers, parents and students.
The organizational form of interaction is the territorial (municipal) Council of social partners in the field of vocational education, which performs the following functions:
formation of a territorial social and professional order for the training, retraining and advanced training of workers
and specialists in educational institutions SNPO, SSPO, SVPO, taking into account the tasks of social economic development territories;
practical development of models of multi-founder professional educational institutions;
involvement of social partners in co-founding;
making proposals to the Regional list of professions
and specialties in demand in the local labor market.
We list the functions of the subjects of social interaction at the local level:
– equity financing of vocational education programs;
– formation of an order for the quality of vocational education; quoting of student places for work practice and internships for teachers;
- the formation of independent commissions for the assignment of qualification categories and categories to graduates of the educational institution;
– implementation of functions social support youth;
– employment of graduates; protection and support of the rights and interests of the MA, advertising of its activities;
- establishment of incentive scholarships and awards of the Council for the educational achievements of students;
– assistance in 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 the system of vocational education as a factor in the stabilization of the labor market is substantiated. Its essence, prerequisites for activation, main directions, resource provision and mechanisms for the development of social partnership in the field of vocational education are revealed.
1. The role1 of social partnership in the development of the vocational education system. In recent decades, Russia has been actively integrating into the world community and is undergoing fundamental changes in its socio-economic and cultural life. The objective needs and gradually emerging subjective needs of Russians assign to civil society the same tasks that initially characterize it in the West:
Production of norms and values, which are then ratified by the state;
Integration of social groups into the community, in particular, by giving a civilized form to social conflicts and, thereby, extinguishing them;
Organization of the environment in which a developed socially active person and the local community are formed.
Modern production knowledge-based and dynamic development of society form a rapidly changing labor market, at the same time, growing competition, structural changes in industry, military reform force people to acquire new knowledge and professions. A developing society needs highly educated, moral, enterprising people who are able to independently make decisions in a situation of choice, capable of cooperation, dialogue, distinguished by dynamism, constructive thinking, ready for intercultural interaction, with a sense of responsibility for the fate of the country, for its socio-economic development .
Today, knowledge is updated approximately every 3-5 years, which is why the problems of functional illiteracy, technological unemployment are so acute, there is a shortage of economic, legal, technical, socio-psychological, environmental and other knowledge. Basic education lagged behind the new realities of life, exhausted its possibilities. Dina-
1 The topic was supported by a grant from the Russian Humanitarian Foundation in 2004, Project No. 04-06-00043а.
mystic development modern society acts as a real root cause of the need for an urgent restructuring of education, it must adequately respond to changes in the external environment, switch to an innovative path of development.
In modern education, the trends of globalization, internationalization and client-centrism are gaining momentum. There is a shift from the strategies of "mass training" of personnel to the strategies of "individualized education", towards integrated educational services. In the advanced countries, education is increasingly becoming capital, an instrument of struggle for the market, solving geopolitical problems. In Russia, a sharp reduction in state funding of universities and the emergence of non-state educational structures, the transition from state order for graduates to a market "sale" of graduates and educational services, problems of profitability and the loss of the best teaching staff cause a sharp increase in competition between universities and the actualization of the struggle for existence and natural selection. in determining development paths.
In the conditions of the transitional economy, the desire to reduce the cost of the final product and the need to ensure its competitive quality, the supply of labor force always exceeds its demand. It is important to note one more specificity of the vocational education system - the training of a profession is objectively extended in time. During the training of specialists, the need of the labor market for them changes, sometimes quite significantly. The system of training specialists, focused on traditional models and technologies, lags behind the needs of the labor market, and it becomes more difficult to manage the processes of training specialists in such conditions. It is important to take into account the trends in the development of the regional economy.
Social partnership in the field of vocational education promotes the development of educational programs that combine academic quality with
the possibility of employment, contributes to increasing the mobility of qualified specialists, the establishment of closer ties with Europe. Social partnership acts as a means, firstly, of familiarization with the profession and advanced training, secondly, of achieving a certain social status, and thirdly, personal development, i.e., the definition and implementation of life goals and values.
2. The essence of social partnership in the development of vocational education. Partnership in the field of vocational education can be viewed from two perspectives. On the one hand, this legal form organizing a joint economic activity several individuals or legal entities, one of which is an educational organization of vocational education, on the other, it is a form of cooperation public organizations, firms, companies with educational organization, not enshrined in the founding documents, but actually confirmed (by an agreement or protocol on corporate partnership). Partnership in the field of vocational education involves cooperation (“joint-shared activity”) of people and social institutions to achieve their own goals of vocational education. In a broad sense, social partnership is understood as a relationship between the state, represented by the Government, its bodies and representatives, with other subjects: individuals, families, associations, non-governmental organizations, vocational education organizations.
At its core, social partnership in the field of vocational education is a method of solving social, economic problems and regulating contradictions between the organization of vocational education, the employer and the state. Social partnership reflects a historically conditioned compromise of interests of the main subjects of modern economic processes; this is a condition for political stability and progress. The elements of social partnership in the field of vocational education are: the legislative framework that provides legal regulation of relations
structures for social decision-making; mechanisms and methods of social interaction; structures implementing social partnership; information space that forms a positive attitude of society towards social partnership.
Legislative acts in the field of social partnership establish the following basic principles of partnership relations: equality of the parties; respect and consideration of the interests of the parties; the interest of the parties in participating in contractual relations; state assistance in strengthening and developing social partnership on a democratic basis; observance by the parties and their representatives of laws and other regulatory legal acts; the authority of the representatives of the parties; voluntariness of acceptance of obligations by the parties and their reality; obligatory performance of contracts, agreements; mutual responsibility for the implementation of contracts and agreements; social justice; alignment of interests. Legislative registration of social partnership indicates a high assessment government agencies its role in the formation of civil society, however, does not cover all the potential of this public institution.
Social partnership in the system of vocational education can also be considered as a social resource of an educational institution; and as a factor in stabilizing the regional labor market; and as a way to integrate innovation and educational activities participants in the partnership for the purpose of positive social and economic changes; and as a technology for the interaction of specialists in the field professional problems in order to optimize the decisions made; and as a certain type of relationship in which various social groups and the state as a whole are interested.
Social partnership in the system of vocational education is manifested in the establishment of links between universities and various institutions of society and is based on the establishment of a certain balance of interests of the parties and the integration of interests into a single whole. The effectiveness of such interaction depends on the clarity of the definition
goals, formulation of tasks, correct distribution of roles, duties and responsibilities of all parties based on mutual interests. Since the sustainable development of the country involves the development of a strategy for caring for the current and future generations, the implementation of such a strategy is not possible without the development of social partnership.
In the field of education, social partnership should become, as is currently happening in Europe, a means of updating the quality of education, its content, increasing its personal orientation, social and economic efficiency. This is possible only on the condition that the organizational basis of social partnership will be the system of interaction between the subjects of the social contract, who find their interest in realizing the interests of the community. The qualitative difference between the system of social partnership and simple cooperation is the merging of individual social groups into a community with a synergistic effect from combining all types of resources.
3. Prerequisites for the activation of the system of vocational education in the field of social partnership. Most educational institutions, by inertia, train personnel mainly according to the existing structure, taking into account their capabilities, while the priorities and expected structural changes in the production and social sphere of the region are not sufficiently taken into account. Previously existing sectoral funding and the state order for specialists, formed by ministries, came into conflict with market principles. The role of centralized methods of managing vocational education has changed in the direction of their limitation, while the powers of regional educational systems have increased.
The situation is complicated by the fact that not all school graduates can formulate their educational needs, as a rule, there is no “transparent” information about the labor market in the region, available to schoolchildren and their parents. Information about regional vacancies is not available to residents of other regions. Being-
There are social restrictions on moving due to various reasons, including administrative restrictions on moving to large cities metropolitan significance, and delays in the payment of wages, as well as discrimination in employment. There are forced labor, age restrictions in employment, restrictions on gender and nationality, violations of labor laws. In addition, mechanisms for coordinating the capabilities of a professional educational institution and the interests of an individual have not been worked out. There are processes of substitution of the objective situation in the regional labor market, that is, the social order for a specialist, by subjective understanding on the part of the heads of educational institutions. And as a result - the licensing of new, but not in demand in the region specialties.
As a rule, there are no reliable forecasts of regional demand for specialists. 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 and require constant monitoring and changes in the system of training specialists, taking into account development prospects. There is no sufficiently clear methodology for the formation of a regional order for higher education for the training of specialists. Such an order should reflect various aspects of the interests of regional development. These are tasks social development region, solved directly and directly by the system of education, health care, culture. The training of personnel for them in universities has a stable regional focus and can be sufficiently justified. Of interest to the region is the need for personnel to ensure the activities of social and production structures: transport, energy and other communications, the needs of staffing housing and communal services, trade, enterprises that produce the necessary products, an order for the training of specialists for the construction complex, the material and technical base of all areas of activity related to the social needs of the population.
The training of specialists for enterprises of the region and those producing products that are not directly intended for local use is relevant to regional development, since when forming the local budget at the expense of the profits of enterprises and the personal income of their employees, support for these enterprises and their complexes from the region is economically feasible. One of the essential types of this support is participation in the substantiation and implementation of an order for the training of specialists for these enterprises.
In a market economy, there are significant changes in the conditions for the functioning of higher education institutions in the regions of Russia. The previously indisputable advantage of prosperous organizations - a permanent, stable structure that does not depend much on changes in the external environment - is now turning into a disadvantage, since a rigid, inertial organization most often does not allow timely response to changing market requirements.
4. Social partnership in the field of vocational education as a factor in stabilizing the labor market. In modern conditions, there is a transformation of the labor market and social labor relations. In the conditions of a transitional economy, a transition should be made from the methods of centralized regulation of the sphere of employment to a combination of two mechanisms:
Market, the components of which are: the demand for labor and the supply of labor; competition between employers for quality labor force, between employees for better jobs; system of contractual labor relations; the price of labor; labor market infrastructure;
State regulation of the labor market, including: formation of the legal field for the interaction of its subjects; indirect economic regulation using the methods of monetary and fiscal policy; formation of a system of social standards and minimum social guarantees in the field of employment.
Traditionally, the right to work is understood as the legally enshrined right to independently manage one’s own
employment, the right to assistance in finding employment and material support in case of unemployment, support for the labor and entrepreneurial initiative of citizens, protection against discrimination in employment and the determination of employment conditions. Transformation affects the scope and mechanisms of distribution and redistribution of the labor resource in the economy. The procedure for determining the conditions of employment is undergoing significant changes (the procedure for hiring and dismissal, remuneration, work time, social motives and guarantees). They gradually become the result of an agreement between the subjects of the labor market, become individualized; state regulation concerns only the minimum guarantees pursued by the policy of employment and income of the population.
If we talk about the formation of the labor market, then in relation to higher education, one should take into account the demand for specialists as a regulator of their production (training) and the effective use of the knowledge, skills and abilities acquired by people. The structure of the labor supply of specialists in the regional labor market, which was already formed in the conditions of free employment, does not coincide with the structure of demand for them; significant difficulties have arisen in the employment of university graduates. Some university graduates remain unemployed for a long time or are used outside their specialty, which leads to increased social tension.
It is the ability of the university to quickly adapt to changing market conditions, the ability to transform key functioning processes into strategic initiatives aimed at the fullest possible satisfaction of customer requirements that determine success in competition. The increase in the level of uncertainty and the dynamics of the environment make rigid centralized management of education ineffective, since significant resources are spent on processing information for decision-making and less resources are left for the formation of professionals and related search and adaptation activities. Therefore, the classical variants of centralized management of education with a rigid hierarchical structure are giving way to more flexible schemes of hybrid education.
centralized-centralized management.
On the present stage development of the economy, the main guideline for the formation of regional policy in the field of vocational education should be aimed at eliminating deep contradictions between the dynamically changing demand for specialists in the regional labor market and their supply from vocational education institutions of all levels, mental inertia in the formation of their educational policy. A developed economy with a competitive environment rejects unskilled labor, creates psychological stress and imbalance in the labor market. According to economists, a stable balance between labor market demand and supply can be achieved through the education of young people and the retraining of the unemployed.
Thus, the system of vocational education in the region should be flexible, dynamic, and open to change. That is, its foundation should also be built on the principles innovation activities, an innovative structure characteristic of the age of informatization and the development of an innovative economy. The ever-growing requirements of the labor market require the creation of conditions for the implementation of continuous professional education, both through the transition to the development of educational programs of a higher level, and through additional education.
5. Directions for the development of the system of vocational education based on social partnership. To ensure a constructive dialogue between employers and educational institutions, the development of social partnership mechanisms is required, which provide not only for joint work in the field of forming the regional component of the educational standard, joint certification of specialists and graduates, new system assessment of the quality of graduate training, but also the development of economic mechanisms for research and professional cooperation based on a system of contracts and the development of mechanisms for investing in the system of training specialists.
Thus, in the current conditions of the development of the labor market in the region, the provisions underlying the regional policy in the field of vocational education are relevant:
The leading nature of the development of vocational education in the region in relation to the development of the regional economy;
The determining value of vocational education for the formation of the regional labor market, ensuring effective employment and development of human resources in the region;
Versatility, flexibility, variability of vocational education, which allows for the implementation of continuous upward vocational education along the educational trajectory, cultural and civic formation and development of the individual, adapted to the new socio-economic environment;
Strengthening and development of a unified educational space in the field of vocational education based on the development of promising educational technologies learning;
Support in the development of regional development programs on the principles of state policy in the field of vocational education;
Correspondence of specialties and directions vocational training personnel to the needs of the regional labor market;
Providing personnel for the region's priority sectors of production and non-production spheres of life;
Accounting for the emerging regional market for vocational education services;
Orientation to meet individual needs in obtaining a profession;
Delimitation of powers of the regional and federal levels of management of vocational education;
Development of social partnership in the field of development of vocational education in the region;
Formation of new approaches to financing and ownership of educational institutions;
Development of new economic mechanisms for the development of a system of professional
education, activation of investments, expansion of financial independence;
Mastering and developing educational marketing;
Establishing close contacts between employment centers, enterprises and vocational education institutions of all levels.
Thus, on the one hand, social partnership is one of the mechanisms for the development of vocational education, on the other hand, social partnership is one of the mediators of information links between the dynamic labor market and the vocational education system, on the third, social partnership contributes to the "transparency" of the regional labor market, fourth, it is a factor in stabilizing the socio-economic life of the region. From the foregoing, we can conclude that social partnership in the field of vocational education is a factor in stabilizing the regional labor market.
The following basic principles for the development of social partnership in the system of vocational education should be singled out.
Humanization as the leading idea of the development of society should permeate all categories and spheres of interaction between partners in order to create favorable opportunities for the development of the creative individuality of the specialist's personality.
Cooperation of educational and social structures with production. This principle is determined by the strategy of socio-economic development, changes in the relationship between educational institutions and enterprises, demand and supply for educational services.
Democratization - expansion of access for all members of society to cooperation in the field of meeting educational needs on the basis of social partnership.
Complementarity (mutual complementarity) of all types of social partnership in the field of vocational education provides an opportunity for a person to choose any form of interaction in order to meet the needs in the field of formal, non-formal education and self-education.
Integration of educational structures. Creation of a unified educational space. If it is considered at the regional level, then such a space can be understood as a set of all subjects of the region directly or indirectly participating in educational processes. The unified professional educational space of the country should unite not only professional institutions of various types and levels, students, teachers, parents of students, but also general education schools, scientific organizations, institutions of additional education, museums, libraries, information networks(which are now separated).
The flexibility of the system and its links lies in the ability to quickly rebuild in accordance with the changing needs of production, society and the individual. Ensuring maximum flexibility and variety of forms of interaction.
The openness of the vocational education system is expressed in its ability to set new goals, to update the content ahead of time, to include educational innovations, and new mechanisms of social partnership.
6. Resource support for the development of the vocational education system based on social partnership. A developed system of vocational education based on social partnership requires the development and implementation of integrative interdepartmental programs aimed at meeting the needs of the state, society and the individual in the context of implementing the idea of continuous professional education of the individual.
The management of social partnership in the field of vocational education should be based on the division of responsibilities and competencies between ministries and departments, federal and regional bodies administration, employers and educational institutions. The Ministry of Education provides legal and financial support for strategic programs and activities, primarily at the legislative level. A Federal Council for social partnership in the field of vocational education can be created.
cation, including all interested parties, including public authorities, trade unions, employers, educational institutions, responsible for the development of conceptual directions for the development of vocational education. The Council performs the following tasks:
Accepts proposals for consideration, approves, coordinates with the Ministry, implements and controls the quality of execution, participates in the preparation of legislative drafts;
Supervises the work on the creation of a system of methodological and information support for social partnership in the field of vocational education (approves concepts, models, programs);
Determines the spheres of influence of consulting services, establishes the list and status of educational institutions that are part of the expert-analytical groups in each of the priority areas;
Coordinates with the Ministry the issues of financing the implemented key projects and their investment.
Expert-analytical groups in priority areas can be created under the Federal Council, which form and provide databases, technologies, educational projects, methodological developments and programs, make proposals for their testing and implementation.
The management of social partnership in the field of vocational education should be carried out on a democratic basis, in the format of an interdepartmental division of competencies. A certain "decentralization of management" should ensure the involvement in the decision-making process of all subjects of vocational education as social partners. At the same time, the spheres of competence of partners are determined, functions are distributed between the federal, regional and local levels of government. This approach means delegating authority to the regional and local levels. Social partnership should be based on federal interdepartmental memorandums and regional intersectoral agreements on the development of vocational education, the content of training programs, financial
social support for educational structures, providing consulting services etc.
The formation and development of social partnership in the field of vocational education requires the adoption of new regulations, organizational decisions and structural policies to ensure social partnership and stimulation (moral and material) of the individual in the field of vocational education. Legal support includes:
Development and improvement of the legislative and regulatory framework that ensures the functioning and development of social partnership in the field of vocational education;
Legal support of procedures related to the management of the quality of education with public participation, including issues (within the relevant competence) of the formation of educational standards and state requirements for a minimum content and level of training of students, licensing certification and accreditation of educational institutions and educational programs of continuous education;
Creation of conditions conducive to the improvement of the regulatory and legal framework that ensures the effectiveness of international cooperation in the conditions of building a democratic society based on the rule of law (including the issues of recognition of documents on the corresponding levels of education, student mobility, etc.).
The system of Russian education should be focused not only on the state order, but also on the ever-increasing public educational demand, on the specific interests of families, local communities, and enterprises. Orientation towards consumers of the educational services market should create a basis for attracting additional financial and material and technical resources. Financing of vocational education should be comprehensive and include both budgetary and other sources, including funds from special funds, employers and citizens themselves. Thus, it must be ensured:
Efficient use of state budget funds allocated for training, retraining and advanced training of specialists, program activities and target projects, wide attraction of funds from regional and local budgets, as well as funds from commercial structures interested in the implementation of educational programs and projects;
Self-sufficiency of educational projects by obtaining funding from partners and participants; creation charitable foundations accumulating voluntary contributions of individuals and legal entities;
Expansion of tax and other benefits provided to educational institutions and organizations involved in staff training.
Information support provides, first of all, the creation of a single information space in order to attract the largest number of partners in the field of vocational education, providing educational institutions with information technologies and methodological materials and complexes. The information environment should include means and technologies for collecting, accumulating, transmitting, processing and distributing information and means of representing knowledge, as well as information for managing social partnership in the field of vocational education. The implementation of the possibilities of information technology tools causes a change in the previously existing organizational forms and methods of interaction and the emergence of new ones.
Social partnership should be provided with personnel capable of directing its development towards achieving the goals of education. The full implementation of the functions of education assumes that the subjects of pedagogical activity are people who, on the one hand, have a high level of pedagogical education, on the other hand, are themselves in a state of constant improvement. professional competence and development personal qualities. The system of teacher education in the direction of preparing for the organization and management of social partnership is a set of ways, methods and means of developing personal
the nature, activity and consciousness of the teacher in the network of formal, non-formal education and self-education, while maintaining a combination of independent, public and state forms of professional development.
The resource support of teacher education provides for the need to solve the following tasks: monitoring and analyzing the educational practice of the regions in the field of social partnership and staffing its development; introduction of the necessary structural changes in the system of teacher education; creation of mechanisms to motivate the activation of activities in the field of social partnership; stimulation of innovative activity; formation of new mechanisms and remuneration of teachers, including the use for these purposes of funds from the sale of additional educational services and products.
Logistics and information support involves the creation of a single information and pedagogical space based on modern means 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 an educational institution; as a factor in stabilizing the regional labor market; as a way to integrate the innovative and educational activities of the partnership participants with the aim of positive socio-economic changes; as technologies for the interaction of specialists in the field of professional problems in order to optimize the decisions made; as a certain type of relationship in which various social groups and the state as a whole are interested. It is important to encourage the development of a social partnership network that promotes the integration of funds for the financing of educational activities.
Mechanisms for the implementation of social partnership involve the development and
implementation of measures to create legal, financial, economic, organizational and methodological conditions for the development of social partnership in the field of vocational education.
On the federal level These mechanisms can be:
Development of a policy for the development of a system of social partnership in the field of vocational education: development of a forecast based on the criteria-based construction of development in the near, medium and long term, taking into account the dynamics of socio-economic changes; building capacity for the implementation and dissemination in all subjects of the Russian Federation of models of interaction between vocational education organizations and public, state and commercial structures; making appropriate changes to the regulatory framework; creation of a monitoring system that will allow tracking the results and assessing the impact of public institutions on the federal and regional components of vocational education;
Monitoring the state and development of social partnership in the field of vocational education (including educational statistics and monitoring the quality of education): formation and implementation of a system for assessing educational results; collection and analysis of statistical information and information on educational outcomes to provide management structures and the general public up-to-date information;
Creation of a modern system of personnel training to solve the problems of developing social partnership in the field of vocational education: development of a methodology for the training and retraining of highly qualified specialists.
At the regional level:
Active participation of the regional community in scientific research on real
lization of educational innovations in the region;
Development of regional concepts of social partnership in the field of vocational education, creation and implementation of regional models and programs for the development of education in this direction;
Study and satisfaction of the region's future needs for qualified and competitive workers and specialists;
Implementation of a system of measures to ensure stable sources of non-state funding;
Community participation in the development of regional components of state educational standards;
Carrying out a set of measures to form and develop regional markets for educational services;
Monitoring the system of continuous education at the regional level;
Increasing the legal and financial independence of vocational education institutions;
Creation of new educational structures providing a wide range of educational services to the local population both in urban and rural areas
Educational complexes, multidisciplinary resource centers, distance education networks;
Modernization of the content of vocational education curricula in accordance with the requirements of the labor market.
on educational program additional professional education ABSTRACT “Modern educational management. The principle of public administration in education” “The phenomenon of “social partnership” in education” on the topic:
Table of contents Table of contents ............................................... ................................................. ..............2 Introduction .................................. ................................................. ..............................3 1 Features of social partnership in education .............................. ................................................5 2 Types and essence of social partnership at school .................. ......................11 Conclusion .......................... ................................................. .................................18 List of references .............................. ................................................. .....19 2
Introduction The progressive school is becoming more and more confidently a full-fledged component of the social sphere of society. It now displays the characteristic indicators of modernity; broad abilities for the personal realization of his professional and other choices of a person, needs; the growing role of the subject in ensuring their own interests and abilities, the diversity of activity models. The main task of the progressive school is the formation of a person's worldview of a wide system of their views on the world of people and phenomena as the basis of external and internal culture. A worldview is formed not so much by transferring a cultural skill from one generation to another, but by acquiring social and moral (diverse real) experience by a growing person. The solution to this problem depends on many reasons, namely, on the formation of an opportunity for active socio-cultural adaptation. When studying the program of formation, scientists were faced with the task of a political and legal culture that was not formed in children. Pedagogical practice shows that schoolchildren do not have a specific life position, the skill of interacting with the outside world. When defining the goal of the program, it should be taken into account that we need to create a set of measures that allow students to form a value attitude towards the world and social experience. The purpose of the work is to study the phenomenon of "social partnership" in the field of education, and in particular, schools. 3
Based on the foregoing, the following tasks of the work were set: to study the features of social partnership in education; analyze the types and essence of social partnership at school. The structure of the work consists of an introduction, the main part, a conclusion and a list of references. 4
1 Features of social partnership in education Modern trends in socio-economic development associated with the emergence of new labor markets, globalization of the economy, transformation of traditional formats of use labor resources, a wider appeal to intellectual and information technology, focus on the development of human capital, activate the processes of creation and support in various areas of social partnership systems. This concept was originally used only in sociology and economics, describing the process of interaction between workers and employers, because of this, authorities, business representatives and trade union organizations were put forward as the main partners. At present, more and more often, this phenomenon is considered more broadly and is presented as a complex, multifaceted social process, where the jointly distributed activity of social elements in the person of representatives of various social groups is carried out, the result of which are positive effects accepted by all participants in this activity. In this logic, social partnership is a certain type of interaction of subjects united by common efforts, ways of solving urgent problems of living together, aimed at maximizing the coordination and realization of the interests of all participants in this process. The partnership ensures that the subjects have differences in their understanding of the methods of solving common problems, the harmonization of social relations, the prevention of conflicts, the coordination and increase in the effectiveness of actions. five
Social partnership is a productive cooperation of all subjects of the development of the territory for its sustainable socio-economic development and concomitant improvement of the quality of life of the population, improvement of social and industrial infrastructure, the system of municipal government and local self-government and individual freedom. Considering social partnership in an expanded context, one can obtain a significant tool that allows one to design, test and install a new, modern education system that meets the requirements of the time. In the context of educational policy, “social partnership is interpreted as: a special type of interaction between educational institutions and subjects and institutions of the labor market, state and local aimed at authorities, public organizations, maximum harmonization and realization of the interests of all participants in this process; a special type of joint activity between the subjects of the educational process, characterized by trust, common goals and values, voluntariness and long-term relationship, as well as 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 a given professional community; partnership, which is entered into by employees of the education system, in contact with representatives of other areas of social reproduction; 6
partnership initiated by the education system as a special area of social life that contributes to the development of civil society. At the present time, the role of education in Russia is determined by the tasks of its transition to a democratic and rule of law to a market economy. A developing society needs modern, educated, enterprising people who can, without the help of others, make serious decisions in a situation of choice, predicting their likely results, can find a constructive solution to a problem, are ready to work together, are distinguished by mobility, and have a developed sense of responsibility for what is happening. In this regard, it is necessary to overcome the urgent social and financial difficulties on the basis of the advanced formation of education, which is considered as an investment in the future of the state, in which the state and society, companies and organizations, all intrigued by quality education will take part. It is necessary to ensure a faster rise in expenditures on education, a significant increase in the wages of education staff, and more incentives for the quality and effectiveness of pedagogical work. Measures state aid education will be combined with strengthening the role of state power and education management in ensuring, in combination with the population, a decent level of education on the basis of maintaining its fundamentality and meeting the timely and future needs of the person. Modernization of education should not and cannot be carried out as a departmental project. Active subjects of educational policy should be all residents of Russia, the family and the parent community, federal and regional universities, local authorities 7
self-government, professional pedagogical community, scientific, cultural, commercial and public institutions. The task of modernizing education is to create a device for the stable formation of the education system. The main problem of finding a conceptual space stems from the difficult complex nature of social partnership associated with various types of human activity and branches of scientific knowledge and drawing from there the components of a personal conceptual apparatus. Most often, public partnership is considered in the focus of social and labor relations. In this area, it is understood as a method and mechanism for regulating social and labor relations, resolving conflicts between employees and employers, as relations between representatives of business, trade unions and the state, as a complex social phenomenon, a versatile and contradictory process. The role of the three parties in the resolution of labor legislation, reconciliation of interests in the field of labor is a traditional form of public partnership. Large domestic studies of the problem of public partnership in the field of social and labor relations can include the works of Kiselev V.N., Mikheev V.A. Gordon L.A., Klopova E.V., Vetrova A.V. In a number of economic works, public partnership is characterized as a legal form of organizing joint financial activities of several individuals or legal entities, is a transitional form between a private, family enterprise and a firm with limited liability. It is created on the basis of an agreement that regulates the rights and obligations of partners, participation in common costs, distribution of profits, division of property. It is in this 8
moment partnership is common in the field small business and services. Looking from a different angle, partnership is the actual form of collaboration between firms and companies. The document confirming these relations is traditionally an agreement on cooperative partnership. Social partnership is a conjugation of the actions of different public institutions, which is expressed in the self-actualization of participants in the educational process, seeking positive changes in education, in other words, the translation of the possible forms of the education system into their important state. With all this, the degree and process of such self-actualization in different social institutions may be different. In educational institutions, they are more purposeful, reasonable and professionally verified, while other participants in partnerships are more inherent in the components of spontaneity, unforeseen, and along with this, specific layouts and decisions. The more coordination of the goals of public partners is obtained, the more effective their practical influences in solving educational problems become. For effective public interaction, on the one hand, it is necessary to form a common “space of meanings” concerning the goals and possibilities of education, if you look from a different angle, in the course of the action itself there is a change in the “mentality” of individual social institutions, which are getting closer to understanding and comprehending the tasks of education, show willingness to contribute to their resolution and joint work in general. At the same time, social partnership in education, from our point of view, has a number of fresh features that reflect progressive social developments.
economic and political features. Social partnership initiates the activity of professional pedagogical associations, promotes openness and rationality of financial flows in education. Social partnership is a tool that is focused on broadcasting positive, fruitful and promising ideas about education to the population. Consequently, social partnership in education implies the free expression of one's own interests and finding mutually acceptable methods for their implementation by institutions, groups, and individuals. 10
2 Types and essence of social partnership in school At the beginning of the 21st century, the need of a person and society for consciously different information-emotional, mental and behavioral strategies, informational and ethical behavior both at the level of a person’s own inner world and at the level of social relationships was clearly identified. Progressive trends in the formation of education are determined by the processes of changing the key paradigms of world perception: instead of conditional stability, permanent changes, geographical remoteness is not an obstacle to communication; local practices absorb global ones and give rise to the latest multicultural traditions. The term "partnership" in education represents an emphasis on the equality of participants in the interaction. From this we can conclude that a single task of activity does not infringe on the personal needs of its participants, but, on the contrary, fully reflects them. In other words, in order to enter into a partnership, the person interested in the partnership will need to convince the other that the proposed interaction will make it possible to solve his difficulties and, moreover, in the absence of such interaction, they cannot be resolved. eleven
This means that we are talking about the equal benefit of interaction, which, from our point of view, is a significant feature of social partnership in education. Considering the opinion of Gonchar M., social partnership is an intergroup form of interaction. And it arises when social categories understand the impossibility of achieving mass goals in the absence of cooperation with other societies. The main role in the partnership is played by the mutual support of the subjects. It can be assumed that social partnership is intergroup interaction for the implementation of jointly produced goals that unite the goals of the groups participating in the interaction at a new qualitative level. Consequently, since the classical interaction of the school with the society was distinguished by a significant degree of directiveness, the presence of external ideological and political pressure, then social partnership is characterized, first of all, by voluntariness, the parity nature of relationships, the balance of interests of institutions, groups, individuals entering into partnerships. As a result, in the process of research, we will adhere to the position that social partnership in the field of education can be considered as voluntary and equally beneficial interactions and mutual support of various subjects, performed on the basis of interdepartmental relationships that exclude departmental isolation and isolation. The structure of the fundamental strategies of social partnership is extremely identical with the fundamental educational systems. Social partnership, built on the principles of mutual interest of the parties and the voluntariness of their acceptance of duties, responsibility for the outcome of the work, is becoming an economically important area of education. 12
A modern educational institution cannot successfully implement its activities and develop without broad cooperation with society at the level of social partnership. "Social partnership is a variant of relations of their needs, interests, value orientations, acceptable for social subjects, based on the principle of social justice." In addition, the school and the governing council act as an active assistant to the family in providing a unified educational space "school-family-society", which contributes to the qualitative preparation of the child for schooling, education, development of his individual abilities and health improvement. modern school the center of social action, an open space for interaction with the institutions of society in the "child-pedagogical family" system, for constructive, creative initiatives designed to develop the spiritual and intellectual potential of all participants in the pedagogical process. At present, the following can serve as the basis for ensuring the quality of school education: the interaction of participants in the educational process, which is the main component internal environment school educational institution; social partnership in the form of diverse socio-cultural ties. The nature of interaction between school and society depends on personal and professional qualities teaching staff, individual and age characteristics of children, pedagogical culture of parents. Unfortunately, in teaching practice limiting interaction between teachers and parents prevails. 13
It is characterized by clear boundaries and formality of communication, which makes it difficult to develop relationships with the 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 about the work of the school institution only with the families of their pupils. It develops a positive public opinion about the institution, increases the demand for educational services for children, ensures the availability of quality educational services for families, and improves the preparation of children for easier adaptation in a new social environment. Social partnership in education is still too little mastered, if you look at it from a different angle different kinds were in practice all the time. From among the different types of social interaction, such as charity, cooperation, investment, and the partnership itself are recognized. All these concepts came into education from the socio-economic sphere and are increasingly occupying a place here. Directions of work with society are: charity, investment. sponsorship, cooperation (joint work), charity voluntary free and disinterested investment of labor or materially financial resources. Sponsorship differs from charity by the degree of participation of the parties. The sponsor transfers the very funds (labor, financial, material) that the educational institution requests for a specific activity known to both parties. Unlike charity, which is usually one-time, this interaction can be periodic and even regular. fourteen
Cooperation, in other words, joint work in the same or different, although interconnected, labor processes, translated from Latin means cooperation. The parties are included in cooperation by mutual agreement. The possibility and measure of participation are determined by each party personally, determined by the extent of its interest and, in most cases, secured by oral agreement. The interaction is of a one-time or periodic nature, however, becoming systematic, it serves as the basis for subsequent partnerships. An investment is a contribution of individuals or legal entities of their own free will in accordance with their vision and based on individual interests. An agreement or a contract is a mandatory fundamental. Now, quite often, the investors of an educational institution are the guardians who create a fund, using the selected funds for the development of educational institutions. They decide to make a progressive example in the institution, a specialized office, speech therapy and others. Social partnership in education is the way of its democratization and renewal. Nowadays, all types of social interaction are realized in education, although it is undeniable that partnership itself gives the greatest result, since it implies the most absolute, interested and long-term involvement in solving social educational problems. which initiates the education system as a distinctive sphere of social life, allows you to change, partnership, design, establish fresh socially important functions. Other types of work with society can also be very useful in a particular situation, although more locally. This is the technology of social partnership, the sequence of certain actions of accomplices, the technique of these impacts and the practice of social 15
partnerships in specific territories, as well as expertise and evaluation of the results and results of social partnership. The philosophical and methodological foundations of social partnership are the methodology that unites, on the one hand, the system layout, if you look at it from a different angle, everything related to the theory of self-organization. The ideology of social partnership is a combination of the following foundations. The principle of complementarity: people unite because each one is insufficient individually, and then each one does what he has the opportunity to do better. The principle of boundaries: the ability to work independently, self-determination in one's position, definition in the context of other positions. The principle of the exchange of products of activity presented in one or another "commodity" form. Interaction happens when there is something to exchange. When the question of partnership between accomplices is raised, the question arises: what part of the whole are they? In whose name is this whole proclaimed? In what context do they appear? The specific allocation of the foundations from the position of which social partnership is considered allows us to proceed to the most profound identification of the components of the system of social partnership in education: goals, subjects, values, objects, mechanisms, implementation operations. The task of social partnership. The purpose of social partnership is to create inter-subject interaction, leading to positive and positive changes predicted by all subjects. As follows from the importance of the main concepts for defining the joint venture "interaction", "subject-subject interaction", "system of inter-subject interaction". 16
In the interaction of people there is and remains the activity of the two sides, although the degree of its manifestation is different. Social and labor practice should be a component of a democratic school and democratic way of life, introduced as an independent educational area, an independent educational space. Social practice not only guarantees the development of the social environment by students, their obtaining a real practical skill social activities, including work to help the elderly, veterans, the disabled, and certainly causes an increase in the self-awareness of students, their self-determination in the public sense of the word. Joint activities of the team - plans, promotions, games, holidays - all that has recently been recognized as the key activities of the school. With all this, schoolchildren must be necessarily involved in the planning and preparation of such events (creation of organizing committees, distribution of responsibility, etc.). By uniting educational categories of different ages, classes, clubs, circles, scientific and other societies with common goals and common action, the main school affairs give a distinctive character to the relationships in the team, forming its independent, humane tolerant lifestyle, an invaluable source of real democratic experience and democratic practice for children and teenagers. The school is truly transforming into a living social organism, whose full-blooded, intense life pulsates, submitting to its own internal rhythms, providing almost limitless abilities for self-development of students, mastering social and civic positions. The bearer of the way of school life is, first of all, the teacher, therefore, the possibility of its implementation depends on his attitude to this idea. 17
The result of the teacher's appropriation of the latest professional values is personal variability and flexibility. Thus, the above principles of interaction contribute to the formation of the motivational readiness of teachers and the school administration to expand the circle of partnership subjects, thanks to which schoolchildren can maximize their own self-realization abilities, and also improve the organization of training of teaching staff to solve the problems of socialization of the individual based on the ideas of social partnership in education. . Conclusion Education at all times has been an enduring value, because it is the basis of the economic development of society, one of the reasons for social stability, a source of the rise of the intellectual resource and the spiritual and moral potential of the population. The educational needs of the population are growing, the number of candidates for higher, special, professional additional education is increasing. Achieving a high quality of education implies an organic combination of educational traditions and innovative trends that have received recognition in world and domestic practice, creatively 18
meaningful in comparison with the domestic pedagogical reality and the strategic goals of the socio-cultural development of society. Partnership relations can be considered as inter-subject interactions, the effectiveness of which is determined by the common value-oriented aspirations of all its participants, their mutual enrichment, in other words, the joint formation of a value system. List of references 1. The concept of civic education. Project // Civic education in the Russian school / Comp. T.I. Tyulyaev. Moscow: Astrel Publishing House LLC: ACT Publishing House LLC, 2013. 605 p. 2. The concept of modernization Russian education for the period up to 2010. // Civic education in the Russian school / Comp. T.I. Tyulyaev. M.: 000 "Publishing house Astrel": LLC "Publishing house ACT", 2013. 605 p. 19
3. Korovkin V.Yu. The joint activity of the school and parents as a state public administration is a condition for education. Candidate's abstract. Dissertation. St. Petersburg, 2012. Formation 4. Korovkin D.V. Pedagogical conditions for the inclusion of a teacher in school management. Candidate's abstract. Dis. St. Petersburg, 2011. 162 5. Korsunov A.V., Litvinova N.P., Safina Z.N. Social partnership in adult education. Veliky Novgorod St. Petersburg Kazan, 2012. 188 p. 6. Nikitin M.V. Modernization of development management of educational organizations: monograph. M., 2011 7. Piskunova E.V., Kondrakova I.E., Soloveikina M.P. and others. Technologies of social partnership in the field of education: Educational and methodological complex. St. Petersburg: Izdvo RSPU im. A.I. Herzen, 2008 8. Remorenko I.M. "Social partnership" in education: concept and activity // New City: education for changing the quality of life. M.; St. Petersburg: Yugorsk, 2013 20
OSIPOV A.M.*, KARSTANIER P.**, TUMALEV V.V.***, V.G.
*Doctor of Sociological Sciences, Professor Novgorodsky State University them. Yaroslav the Wise
**PhD, Professor University of Amsterdam, School of Educational Management
***Doctor of Sociological Sciences, Professor Vice-Rector of the Institute of Business and Law,
****Professor, Russian State Pedagogical University. A.I. Herzen
Social partnership in the field of education
(The article was prepared within the framework of the research project "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 ensuring a unified educational space in the country (goals, objectives, standards) and providing the education system with the necessary resources, but it can hardly cover and take into account the complexity of the tasks and conditions of specific communities. This is especially true for local sectoral proportions in the structure of jobs, youth group dynamics, unemployment, environmental and historical circumstances, differences in family conditions for children, and so on. These differences have led in many countries to a wide variety of "political relations" in the education system and the involvement of various civil society institutions in the life of educational institutions.
Social partnership means the practice of joint decision-making and balanced, shared responsibility. The inhabitants often tend to believe that the composition of the participants in management is not so important - if only the manager himself was strong-willed, and as for responsibility, how many people want to share it in the "poor" and not very prestigious education system? And, nevertheless, they are and operate.
It should be noted that the need for a broad social partnership in education is also provided for by modern theoretical views on education. It is regarded as one of the leading social institutions, closely related to the main areas of society - the economy, social structure, culture and politics. In domestic sociology, a concept of the functions of education is being developed, which in a certain sense is ahead of similar ideas in foreign science. The formulations of the functions in our concept are systemic in nature, operational and amenable to empirical interpretation, and therefore not only outline the areas of responsibility of the education system, but also more clearly indicate dysfunctional areas in it and clarify the priorities of sectoral and macrosocial management.
Is it possible to promote the formation of social partnership in education from the standpoint of science, and what are the main guidelines for analysis?
In modern developed industrial countries, the organization of general and vocational education systems and the development of educational policy are increasingly based on a dynamic and surprisingly flexible social partnership. The vital need for social partnership in the field of education here has long been disputed by no one.
In our literature, there are attempts to analyze the structures of social partnership in education in the EU countries (see, for example,). In particular, types and models of social partnership are singled out, but their description does not at all imply the possibility of direct applicability of certain samples of foreign experience. This kind of information is clearly not enough. First of all, foreign experience is by no means universal, and its deeper social and historical-comparative analysis is required. The discussion of this problem also rarely takes into account the dependence of the existing forms of partnership on what has been achieved in foreign countries ah level of social integration.
Thus, we have to master the theoretical developments of foreign colleagues on the problem of social partnership in education. In turn, a wide variety of local conditions in modern Russia will require linking any scientific and practical development to typical situations of regional and local communities. The steps taken by Russian scientists in this area are still insufficient and undoubtedly deserve special support.
More recently, from the standpoint of an ultra-reformist approach, it was assumed that in the field of education it would be possible to quickly build a new partnership system to replace the old practice of patronage relations. From the second half of the 1990s. consultative and coordinating councils However, they did not change the situation for the better. In the environment of educational management, commercial interests and the desire for corporate survival or expansion turned out to be stronger than the motives of social responsibility. Meanwhile, in the vocational education system as a whole, distortions continued - a shortage in the training of workers, hypertrophied volumes of higher education contingents against the background of a decline in contingents in secondary and primary vocational education programs, low employment rates in the specialty received.
However, with the support international centers in the north-west of Russia already in the 1990s. an experiment began to "cultivate" partnership "from below" - but at the local industry level. Today we can talk about some signs of the sustainability of such a partnership, but they were found only in profitable (most often not backbone) sectors of the economy. It is unlikely that any region of the country or city can boast of having a well-functioning system of social partnership in the field of education. So there is no need to talk about achieving the societal effect of partnership in Russia. It is likely that the formation of partnership systems will take more than one decade, but society and the state are interested in stimulating and correcting this process, especially since it is one of the priority national projects.
In Western European countries organizational structures social partnerships were formed mainly in the post-war period and are now represented in a whole complex of institutions, interdepartmental organizations, a series of documents and regulations. The key responsibility in such structures is played by the so-called welfare state, although, strictly speaking, social partnership is based on much more complex, often informal (but no less influential!) socio-ideological structures. It is accompanied by the processes of strengthening civil society, the roots of which are in earlier periods of socio-historical development of the EU countries. Social partnership in education develops along with the growth of social integration, primarily at the national level.
The economic prerequisite for strengthening the social integration of many European societies is the specific function of the state. We are talking about a large-scale redistribution of the social product through the taxation system into gigantic in terms of funding social programs to maintain employment, social protection, pensions, as well as programs in the field of education. The democratic redistribution of financial resources does not mean at all that in Western European economies there are no ultra-high incomes of top managers or owners, however, the decile coefficient of inequality in developed countries is 5. In Russia, officially it is 14, and according to expert estimates - 25. At the same time, studies indicate a deep economic stratification Russian population, in which the majority feel like the "lower classes" of society. A circumstance that partly alleviates the economic stratification and social split is the comparatively high level of qualification (including education) among the mass of the adult population. It allows us to hope for effective interaction of potential external social partners with the education system in the future.
So far, the immaturity of the Russian elites, their unpreparedness for a sustainable social partnership is manifested in the fact that they, in essence, do not share responsibility for the development of society, but are focused only on their own reproduction in the economic and political life of the country, even due to the low standard of living main segments of the population.
Another component of social partnership is developing just as slowly - social organization civil, professional and settler groups. In the case of the education system, we are talking about the weak participation of communities of citizens in local government, the lack of sufficient economic and legal resources at their disposal, the underdevelopment and poverty of most trade unions, the absence or instability of industry associations and associations of students' parents. The Russian state has recently been allocating grant funds on a competitive basis for general stimulation of the activities of public organizations, but the sphere of social partnership in education in this competition loses to other sectors and, as a result, does not receive much-needed targeted support.
Appeal to foreign experience is useful for identifying the active subjects of partnership in the field of education.
At its grassroots level, specific educational institutions, local enterprises, special groups of the local population (ethnic, religious, age), as well as specialists from various public services(social protection, security, health, labor and employment) and activists of public organizations. Here, two-way interaction is typical. Partnership is manifested in the joint setting of development tasks, in the preparation and implementation of specific activities (most often extracurricular), in the distribution of responsibility and coordination of efforts in equipping or repairing classrooms, and helping real families of students. It is difficult to find an educational institution that does not have a board of trustees that unites specialists, activists and representatives of local authorities, business leaders. Studies show that, as a rule, regional and federal authorities have powerful tools at their disposal to influence the education system. They can be grouped into two main areas of influence:
1. The use of civil society institutions to regulate the education system (optimize its standards and structure) in order to achieve its societal goals and meet the specific needs of local communities.
2. Ensuring the optimal functioning of civil society institutions as independent and socially useful participants in the partnership system.
There are "direct" and "indirect" regulation in the state influence on the education system. “Direct” implies the imposition of organizational and legal restrictions, the establishment of industry standards and evaluation parameters, the implementation of more or less systematic control (checks), the setting of certain financing conditions, etc.
"Indirect" regulation provides for the widespread use of civil society institutions, more precisely, reliance on their interest in the education system.
A number of countries, following the positive experience of social partnership in the education system of the Netherlands, have created special independent agencies structured according to large industry sectors - National organizations for vocational education. They are vested with the right (which implies responsibility) for examination curricula, programs and vocational school standards in terms of their relevance to the requirements of jobs in these sectors. Such organizations, bringing together on a permanent basis representatives of business, science, management, trade unions, take on the function that was previously traditionally performed by the Ministry of Education.
Another example of indirect state, more precisely, public regulation of education is the mechanisms of accreditation, public evaluation. The programs under which an educational institution operates may be subject to external review, and the institution as a whole (its personnel, equipment, security systems, etc.) may be subject to accreditation. Accreditation commissions, as a rule, include representatives of reputable non-governmental organizations, and not just departmental inspectors at various levels.
It is indicative that in a number of EU countries the conditions of remuneration for the staff of state (municipal) educational institutions are no longer set by the national government. They are determined through negotiations between teachers' unions and school principals' associations (or boards of trustees). Following this path, teachers' unions acquire a more significant role in the indirect regulation of education (the conditions of payment for staff, workers' rights, etc.). But at the same time, they assume a number of obligations that are valuable for ensuring overall quality education systems (mutual social control in labor collectives, social and moral mutual support and cohesion of colleagues at work, etc.).
The funding mechanism is another regulatory tool that can encourage educational institutions to adapt to the needs of the community. This mechanism often includes institutions of civil society. If professional schools, for example, receive funding based on the number of students, then it is in their interest to increase the enrollment. That is why they try to look attractive, pay attention to marketing.
If a professional school is funded by graduation rates (for example, when the amount of funds depends mainly on the “success” of graduates), then it will try to increase success in those parameters that are significant for participants in the partnership system. If “success” is interpreted as finding a job for a graduate, then universities will strive to pay more attention to the selection of applicants and everything that helps prevent dropouts and get decent jobs. That is, the financing mechanism can stimulate the educational institution to engage in educational process civil organizations, local associations of employers. The analysis shows that their involvement in cooperation (and not just the improvement of teaching methods) helps to reduce dropouts in universities and optimize the content of curricula and programs.
Another tool that the state can use is to stimulate certain groups of civil society by providing them with financial support for the purpose of cooperation with the school. Thus, in the process of implementing the Russian-Dutch cooperation project in the field of general and primary vocational education in the Novgorod region at the level municipal districts sustainable affiliate networks. They brought together schools, vocational schools, local employment departments, associations of commodity producers (or industry organizations) to jointly discuss the problems and needs of certain training profiles and the relevance of their curricula / programs. In some cases, this has led to a revision of the former profiles of schools and lyceums, to the modernization of their curricula and programs.
In higher education, the situation is different. The well-known autonomy of the university objectively limits the circle of potential partners capable of a qualified dialogue on the issues of university curricula or, say, the content of research training for university students. However, this only reinforces the need to encourage existing partners (first of all - in the face of employers) to be included in the dialogue.
These are the main aspects of the process of formation and functioning of social partnership in the field of education. It is important not only to keep the above-mentioned aspects of partnership in the field of view of the management personnel of educational institutions and bodies, but also to create a sufficiently sensitive system of information that helps to regularly analyze the state of real and potential partners, identify contradictions that arise in the interaction between them, and choose ways and means. strengthening the position of educational institutions in a particular community.
1. See: Osipov A. M. Sociology of Education: Essays on Theory. - Rostov n / a, 2006.
2. Oleinikova O., Muravyova A. Social partnership in the field of vocational education in the countries of the European Union // Higher education in Russia. -2006.-№6.
3. See: Pruel N. A. Education as a public good. - St. Petersburg, 2001; Pugach VF Russian students: statistical and sociological analysis. - M., 2001; Education that we may lose / Ed. acad. V. A. Sadovnichy. - M., 2002; Plaksiy S. I. Shine and poverty of Russian higher education. - M., 2004.
4. See: Rutkevich M. N. Social structure. - M., 2004. - S. 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 vocational education in the countries of the European Union // Higher education in Russia. -2006.-№6.
UE-2.5.
Lab #8
Topic: Social partnership
Exercise 1 . Task 1. Study the proposed texts and make a thesaurus on the topic "social partnership".
Task 2 . Develop a "Map of the area where you live" in order to identify potential social partners of the school (group work).
Task 3 . Group discussion on the topic “With what institutions of our city it is necessary to develop partnerships with the OmSPU?”
Task 4 . Develop a scenario for the search and involvement of social partners of a particular educational institution in cooperation.
Forms and technologies of the lesson: individual and group work. Discussion technology. Information Technology.
Results of laboratory work:
Topic Thesaurus
District map
Scenario (algorithm) for searching and attracting partners of an educational institution.
Information material
Exercise 1.
Social partnership and professional cooperation
At the beginning of the 21st century, the need of a person and society for fundamentally different information-emotional, mental and behavioral strategies, informational and ethical behavior both at the level of one’s inner world of a person and at the level of social relations was clearly identified. Modern trends in the development of education are determined by the processes of changing the main paradigms of perception of the world: instead of relative stability - permanent changes, geographical remoteness is not an obstacle to communication; local practices absorb global ones and give birth to new multicultural traditions.
Following the trends of world development, the educational institutions of the Central District, CFGTSRO are aware of the need for significant changes in education, contributing to the formation of the readiness of teachers for a conscious political and social choice, allowing the formation of systemic synergistic thinking in the teacher, the need for constant improvement of the educational level and growth of professional mobility. Efficiency and the very possibility of innovative activity are determined by direct and feedback systemic links between the educational institution, the TFGTSRO and social partners. The specificity of the educational paradigm lies in the fact that this is a whole area with special relationships, special educational motivation, and special goals.
Methodists, teachers themselves determine what information they need to solve methodological, educational problems, professional projects, they themselves determine social partners. The formation of teachers' motivation for creative work, the creation of an effective mechanism for mutually beneficial relations turns adult professional 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, which results in positive effects received by all participants in this activity. We understand social partnership in education as the joint participation of various parties in the development and implementation of programs, intellectual products for the education and upbringing of children.
Social partnership, built on the principles of mutual interest of the parties and the voluntariness of their acceptance of obligations, responsibility for the result of activities, is becoming an economically significant area of education.
Social partnership in education is still little mastered, on the other hand, different types have always been in practice. Among the different types of social interaction, such as charity, cooperation, investment, and the actual partnership are distinguished. All these concepts came into education from the socio-economic sphere and are increasingly occupying a place here. Directions of work with society are: charity, sponsorship, cooperation (collaboration), investment.
Charity- voluntary gratuitous and disinterested investments of labor or material and financial resources.
Sponsorship differs from charity by the degree of participation of the parties. The sponsor transfers exactly those funds (labor, financial, material) that the educational institution requests for specific activities known to both parties. Unlike charity, which is usually one-time, this interaction can be periodic and even systematic.
Cooperation, that is, joint activity in the same or different, but interconnected labor processes, translated from Latin means cooperation. The parties are included in cooperation by mutual agreement. The possibility and measure of participation are determined by each party independently, determined by the measure of its interest and, as a rule, are fixed by oral agreement. Interaction is of a one-time or periodic nature, however, becoming regular, it serves as the basis for further partnerships.
Investment is the contribution of individuals or legal entities at their own discretion in accordance with their own vision and based on personal interests. An agreement or contract is a mandatory component. Today, parents quite often become investors of an educational institution, who create a fund, directing the funds raised to the development of educational institutions. For example, they decide to create a modern specialized room in the institution, speech therapy and others.
Social partnership in education is the way of its democratization and renewal. In modern conditions, all types of social interaction are implemented in education, but it is obvious that it is partnership that gives the greatest effect, since it implies a more complete, interested and long-term involvement in solving social and educational problems. The partnership that initiates the education system as a special sphere of social life, allows you to change, design, establish new socially significant functions. Other types of work with 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 joint mutually beneficial project activities. Each project is based on many years of scientific practical and theoretical research, information and methodological collections, as well as rare book and magazine materials allowed for copying. There are many educational electronic aids and supplements to existing textbooks on the Russian market, so our branch has chosen the direction of developing electronic libraries of additional materials for conducting educational and extracurricular activities. Each of the digital libraries contains thousands of high-quality illustrations, voluminous text materials, audio and video clips. Circulations digital libraries on CDs are transferred to the media libraries of all educational institutions of the district.
It is obvious that social contacts should “grow up” to partnership. To conduct an examination of social partnership in education, it is possible to assess the level of development of social partnership through the definition of interaction parameters, performance criteria, and indicators. For this you need:
Conduct an analysis of the motives and "benefits" of the parties, answer the question: why do we need potential partners, it is important to understand why we need them.
Find common interests, motives, goals that could become the basis for practical joint actions of the parties.
Agree on positions, determine the roles and place of each participant in the interaction, the expected results of common activities.
Identify the need for new organizational forms, coordinating bodies.
Document the relationship, plan activities, determine the responsibilities of each party.
Thus, based on the presented levels of work with society as positions, an educational institution that chooses the path of forming partnerships can analyze and build a plan for further actions aimed at correcting them and developing the transition to a new level, form a single information and semantic space, as from the administration of the institution, and social partners.
Objective reasons for the development of social partnership in the modern system of Russian education.
The term "social partnership in education" - like the activity itself, received full recognition in modern Russia several years ago. Few people doubt that education is one of the most significant values in society. However, everyone knows that society is heterogeneous, which means that partnerships are not always possible between education and various sectors of society. The idea of social partnership in education is that solving problems in this socially significant area requires the efforts of the whole society, and not just one of its components - the state.
An effective social partnership in education involves
a) the presence of a social need to be included in the implementation of the values of education;
b) readiness for such cooperation of the school;
c) the need of the school;
d) school initiative;
e) 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 a cooperation strategy;
Implementation of joint design developments;
Organization of a unified information and educational environment that ensures openness, continuity, and accessibility of education;
Development of the content of integrated programs that ensure the continuity and succession of profile and further professional training of students;
Implementation of an integrated approach to education as an integral part of the educational process, organization of competitions, olympiads, reviews and joint participation in them of all interested parties of cooperation.
Is social partnership a reality or a necessity? Who are our partners? Is it easy to be a school partner? Are we ready to be partners and how can our partnership manifest itself?
In choosing the social partners of the school, it is necessary to be guided by:
firstly, to create conditions for the implementation of educational projects and social initiatives;
secondly, to improve the qualifications of teaching staff;
thirdly, for the material and financial support of the school.
We carry out joint activities on the basis of social partnership agreements.
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, the specific needs of employers, and becomes a tool for solving, first of all, the economic problems of society. At the same time, the nature of the effect of economic and social factors on the state of education is changing.
Under these conditions, a new system of relations between educational institutions, unions of employers, associations of workers, employment services becomes relevant - everyone who becomes not only consumers of the "products" of an educational institution, but also a source of its financial well-being.
We will try to analyze the possibility of social partners influencing educational institutions in order to better take into account the requirements of employers for personnel. To do this, let us consider, using the example of the tourism industry, the essence, content and stages of development of social partnership, the main types of social partners of the education system and the difficulties in working with various categories of social partners.
Social partnership in education is a special type of interaction between educational institutions and subjects and institutions of the labor market, state and local authorities, public organizations, aimed at maximum harmonization and consideration of the interests of all participants in this process. Social partnership in the tourism system is an important element in the formation of a modern approach to the tourism industry, an indicator of the real interest of society and the state in its further development in order to increase profitability and competitiveness in general.
The concept of "social partnership" is considered as the participation of various state and public organizations, the tourism industry, as well as individuals in joint activities aimed at solving specific problems facing the industry. Based on foreign experience accumulated in this area, we will conduct a comparative analysis of ways to address issues of social partnership.
The macro-partner in the system of social relations is the state itself. As a rule, the relations of a tourism organization with other social partners depend on the state policy in the field of tourism. This position is very easy to check on the nature of relations that are developing in educational institutions with such an important and significant partner for them as industry.
At the head of the enterprises of the tourism industry are leaders with a variety of views on the system of vocational education. Cooperating or not cooperating with professional schools depends on the degree of their personal interest. Educational institutions, of course, can motivate the managers of tourism industry facilities to cooperate with the high quality of training of specialists, the possibility of providing free and sufficiently qualified labor for a certain period, etc. But, unfortunately, the possibilities of educational institutions are quite limited and, to even greater regret, the state does nothing to turn industry representatives towards the system of vocational education. Although, in most foreign countries such experience exists, as a rule, it is:
Significant tax cuts for those who support educational institutions in one form or another;
Many state-supported programs of cooperation between educational institutions and the industry, which are beneficial to both parties.
Russian educational institutions are deprived of such support from their main social partner - the state, and therefore are forced to independently look for social partners and build relationships with them.
Based on the accepted definition of social partnership, we will describe the main types of social partners in the education system. First of all, we note the fact that the category of social partnership can be considered in relation to both the education system as a whole and to a separate educational institution. In the first case, the party participating in the social partnership is, relatively speaking, the entire set of educational institutions together with the educational authorities. Forming a single whole, they act as a partner in the system of relations that develop in the labor market. And here we can distinguish three main categories of social partners of education: employers (industry); associations of workers (trade unions, public organizations); government authorities, including the employment service. The main partner is the state itself, which determines the policy in the field of tourism. It entrusted the development of laws and regulations that promote the development of tourism to state authorities, both at the federal and regional levels. These same bodies finance, in particular, the training of specialists through the vocational education system, develop state educational standards, and involve educational institutions in cooperation with the tourism industry through participation in conferences, meetings, and exhibitions.
The role of the state in the market of educational services at present should be reduced to the development and implementation of the concept of reforming education that meets the interests of all participants in this process. In general, the state policy based on the inclusion of vocational education in the system of basic priorities of socio-economic development should be focused on solving the following key tasks:
1. Creation of conditions for the development of the real sector of the economy, as the main institutional subject of the labor market, which forms the professional and qualification structure of demand for labor. Sustainable production itself will turn into the most powerful regulator of the professional training system, acting both as a customer and as a quality controller of the educational product.
2. Formation of a regulatory framework for a new type of interaction between educational institutions and the industry, contributing to the satisfaction of the main interests of both parties on a mutually beneficial basis.
3. Strengthening the "transparency" of information flows about the situation on the labor market and educational services, broadly informing the population about the professional and qualification structure of demand, the forecast of the main macroeconomic indicators of the labor market, problems of employment of graduates, the rating of educational institutions, etc.
4. Optimization of the state tax policy, aiming enterprises to carry out active programs retraining and advanced training of their staff. Adoption of provisions on the exclusion from the tax base of all types of costs associated with staff training.
5. Strengthening regulatory and control functions government agencies in the sphere of regulation of the market of educational and qualification services. Creation of uniform education standards for the whole country, bringing them in line with international standards.
6. Creation of conditions for the formation of real competitive environment for all educational institutions without exception, regardless of their form of ownership and administrative subordination. Transparency in the distribution and use of budgetary funds, optimization of interbudgetary relations.
Municipal education and economic authorities could help in the issue of staffing educational institutions by organizing this work in the following stages:
Creation of a list of professions required in the local labor market;
Adjustment of the content of educational programs by joint reviewing them with the participation of employers;
Formation of a municipal system of training and advanced training of teachers for better training of specialists.
Another important fact of work in the field of social partnership is the holding of thematic, specialized seminars, conferences, exhibitions, which would provide an opportunity to establish direct contacts with partners, purchase or order textbooks for the training of specialists in various fields, as well as actively participate in them, mastering the necessary customer service skills.
Poorly established interactions between social partners lead to the fact that educational institutions suffer from an elementary lack of information about what the needs of the labor market are, what areas are the most promising, what new trends are emerging. The lack of such information worsens the quality of training.
Local self-government bodies involve various categories of social partners (mass media, publishing houses, career guidance centers, employment services, etc.) in cooperation, and also finance the training and retraining of their specialists.
Tourism industry enterprises participate in the implementation of educational programs through the organization of practical training for students at their base, their employment, financing the training of their employees and management training centers through the foundation.
Relationships with employers are difficult to build. It must be emphasized that the destruction of ties between vocational education and enterprises has led to the fact that many of them have ceased to pay due attention to the issues of retraining and advanced training of their personnel. However, as experience shows, if desired, an educational institution is able to reverse this attitude towards itself on the part of business, prove its worth and take on the responsibility of providing production with qualified personnel.
The interest in the system of social partnership among workers' associations and trade unions is understandable. The higher the quality of professional training, the less social problems, conflicts with employers, and social tension will be. The employment service has no less and somewhat similar interest in partnership with a vocational school. Non-compliance with the requirements of the labor market, low qualification leads graduates to the labor exchange. To reduce the flow of such unemployed, to reduce the cost of their retraining - this is the practical interest in establishing a system of social partnership in vocational education.
The formation of a social partnership system in modern socio-economic conditions is a rather lengthy and complex process, depending on a number of subjective and objective reasons (the state of the economy, the social situation, the willingness of the authorities and the will to get involved in it, the desire and ability of the heads of educational institutions). The effectiveness and efficiency of the work of an educational institution with social partners is determined by the degree of realization of its interests, which consist primarily in the training of highly qualified specialists, and is assessed by the degree of fulfillment of its main social function.
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