Definition of social partnership in education. Social partnership in education Factor of advanced development of the education system. Social partnership as a means of improving the quality of education

, relying on similar principles of interaction between the parties, in a number of aspects differs significantly from the social partnership carried out in the world of work. Let's see how remarkable it is.

The idea of ​​social partnership in the field of education

Social partnership in any of the spheres of life is based on voluntary and mutually beneficial cooperation aimed at achieving by its participants some common social goals. Its rules for interaction on matters labor relations are sufficiently outlined by law (section II of the Labor Code of the Russian Federation) and relate to the relationship "employees - employer" with the possibility of participating in them government agencies.

Social partnership in the field of education, basically having the same idea (voluntary mutually beneficial cooperation to solve common tasks), does not have such a legislative framework and, although it is based on similar principles of interaction between the parties, it uses only those that are sufficient to achieve the set goals:

  • equality of participants;
  • mutual respect;
  • interest in results;
  • freedom to discuss issues of interest;
  • voluntary acceptance of obligations;
  • a responsibility.

The composition of partners in the field of education is formed depending on the level of the educational institution and the tasks to be solved, and therefore cannot be unambiguously regulated. The educational institution and the student himself are always involved in it, at the level of the preschool educational institution and the school, this circle usually also includes the student's parents. A higher level of an educational institution also determines a wider circle of people interested in social cooperation with it. With an increase in the level, the emphasis in determining the initiator of the partnership may shift:

  • in a preschool educational institution (DOE), it usually becomes the institution itself;
  • in relations with the school, which is an intermediate step between preschool and educational institution providing vocational education, it can be both a school and both educational institutions bordering it;
  • in partnership with the institution vocational education there is an interest from government agencies, employers, employment services, schools, and they can become their initiators.

Tasks of social partnership in education

For any of educational institutions The main task of the social partnership will be to improve the quality and efficiency of education, i.e., to improve the performance indicators for which they were created. However, at each level of the educational process, the priority will be its own range of tasks to be solved social partnership in education:

  • in the preschool educational institution, the main attention is paid to the adaptation of the child in the team, the development of communication skills, the awakening of curiosity, the identification of special abilities;
  • the school gives the student the basic knowledge necessary for further vocational training, helps in career guidance, develops horizons, the ability to communicate, organize, self-organize, leadership, creativity;
  • vocational education institutions train future workers who are proficient necessary knowledge and initial experience in relevant professions that will be in demand in the labor market.

There is a fairly close interaction between these levels, due to which a less painful and more purposeful transition of students from one level to another is carried out. In addition, educational institutions of vocational education are, to a certain extent, interested in the further employment of their graduates, since the further demand for the acquired professions and the requirements for the degree of preparedness of specialists depend on this.

On the present stage coordinated partnerships between the school and vocational education institutions, on the one hand, government agencies, employers and other partners interested in specialists, on the other hand, allow, on the basis of ownership up-to-date information about the need for professional staff promptly resolve issues such as:

  • reorientation to the training of people in more demanded professions;
  • changing the requirements for the level of professional knowledge, allowing to raise the quality of training of specialists and the degree of their competitiveness;
  • development in future employees of certain moral and business qualities that determine their responsible attitude to work and successful execution their functions.

Types of social partnership in the field of education

Partnerships in education can take the most various forms. Their circle, obviously, will be wider than with partnership in the sphere of labor, since not only is it not limited by anything, but also leads to the emergence of new effective forms.

The basis of the types of interaction between partners will be the exchange of information (forecast or current), which makes it possible to manage the education process. At the level of a preschool educational institution and a school, partnership most often takes on the character of cooperation that is not formalized by contractual relations, while in social interaction with a vocational education institution, an agreement (agreement) becomes the most important form of relationship. Contractual relations can take place in the field of:

  • purposeful transition of students from preschool educational institutions to certain schools, from schools to certain institutions of vocational education, from vocational training institutions to a certain employer;
  • training necessary specialists with sustainable practical skills acquired by them in the process of learning through the supervision of this process by specific employers.

Quite significant in partnership in education is the role of state bodies that perform the functions of collecting, systematizing data by region, analyzing and forecasting situations for the development of the economy and the demand for specialists, and adopting the necessary legislative acts to regulate the situation.

Social partnership in preschool educational institution

Preschool, along with the child's family, forms in him those basic personality characteristics that subsequently determine many life attitudes for him and, in particular, his outlook, choice of profession, the possibility of professional growth, and the comfort of existence in a team.

Social partnership in a preschool educational institution can take place:

  • inside the preschool educational institution with the involvement of parents, the pedagogical council of the preschool educational institution, teaching staff of schools, specialists in any specific areas;
  • at the regional level with the participation in it of organizations of other fields of activity (health, culture, sports, social protection).

Forms of social partnership are:

  • various joint activities(concerts, holidays, performances, competitions) both in the preschool educational institution and beyond;
  • lessons, meetings, educational trips;
  • open days;
  • are common parent meetings;
  • individual work with the family;
  • consultations of parents, holding seminars, trainings;
  • individual preparation of children for school.

Social partnership at school

At school, social partnership becomes important in such aspects as:

  • development of communication and adaptation skills in a team;
  • civic-patriotic education;
  • preservation and promotion of health;
  • obtaining knowledge that complements the school curriculum;
  • acquaintance with the professions and places of work of parents;
  • assistance in finding employment during school holidays;
  • cooperation with preschool educational institutions in preparing children for entering school and with educational institutions of a professional orientation in terms of career guidance.

At this level, the partnership is never limited to the internal activities of the educational institution and is often carried out outside the school, either by holding events outside it (olympiads, competitions, trips, hikes, lectures), or by involving third-party individuals and organizations to work on the territory of the school (staging performances, intensive study foreign language, special courses of lectures).

Social partnership in vocational education institutions

These institutions, in terms of meeting the needs of students and employers, are most susceptible to changes in the labor market, which forces them to respond quickly to these changes, i.e., leads to the need for continuous self-improvement.

Change information is based on:

  • on forecast data on the demand for certain professions and long-term plans for the development of territories received from state bodies;
  • requests from employers;
  • current employment service data;
  • requests of students for certain professions.

The optimal ratio of the state of the labor market and the possibility of employment on it of newly trained specialists determines the timely and thorough analysis of the identified trends. The absence of such an analysis, while focusing only on the needs of students in relation to future professions, may create a situation in which graduates will be unclaimed, and the labor market will have unfilled vacancies in other specialties. Therefore, it is at this level that the role of the state in creating and managing a flexible education system is of particular importance.

Social partnership here can take place in such forms as:

  • curriculum development and qualification requirements to specialists;
  • conducting industrial practices at certain enterprises;
  • labor market monitoring;
  • carrying out retraining of specialists according to agreed programs;
  • training of teachers at partner enterprises;
  • the creation of joint advisory bodies;
  • implementation of joint projects;
  • attracting partner funds to finance the reform of the learning process;
  • state subsidies or tax incentives for enterprises involved in the process of training specialists.

Results

Social partnership in education It is carried out according to its own special rules, which make it possible to attract a fairly wide circle of people to it. With an increase in the level at which a partnership arises, the share of participation in it of third-party organizations and government bodies increases.

Trade Union of Public Education and Science Workers
Russian Federation

Series:

Tutorials

SOCIAL

PARTNERSHIP

IN THE FIELD OF EDUCATION

Tutorial

Moscow 2006

Edited by the Deputy Chairman of the Trade Union

and Secretary of the Central Committee Yudin

, Ponkratova partnership in the field of education. Tutorial. Moscow, MGOU Publishing House, 2006. 60p.

The manual reveals the legal and organizational foundations of social partnership in the field of education, including in educational institutions. Role shown trade union organization, its elected trade union bodies during the preparation and conclusion of agreements and collective agreements in an educational institution in accordance with the Charter of the Trade Union and the legislation of the Russian Federation.

Particular attention is paid to the practice of social partnership, generalization of the experience of trade union organizations.

The textbook is designed to help the trade union committees of educational institutions in their work on the development of social partnership.

Foreword…………………………………………….

1. The role of social dialogue in the practice of trade union work…………………………………………………………..

2. The practice of contractual regulation of social and labor relations in the field of education.

3. APPS:

3.1. Approximate structure of the collective agreement of an educational institution………………

In such conditions, the sectoral Trade Union, since 1991, its main statutory goals and objectives of activities to protect social labor rights and professional interests of educators and students began to be realized, first of all, through the mechanisms of social partnership.

Today it can be stated that the industry has developed a system for concluding agreements and collective agreements at the federal (Sectoral Tariff Agreement), regional, territorial and local levels (collective agreements in educational institutions of all types and types), which is becoming increasingly developed.

Since 1997, 211 regional agreements have been registered in the Central Committee of the Trade Union together with the sectoral ministry, including 75 registered regional agreements (96.0%) in the current year.

The practice of concluding territorial agreements on municipal level(89%), and in 26 constituent entities of the Russian Federation, agreements of this level have been concluded in all municipalities. In 2005, on average, 88% of educational institutions have collective agreements.

As part of the implementation of regional, territorial agreements and collective agreements, in recent years it has been possible to increase wages to a certain extent, mainly due to the formation of an over-tariff fund, including through extra-budgetary funds, which led to some stabilization of the work of educational institutions; in more than 50 constituent entities of the Russian Federation, it was possible to achieve an increase in the level of material support for employees of educational institutions by establishing various types of additional payments and allowances, including for young teachers.

In recent years, issues of social partnership have been considered at the Plenum of the Central Committee of the Trade Union, the All-Russian meeting of the chairmen of the territorial committees of the Trade Union and the heads of the educational authorities of the subjects Russian Federation, Presidium of the Central Committee of the Trade Union.

The close attention of the Central Committee of the Trade Union to the problem of developing social partnership in the industry is due to the following.

Firstly, in the Labor Code of the Russian Federation, which came into force on February 1, 2002, the legislator seriously increased the role of social partnership. For the first time, a whole section appeared entirely devoted to social partnership; for the first time, the code defines social partnership as a system that includes all types of interaction between employees (their representatives), employers (their representatives) and state authorities or local governments, including and informal, non-legal ones.

The goal of social partnership is recognized as the coordination of the interests of employees and employers, i.e., the adoption of decisions that equally take into account the need to ensure the effective operation of organizations and create a system of guarantees for the labor rights of workers at the federal, regional, territorial and local levels.

More than a hundred articles Labor Code The Russian Federation refers to the collective agreement as a legal act regulating social and labor relations in an institution.

Secondly, there is a growing tendency on the part of the federal authorities to transfer powers to provide social and labor guarantees and grant benefits from the federal level to the regional and even municipal ones (in setting the levels of rates and salaries, allowances for educators, in providing communal benefits to teachers in rural areas). areas, in determining the procedure for attestation of teaching staff, etc.).

Under such conditions, it seems necessary to intensify the work of the territorial organizations of the Trade Union on collective agreement regulation in order to prepare the trade union activists to professionally and competently defend the social and labor rights and professional interests of educators at the regional, territorial and local levels.

It should be noted that state of the art The contractual regulation of labor relations in the industry is still largely declarative and lacks the content of agreements and collective agreements, their non-binding nature and the absence of the necessary sanctions for their non-compliance.

This is due to the fact that federal and regional government authorities often evade responsibility for the implementation of constitutional guarantees of the rights of citizens in the field of education, for ensuring stable funding for schools and for the obligations assumed under agreements and collective agreements.

Under such conditions, the Trade Union repeatedly had to use such extreme forms of struggle for the social and labor rights and professional interests of educators as all-Russian protests, rallies, pickets and strikes.

In addition, the constraining factors for the development of the process of social partnership in the field of education are also:

The slow establishment of representative bodies of employers in the industry (so adopted in 2002 the federal law"On Associations of Employers" does not fix the specifics of the status of the employer in the public sector, despite the fact that the Central Committee of the Trade Union has repeatedly made its comments and proposals on fixing this specifics in the law);

The problems of restoring the responsibility of the state in the field of education, the delimitation of powers and responsibilities of state authorities of the constituent entities of the Russian Federation and local governments in ensuring stable financing of industry institutions that have not been fully resolved;

Extremely low financial security of the provisions of collective agreements and agreements at all levels;

Lack of a systematic approach to the formation personnel policy in branch;

Underdevelopment of the pedagogical labor market, lack of relationship between the planning of professional training, retraining and advanced training of teaching staff and the requirements of the labor market


In addition, in the protocol, the Ministry of Education and Science of Russia and the Trade Union undertook to create an Industry Commission for the Regulation of Social and Labor Relations, which was instructed to prepare and submit for approval by the Parties a draft action plan for 2005 to implement the Industry Agreement for years and begin developing a draft new industry agreement for years.

On June 9, 2005, a meeting of the Industry Commission for the regulation of social and labor relations, created by order of the Ministry of Education and Science of Russia dated 01.01.01, was held. At the meeting, the Industry Commission approved the draft action plan for 2005 for the implementation of the industry agreement on the institutions of the system of the Ministry of Education of the Russian Federation for years, decisions were made to organize work on the preparation of a draft industry agreement for years, indicating specific stages of work, and also formed working group on the preparation of a draft new industry agreement.

2.3. Increasing the effectiveness of social partnership in order to strengthen the protection of social and labor rights and professional interests of industry workers, including professional growth and higher wages for education workers

Increasing the effectiveness of social partnership on federal level largely related to the implementation of the Industry Agreement. As the analysis showed, social dialogue at the federal level is currently characterized by instability and inconsistency, primarily due to the unresolved issue legislative consolidation in the budgetary sphere of the authorized and responsible representative of the employer, as well as the ongoing administrative reform of the federal executive authorities.

At the same time, despite the existing difficulties of an objective nature, it should be noted that the implementation of the Industry Agreement on institutions of the system of the Ministry of Education of the Russian Federation for 2004-2006 continues in 2005. The Ministry of Education and Science of the Russian Federation and the All-Russian Trade Union of Education have prepared and approved the Action Plan for the implementation of the Industry Agreement, which provides for a set of measures in the following main areas:

Continuation of joint registration and analysis of regional agreements and collective agreements of universities, including through automated analysis of the Industry Laboratory based on the Ryazan State Radio Engineering Academy;

Preparation by the parties of recommendations to the constituent entities of the Russian Federation and municipalities to clarify the methodology for the formation of subventions to local budgets from the budgets of the constituent entities of the Russian Federation to finance expenses for the implementation of basic general education programs, including additional education, in terms of the cost of wages for employees of general education institutions, the cost of teaching aids, technical means training, etc.;

Development by the parties of recommendations to the constituent entities of the Russian Federation and municipalities on the basis of the model for calculating the standards for budgetary financing of the implementation of basic educational programs additional education children;

Social partnership in the field of education.

Deputy Director of MBOU secondary school No. 72

named after the Hero of the Russian Federation Ganus F.G. Lipetsk

Gavrilova Olga Nikolaevna

The term "social partnership in education" - like the activity itself, received full recognition only a few years ago. Almost no one doubts 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. MBOU secondary school No. 72 named after the Hero of the Russian Federation Ganus F.G. The city of Lipetsk has sufficient experience in solving the problems of social partnership, and today this is perhaps one of the few ways to preserve the system of additional education and upbringing. Evaluation of the experience of interaction of the school with institutions of additional education, institutions of prevention, other educational organizations showed that social partnership helps to direct resources to the development of joint activities of any educational institutions, their public self-organization and self-government, regardless of their type and type. It attracts society's resources for development educational sphere. It helps to accumulate and transfer the life experience of both the educational community and its partners in order to form the ability of community members to survive in the market for a long time. educational services. Social partnership allows you to act effectively and successfully, keeping in mind the priority perspective common to all partners, to effectively coordinate joint activities with a clear understanding of your responsibility. Such activities allow for the most effective and economical assistance to needy members of the community participating in partnership, to ensure that, while remaining different, acknowledging differences. individual people and organizations.
Opportunities for the development of education through partnerships are built on the following mechanisms: openness and cooperation, emphasis on development, communication and exchange of ideas; an opportunity for local residents, socially active educational institutions of all types and kinds, local organizations become active partners in solving problems in education and the community; providing parents with the opportunity to become a “good companion” on the educational route of the child; cooperation with aimed at increasing the number of services provided in the community.
MBOU secondary school No. 72 is an open socio-pedagogical system that closely interacts with all types of educational institutions of the city, region, public, cultural institutions, families of pupils, etc. All institutions, to one degree or another, carry out variable multi-level education.

Currently, the teaching staff of the school cooperates with more than 15 different organizations in our city. Involving the public in the management of the development of education is a task outlined by the presidential program “Our new school”, one of the goals of which is the creation of a qualitatively new level of relations, interaction in solving the problems of the development of education by a circle of interested parties capable of reaching a constructive agreement and developing a unified educational policy.

Changes in socio-economic life that have taken place in recent decades have led to significant changes in the education system and the institution of the family. The field of additional education has changed. All this provided the family with real opportunities to choose the type of educational institution and the range of educational services provided by it. The parent community today proposes to build relations between the family and the educational institution at the level of social partnership. These are educational services that correspond to the social order for the education of children. Throughout the year, we conduct monitoring among parents. We analyze the composition and structure of families of studying children. It turns out that the vast majority are interested in the fact that children receive high-quality additional education, upbringing and development, in the future they continue their education in educational institutions of higher and secondary vocational education.

In this regard, the school seeks to seek opportunities to meet the needs of parents. Cooperation with general education institutions based on the integration of general and additional education makes it possible to create a unified educational environment in the school, to bring the services of additional education as close as possible to the student. It allows you to optimize the use of the material base of partner institutions, develop it in a targeted manner, implement the program-methodical and organizational-methodological potential of institutions as efficiently as possible, coordinate the educational process at all levels of interaction, making it more mobile and student-oriented. The importance of such cooperation in the context of the implementation of a new educational concept with modern tasks of specialized, developmental education and socialization in the transition to a competency-based approach to the organization of the educational process can hardly be overestimated. This cooperation allows not only to organize the leisure and employment of students in a meaningful way at a higher level, but also allows organizing pre-profile training and implementing professionally oriented programs. In order to provide effective assistance to the family in raising a harmoniously developed personality capable of adapting to the changing conditions of society, establishing relationships of trust and cooperation between the family and the educational institution, a program for educating and socializing students "Ascent" was created, which is aimed at creating conditions for cooperation between children and adults. .

The teaching staff today is looking for any opportunities and means to help the family, provide psychological and pedagogical assistance, and teach how to raise a child. To educate without appropriate knowledge, guided only by a blind instinct, means risking the future of a growing person. Therefore, teachers learn themselves and carry their knowledge to parents. After all, no matter what the parents do, no matter who they are by profession, they are always the educators of their children.

It is important for us to achieve active life position parents, to make them want to know their child, to evaluate their relationship with him. And we use many forms and ways, proven by practice and time. These are parent meetings, fathers' conferences, parent lectures, round tables, etc. Parents try to participate together with their children in socially important matters for the improvement of the building, in contests, competitions, extracurricular activities etc. Cooperation with educational and public institutions is developing most actively and productively in the period of preparation for mass events; scientific and practical conferences. This educational partnership is understood as the cooperation of absolutely equal partner institutions and as a constructive association of teachers around one big thing - creating conditions for a young person to receive an education focused on obtaining future profession making a conscious choice with a sense of responsibility, realistically assessing their potential and prospects for social and professional integration into modern society. The partnership nature of the relationship brings adults and children together, makes them allies in creative work. As a positive trend, it can be noted that teachers seek to actively promote their experience of working with children: holding open events, holding seminars, conferences at various levels on the basis of the school and beyond, publications in the media, posting information on the school website, etc. . This forms efficient system informing citizens about the successes and problems of the educational institution. This allows not only to solve the problems of education and socialization of students, but also to actively promote their "product" in the market of educational services, to solve the image problems of the school. Of course, the introduction of new state educational standards (FSES) in secondary schools introduces significant adjustments to the entire system of interactions in the educational services market. And in this regard, the school staff hopes that the existing experience of social partnership will allow not only to survive, but also to develop in the modern market of educational services in accordance with the expectations of society and the state.

(From the experience of the teaching staff MOU "School No. 3 of Dokuchaevsk")

It is an indisputable fact that it was education at all times that was considered an enduring value, because it is the basis economic development society, one of the factors of social stability, a source of growth of the intellectual resource and the spiritual and moral potential of the population, the key to the successful development of any state, the absolute embodiment of the well-known proverb "What you sow, you will reap." However, rational and balanced arguments in favor of the fact that the school is not the only subject of the implementation of the educational mission have been sounding more and more insistently lately. In the light of the tasks determined by the doctrine of the development of education, as well as in view of the modernization of modern education, there is a natural need to ensure the openness of the education system to various influences from the family, society, state and, moreover, to involve them in resolving issues of educational tactics and strategy. It would be useful to recall that the school never claimed an absolute monopoly in the provision of educational and upbringing services, and the so-called "patronage relations", so popular in the 70-80s of the last century, are absolute confirmation of this. Along with positive results, namely: the provision of material and other assistance in the implementation of school repairs, the purchase of educational literature and didactic materials, the provision of nutrition and health improvement for children, patronage relations were only episodic, unsystematic and were not based on the dialogic attitude of the subjects and, as a result, , did not ensure permanent unity, harmonization of relationships and the development of a joint strategy for unified action. In other words, a kind of manipulation took place, when either one of the parties unconsciously performed the actions necessary for the other side, or one of the parties was used only as an element of raising the status of the activity without its conscious inclusion and involvement in the educational process. Worked the so-called level subordinate inclusion, which involves the voluntary inclusion of one side as a passive performer, accepting the specified framework of activity. Such a one-sided, and sometimes only symbolic, participation in the life of the school, of course, had nothing to do with the subject of our conversation today, but it was it that served as the embryo of what is now commonly called social partnership in the field of education. And it is social partnership, excluding subordinate inclusion accomplices in the process of education and upbringing, offers other types inclusions, more constructive, allowing you to feel not just involved, but involved educational system to see the results of their participation, to show a sincere interest in discussing and solving the problems of the development of education.

The term "social partnership" came to pedagogy from other areas of society, where it is interpreted as a mechanism for regulating relations between the state and various social groups. Socio-pedagogical partnership is a combination of joint efforts of individuals or educational institutions to achieve common goals; streamlining the coordination interaction of education systems and social institutions within their mutual interest, with the aim of introducing nationwide, nationwide aspects of education and upbringing, on the basis of which representatives of different property entities, population groups, organizations and institutions reach the desired consensus, organize joint activities, coordinate it in direction of achieving public consent in educational policy. And this joint activity is based on:

*coordinated inclusion, which is being built taking into account the joint discussion of the initiative of one side, with its further development and possible adjustment;

*initiating inclusion, characterized by high activity of one side, with consultative and coordinating activities of the other side;

* independent mutual inclusion where the initiative of joint activity can be put forward by any party with bilateral support of the idea, its development and implementation by joint efforts, as well as mutual responsibility for the success of the result achieved.

Level selection involvement in the implementation of joint activities is determined by both the situation and the results that the parties, called social partners, seek to achieve.

Social partners are individual and collective entities that share the values ​​of modern education, are interested in developing a unified educational policy, and are able to effectively support education in solving real problems of the formation and development of its system. Achieving a high quality of education presupposes an organic combination of educational traditions and innovative trends that have been recognized in world and domestic practice, creatively meaningful in relation to domestic pedagogical reality and the strategic goals of the sociocultural development of society. However, social partnership should not imply direct copying of foreign experience. It is far from being universal, and even if it is partially applied, a deeper social and historical-comparative analysis is required. Therefore, we must agree that social partnership in our country should be based on the realities and needs of our lives. Partnerships can be considered as inter-subject interactions, the effectiveness of which is determined by the common value-target aspirations of all its participants, their mutual enrichment, that is, as a joint development of the system of values ​​that prevail in our society and are a criterion for assessing the level of education and upbringing of a person.

However, everyone knows that society is heterogeneous, which means that partnerships are not always possible between education and various sectors of society. But after all, the term "partnership" is understood very widely and the most common is the understanding of partnership as the unification of the efforts of individuals or organizations to achieve common goals or to achieve a goal that is significant for all. The modern approach to the issue of partnership in education shows that the development of education is not only the concern of the state in general and the educational institution in particular. The state, represented by the ministry and regional departments of education, is responsible for ensuring a unified educational space in and providing the education system with the necessary resources, and therefore, due to obvious reasons, cannot cover the full complexity of the tasks, needs and conditions of specific communities. In addition, the school is a living entity that has continuous dynamics and a tendency to change, and that is why the variability of the forms of social partnership is allowed. Education, as one of the social institutions, has always been characterized by close relationships and their interdependence with all the main areas of society - the economy, social structure, politics and culture. These are the four fundamental stones on which the school can rely in the implementation of its main mission - to educate and educate. And it is on the interaction of these four subjects of cooperation that it depends whether the entire education system as a whole and each educational institution in particular will be able to build new system partnerships instead of the well-known old practice of patronage relations. Now we can say with confidence that the social maturity of society and local communities is a prerequisite and indicator of the possibility and even the need for social partnership in education. The idea of ​​social partnership in education is that in order to solve problems in this socially significant area, the efforts and specific actions of the whole society, and not just one of its components, are required. Of course, it is necessary to first monitor the situation in a particular city or locality in order to find out the existence of grounds for mutually beneficial cooperation, i.e. partnership between education, individual public, charitable organizations, specific people, government agencies. It is necessary to thoroughly study and work out the question: what opportunities does partnership represent for education and vice versa, what technologies are needed for effective partnership, what mutually beneficial results can be achieved in case of successful partnership.

How does partnership in education help to improve the process of teaching schoolchildren, what results it helps to achieve, what mistakes it helps to avoid, how it can enrich the routine educational process, whether it has the right to life, in general, and what final goal this difficult and very laborious task?

An assessment of the experience of interaction showed that social partnership helps to direct the resources of the school to the development of the joint activities of any educational institution, its public self-organization and self-government, regardless of its type and type. It attracts the resources of society for the development of the educational sphere, while not saving the resources of the school itself, but enriching them. It helps to accumulate and transfer the life experience of both the educational community and its partners in order to form the ability of community members to survive in the educational services market for a long time. Social partnership allows you to act effectively and successfully, keeping in mind the priority perspective common to all partners, to effectively coordinate joint activities with a clear understanding of your responsibility. Such activities allow for the most effective and economical assistance to needy members of the community participating in partnership, to ensure that, while remaining different from others, to recognize the differences of individuals and organizations.

An effective social partnership in education involves:

    a) the existence of a social need to be included in the implementation of the values ​​of education;

    b) readiness for such cooperation of the school;

    c) the need of the school;

    d) school initiative;

    e) initiative of the non-state sector.

The presence of all the above conditions will contribute to the fact that the partnership will help direct the resources of the school to the development of the community, social self-organization and self-government. It will attract community resources to support education at school and will contribute to the cultivation in the community of the tradition and practice of civic engagement, charity, and voluntariness. Already today, social partnership creates at the local level real structures civil society, trying to guarantee their sustainable development.

Opportunities for the development of education through partnerships are based on the following mechanisms:

- openness and cooperation;

- emphasis on development, communication and exchange of ideas;

-developed philosophy of education and approach to community development;

- the possibility of implementing rational ideas for local residents;

- establishment of socially active schools;

- revealing the desire of local organizations to become active partners in solving problems in education and the community;

- giving parents the opportunity to participate in the learning process and school life their children;

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

A large number of factors are a guarantee of successful cooperation between educational institutions. But the most important is the development of a culture of charity, the formed strategy of organizations entering into cooperation, proximity to those in need, professionalism in the services provided, the degree of development organizational culture partner, the humanitarian component of the partner's human factor, the control system, the existing system of financing and the philosophy of its development, information support, regulation of the organization, the mechanism of self-development of the partner organization.

Models of social partnership in education and organizational forms partnerships that have a "registration" in the Dokuchaevskaya secondary school No. 3, the stages of implementation of the social partnership model give the right to declare the existing specifics of relationships, established technologies and evaluate the components of success in this new business for a developing civil society. Yes, social partnership in education is a sign of the new times. But the modern school is in such conditions when it is impossible to survive and develop without establishing a mutually beneficial social partnership. The educational institution should be open system expanding cooperation with various social institutions. Children need adults to share responsibility for their education and upbringing.

Today, the school has been given a social order for the formation of a child's personality, which is characterized not only awareness in various fields of science, but also sociability , tolerance, modern type thinking, decision-making responsibility .

Therefore, under the conditions modern approach to training, education, development and socialization, a school graduate must build harmonious relations with the outside world, adequately adapt to the conditions of modern society, its social, professional, spiritual and moral values.

The change in value orientations in accordance with sociocultural changes in society, the emergence of the idea of ​​lifelong education as education throughout life, puts the individual with his interests and capabilities at the center of a new sociocultural paradigm of education. Based on the understanding that the education system has a significant potential that ensures the socialization of a person, it becomes clear that in modern conditions the education system should prepare a person for a future life. It is no coincidence that among the priorities of the modernization of the educational sphere is the development of education as an open state-public system. At the same time, it is emphasized that strategic goals of education can only be achieved through continuous interaction of the school with representatives of science, culture, healthcare, all interested departments and public organizations, as well as parents.

To date, a certain system of work on social partnership has developed in Dokuchaevskaya School No. 3, which contributes to the creation of a “social situation of development” for students. The school is an open socio-pedagogical system that closely interacts with all types of educational institutions of the city, the republic, public organizations, families of students. The market of additional educational services in our city is quite saturated and competition between institutions is high. Clubs of the House of Culture, children's music and sports schools, the House of Children's and Youth Creativity, private forms of additional education for children are successfully operating in the city. All of them, to one degree or another, provide varied education at different levels, and with skillful involvement in partnership, they provide invaluable assistance to the school. Currently, the teaching staff of our school cooperates with more than twenty different organizations in our city. Involving the public in partnership in the field of education is a task, the implementation of which will help create a qualitatively new level of relations and interaction in solving the problems of the development of education by a union of interested entities capable of reaching a constructive agreement and developing a unified educational policy. We are looking for opportunities to attract social partners who have the resources to organize joint activities of the school as a resource center.

SOCIAL PARTNERSHIP

Between social groups of the education system:

Kindergarten;

Other schools in the city;

Institutions of additional education:

School of Music,

sport school,

mining and trade technical schools;

Intra-school communications at the level of interdisciplinary integrated relations;

Between social groups outside the education system:

Library;

Palace of Culture;

Deanery;

Local Internet resources;

Police;

Station fire brigade;

Medical institutions;

Public organizations;

With many of the above organizations, there are already long-standing partnerships built on a contractual basis. To some of them, we are only paving the path in the field of mutual cooperation and partnership. And, since the benefit from joint coordinated actions of both the school and all subjects of society is obvious, it is becoming easier to establish contacts with those who are really interested in the versatility of the learning process, in its multi-vector nature and depth.

Social partnership in Dokuchaevskaya secondary school No. 3 is carried out in several areas:

1. Socio-pedagogical direction:

Parents;

kindergartens;

Institutions of additional education;

2. Civil-patriotic direction:

Library;

Council of Veterans;

Museum of Local Lore;

Society of Veterans - Afghans;

Union of Liquidators of the Consequences of the Accident at the Chernobyl Nuclear Power Plant;

3. Spiritual direction:

Deanery;

Sunday School;

4. Physical culture and health direction:

GYM's;

4. Preventive direction:

Social services for work with youth;

Local Internet resources;

Police;

5. Career guidance:

Mining and trade technical schools;

City employment center;

Developing the system of continuous education (preschool institution-school-technical school (HEI)), Dokuchaevskaya secondary school No. 3 cooperates with kindergartens of the city, technical schools of the city to create a system focused on the individualization and socialization of students. On the third step general education, we develop a system of profile education, taking into account the real needs of the labor market, parents' requests, working out a flexible system of profiles and cooperation with institutions higher education. The possibilities of socialization of students are expanding, continuity between general and professional education is being ensured, and it becomes possible to more effectively prepare school graduates for mastering higher professional education programs. The social partners should jointly take an active part in the mandatory vocational guidance and advising pupils of the secondary education system. Work not only with graduate students, who for the most part have already made their choice, but also among students lower grades by organizing and holding talks with the best workers, tours of enterprises, holding open days in vocational schools.

Let's consider several directions of modern partnership in the field of education.

Social - pedagogical direction:

Parents are the main social partners of the school.

Much attention is paid to social partnership with parents, supporting the educational potential of the family. To foster a positive attitude towards school among students and parents through the inclusion of parents in the public life of the school (in terms of educational work schools - the participation of parents in class, school-wide events, joint trips, competitions, career guidance excursions to the places of work of parents is impossible without the active help of parents. Civil passivity, dependency of a certain part of parents, their consumer attitude towards school can be overcome by developing a social partnership first with a group of parents, a voluntary community service, charity. We try to make parents our allies, because only by joint efforts, complementing and supporting each other, parents and the school can achieve the desired results in the education and upbringing of children. The parent community today proposes to build relations between the family and the educational institution at the level of social partnership. These are educational services that correspond to the social order for the education of children. Throughout the year, we conduct monitoring among parents. We analyze the composition and structure of families of studying children. It turns out that the vast majority are interested in children receiving a quality education, upbringing and development, and then continuing their education in educational institutions of higher and secondary vocational education. The importance of such cooperation in the context of the implementation of a new educational concept with modern tasks of developmental education and socialization in the transition to a competency-based approach to the organization of the educational process can hardly be overestimated! And that is why the teaching staff of our school today is looking for any opportunities and means to help the family, provide psychological and pedagogical assistance, and teach how to raise a child. To educate without appropriate knowledge, guided only by a blind instinct, means risking the future of a growing person. Therefore, teachers learn themselves and carry their knowledge to parents. After all, no matter what the parents do, no matter who they are in their specialty, they are always the educators of their children.

It is important for us to achieve an active life position of parents, to make them want to know their child, to evaluate their relationship with him. And we use many forms and ways, proven by practice and time. These are parent-teacher meetings, which take place in the form of “Let's Think Together” talks, and parent-pedagogical consultations; trainings, discussions, round tables. Parents discuss at parent-teacher meetings, participate with their children in socially significant matters for the improvement of the building, the collection of search material, etc.

Main areas of work with parents:

    the formation of an active life position of parents in relation to the school;

    organization of parent education;

    interaction of the social and psychological service of the school with parents;

    involvement in school self-government bodies;

    using the hobbies of individual parents for extracurricular work with children;

    holding joint events, holidays, hikes, excursions, weekend clubs;

In order to activate all of the above areas of work with parents, the school has developed and operates the program “Social Partners: School and Family”, which is implemented through:

* usage traditional forms of working with the family, organizing joint leisure and search activities, creating a bank of family holidays and other forms of joint events: “Health for the whole family”, “Grandma’s Chest”, “My Mom’s Passion”, “Looking through an old photo album”, “Songs my childhood”, “Adults to children” and others;

* development and supporting the interest of children and adults in the history of the family, the city: “My family tree”, “Feast of the birthright”, “The contribution of my family to the history of the city, country”, “Defender of the Fatherland in my family”, “School graduate in my family” and others ;

* creation in the school museum of family albums, one-day exhibitions and expositions; compiling a report about interesting families on the local Internet resource "Typical Dokuchaevsk" and the site of school No. 3.

* involvement parents in strengthening the material and technical base of the school: equipment and repair of classrooms, participation of parents in the repair of the school and participation in school-wide community work days.

School - preschool institutions.

The system of work "school - kindergarten" has long been established. teachers elementary school they know in advance which children will come to them in the first grade, since, under an agreement on joint activities, they attend classes of the preparatory group, parent-teacher meetings. educators kindergarten are invited to the school for pedagogical councils on readiness for the learning process, as well as the adaptation of children at school (to see how their former pupils feel here). Such a system of work allows children to quickly get used to a change in their usual environment and activities, new teachers, and helps to avoid a difficult period of painful adaptation. Holidays held for kindergarten students by our students have become traditional: open lessons for kids in order to get acquainted with the lesson as such, Christmas trees, days of acquaintance with the school and others.

School - House of Children's and Youth Creativity.

For many years, the school has been cooperating with this institution of additional out-of-school education. It is especially valuable for us that for many years on the basis of the school, the methodist of the Children's Youth and Youth Theater Pyzhova Natalya Andreevna has been leading the circle "Lacemaker". In her classes, she introduces children to the basics of clothing modeling, crocheting with them, and making traditional folk dolls. Her hands decorated the traveling exhibitions of the corner of the school museum.

Physical culture and health direction.

School - "DYUSSH" SC "Dolomit".

Sport school provides its base for conducting classes for students. Many students of the school attend sections led by trainers - teachers of the Youth Sports School. Students show the results of this work by winning at different levels of competition. However, trainers also provide invaluable assistance to the school in the formation of self-discipline among schoolchildren, and sometimes even work on school subjects and improve the quality of knowledge.

Preventive direction.

The activities of the school in this area are carried out through interaction with social services for working with youth, public organization"Young Republic", as well as the police. Representatives of the above organizations are frequent guests at our school. Conversations, quizzes, performances of propaganda teams, joint events help teachers in the difficult process of forming a student's personality. V this direction social partnership is also carried out for the implementation of additional education: representatives social movement"Young Republic" offer children to engage in various types social activities on the terms of volunteer movement, sports, active lifestyle.

Information direction.

The role of the educational institution in ordering the information that falls on the child from the media is great: radio, television, the Internet. Organizing work on the formation of the aspirations and interests of children, interacting with local press, local television, we effectively solve the problems of educating a common culture of young citizens, their attitude to the world, to themselves, the results of their creative activity. Teachers and students of our school actively use the thematic pages of the Dokuchaevskiye Vesti newspaper, the websites Typical Dokuchaevsk, School No. 3. As a positive trend, it can be noted that the teachers themselves began to actively promote their experience of working with children, to look for new forms of cooperation with the media. Thus, an effective system of informing citizens about the life of the school, about problems in the children's and youth environment is being formed in the city. This allows not only to solve the problems of education and socialization of students, but also to actively promote their “product” in the educational services market, solve the image problems of school No. 3 and attract new partners for cooperation.

Career direction.

Our school has been cooperating with the Dokuchaev Mining and Trade Technical Schools for many years. We understand this educational partnership as cooperation of absolutely equal partner institutions and as a constructive association of teachers around one big thing - creating conditions for graduates to obtain a profession, while making a conscious choice with a sense of conscious responsibility, realistically assessing their potential and prospects for social and professional integration in modern society.

One can talk endlessly about the need for social partnership in modern education, its importance can hardly be overestimated. One thing is obvious: it allows everyone to take a fresh look at the process of education, as an integral part of the entire life of society, each member of which, to one degree or another, can influence its course, direction and effectiveness. Today's practice of social partnership is filled with new content: Special attention is given to the use of search technologies in work with students, research activities students, building the social infrastructure of the school, which allows creating conditions for the inclusion of students in the process of developing and implementing social projects, mutual penetration of school subjects, full-scale integration of all actions carried out by the school educational institution. And, since all of the above partnership schemes are still, rather, one-time and unsystematic (since work with schoolchildren is not the main activity for either the police or medical workers, nor for representatives of other services), I would like to demonstrate the implementation of modern partnerships in our school just on the example of interdisciplinary connections, on joint coordinated actions of all school employees, on the implementation of such partnerships through integrated lessons. Based on my pedagogical specialty, my own experience and the existing models of partnership in teaching children, I would like to focus on the school subject called “English Language”. Two presentations are presented to your attention, based on theoretical knowledge and practical experience on the topic "Modern partnership in the field of education (achievements and prospects) and" Modern partnership in teaching children English.
Prepared material for participation in the Virtual exhibition-presentation "Modern education in the Donetsk People's Republic 2016" - Pisanets N.G., teacher in English MOU "School No. 3 of Dokuchaevsk", teacher of higher qualification category, senior teacher.

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

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

Achieving a high quality of education presupposes an organic combination of educational traditions and innovative trends that have been recognized in world and domestic practice, creatively meaningful in relation to domestic pedagogical reality and the strategic goals of the sociocultural development of society.

The legislative basis for the development of a model of social partnership in the field of education as a whole is provided by the Civil Code of the Russian Federation, the Law of the Russian Federation "On Education", the Law of the Russian Federation "On Non-Commercial Organizations", the Law of the Russian Federation "On Public Associations", Decree of the President of the Russian Federation of 31.08.1999 No. 1134 "On additional measures to support educational institutions in the Russian Federation". The legal basis for the organization of social partnership at the municipal level is created by federal laws "On local government in the Russian Federation", "On the general principles of the organization of local self-government in the Russian Federation", as well as the relevant laws of the constituent entities of the Russian Federation, adopted in the development of these federal laws.

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

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

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

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

The implementation of these tasks allowed:

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

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

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

Method for identifying gifted children

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

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

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

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

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

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

Creative workshops on the basis of the Novochanovskaya secondary school:

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

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

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

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

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

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

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

The main activities are:

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

3. Method of working with teaching staff

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

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

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

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

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

Such general education will take place in three organizational stages.

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

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

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

WHAT IS IMPLEMENTED:

No. p / p Activity content
1. Workshop "Methodology and methods of pedagogical research".
2. Workshop "Humanistic Pedagogy: Essence, Experience, Results".
3. Master class "Organization of profile training and introduction of ICT".
4. Speech at the seminar of school principals on the topic of the experiment.
5. Seminar of natural science teachers "Organization of research expeditions for schoolchildren".
6. Seminar "Research and project activity students in the educational process.
7. Master class "Modernized model of the unified scientific and methodological service of schools".
8. Seminar-workshop "Use of information and communication technologies in education".
9. Order on the organization of joint work of the NOU:
Research work in the directions.
Scientific and practical conference.
10. Joint work on the programs "Gifted children" and "Health".
11. A research expedition of schoolchildren to Lake Chany was carried out.
12. Systematic diagnostic work to identify gifted children and organize further work with them
13. Participation in district readings, seminars, conferences on the topic of the experiment.
14. The work of a single resource center for students and teachers of natural sciences, philology, mathematics and computer science.
15. The work of temporary creative problem groups.
16. Measures to improve the systems of profile and distance learning schoolchildren.
17. Participation in telecommunication projects and competitions.
19. Participation in competitions of socially significant projects.
20. Creation of a database of gifted children, educational programs, teaching materials, diagnostic methods in areas, advanced training of teachers.
Systematization and generalization of the experience of work on the experiment: films, teaching aids, multimedia presentations, publications in educational media, posting information on school websites, booklets.
Stages of implementation of the experiment program
Stage I - 2006 - 2007 Stage II - 2007 - 2008
tasks results tasks results
1. Creation of the regulatory framework for PPI.

2. Study, development and dissemination of technologies aimed at identifying and teaching gifted children within the framework of the PPI.

Creation of a system of purposeful identification, selection and development of gifted children.

3. Generalization and dissemination of work experience through a system of seminars, district and regional scientific and practical conferences.

4. Organization of a traveling summer school for gifted children - a research expedition to Lake Chany.

 1. Making changes to local acts schools.

2. Creation of a system of permanent pedagogical "universal education" - a scientific and practical seminar for teachers in the following areas:
- organization of research activities (MOU Novochanovskaya secondary school);
- organization of specialized training and the introduction of ICT (MOU secondary school No. 93).

3. Creation of a bank innovative technologies and publishing materials in educational media.

4.Strengthening the health of students. Improving the research skills of students in the study of ecological systems.

 1. Development of research skills, communication skills and increasing the level of self-realization of students.

2. Monitoring various directions work to determine the effectiveness of ongoing activities and operational correction.

3. Increasing the level of teachers' qualifications through the implementation of a modernized model of the scientific and methodological service.

4. Effective use educational-methodical and material-technical base in the educational process.

5. Development of a system of generalization and dissemination of experience through the release of information collections, posting information on the websites of educational institutions and educational authorities, organizing speeches in the media.

 Regular holding of joint intellectual and creative events of various kinds.

Systematic replenishment of the data bank of educational programs, methodological materials, diagnostic methods in the direction, advanced training of teachers.

Creation of a unified structure of the scientific and methodological service of schools, which makes it possible to effectively develop and implement innovations.

Creation of a single resource center for use by students and teachers:
- in the field of natural sciences (Novochanovskaya secondary school);
- in the field of philology, mathematics and computer science (secondary school No. 93).

5. Analysis and adjustment of the experiment program. Development of the experiment program up to 2010.

 

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