Social partnership in education priorities and opportunities. Social partnership in the field of education - types, tasks. The main areas of work of our school in the framework of social partnership

The concept of social partnership: - this is such a jointly distributed activity of social elements - representatives of various social groups, the result of which are positive effects accepted by all participants in this activity; This is the way to build a civil society.

Participants in a social partnership n A social group is a relatively stable set of people who have common interests, values ​​and norms of behavior that develop within the framework of a historically defined society. n Large groups: social classes, social strata, professional groups, ethnic communities (nation, nationality, tribe), age groups (youth, pensioners). n Small groups, a specific feature of which is the direct contacts of its members: family, school class, production team, neighboring communities, friendly companies.

Partnership for education n partnership within the education system between social groups of a given professional community; n partnership, which is entered into by employees of the education system, in contact with representatives of other areas of social reproduction; n partnership initiated by the education system as a special area social life contributing to the formation of civil society.

Social partnership in education is necessary so that teachers, students and parents manage the school together so that teachers, teachers can unite to fight the state and authorities for their rights to effectively raise funds for the development of the school so that the territory develops socio-economically to offer school resources to those interested the parties do not need social partnership at all educational institutions All-Russian Internet Pedagogical Council 2008

1. The state is a special kind of partner. n acts as a catalyst for change in social and economic life, financially and institutionally supports public initiatives on which the partnership is based. creates legislative and regulatory conditions for the implementation of innovations, development local government, non-profit sector, charitable activities; forms targeted development programs social sphere and combines various resources for their implementation; attracts local self-government, non-profit organizations and businesses to implement targeted programs using various organizational and financial mechanisms, including social contracting.

2. Local self-government is a phenomenon of public life, and not state power. n represents the interests of the local community; n within the framework of its powers, provides the most effective solution to social problems through the implementation of specific projects; n acts jointly with public associations and business representatives interested in the development of the local community.

3. Businesses and Universities n easier access to labor market information and n n educational services Oh; the requirements of employers to the content of training of specialists are taken into account; simplifies the process of updating old and developing new educational programs that meet the requirements of Universities and employers; more opportunities for professional testing and self-determination of the graduate open up; expanding employment opportunities for graduates.

4. Non-profit sector Non-profit organizations, professional associations, independent think tanks: n offer new ideas and solutions, social technologies; n provide civilian control over the actions of the authorities; n engage volunteers; n express the interests of certain groups of the population (youth, disabled people, etc.); n put forward new value orientations (environmental movement, restorative justice movement, human rights movement, etc.).

5. Commercial Sector Business and business associations: n provide charitable donations; n the opportunity to use the experience and professionalism of competent managers in solving socially significant problems.

Roles of partnership participants n Commercial organizations- funding opportunities, n State structures- use of power levers, n Public associations - form and organize social initiatives of citizens. Even if the problem is identified and recognized by all, this does not mean that a social partnership is possible.

Rules of partnership 1. This is really a partnership, not charity, mercy towards those in need. 2. It is a social action based on a sense of human solidarity and shared responsibility for a problem. Social partnership arises when representatives of the three sectors (or any pair of them) begin to work together, realizing that this is beneficial to each of them and society as a whole.

The basis of social partnership is the interest of each of the interacting n n n parties in finding ways to solve social problems; combining the efforts and capabilities of each of the partners for their implementation; constructive cooperation between the parties in resolving disputes; the desire to search for realistic solutions to social problems, and not to imitate such a search; decentralization of decisions, lack of state paternalism; mutually acceptable control and consideration of the interests of each of the partners; legal validity of "cooperation", which provides favorable conditions for interaction for each party and society as a whole.

Cause of partnership n Social problem arises when there is a non-antagonistic conflict of interest different groups population relative to some common resource. n The situation becomes more complicated if these are groups with unequal opportunities. The problem can also be a conflict of interests between the population and the authorities, when the “demand” of some groups of the population to meet their needs that do not contradict public interests is not provided by the “offer” from the authorities for some reason, and serious social tension arises. .

Partnership in education Transformation of the three means of the management system in the aspect of state and public management of education: n personnel (a means, the change of which is aimed at initiating the activity of professional and pedagogical associations); n finance (a tool whose change is aimed at ensuring openness and rationality financial flows); n information (a tool that aims to broadcast positive, constructive and promising ideas about education to the public).

Topical issues n What is the source of the educational (social) initiative? n What are the different interests of what social groups are being realized? n Perhaps make the process of vesting interests open? n How effective will the implementation of the initiative affect the well-being of its participants, the wider social environment?

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 guide covers the legal and organizational bases social partnership in the field of education, including in educational institutions. Role shown trade union organization, her 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 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 different kind 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, from the side federal bodies authorities, there is a growing tendency to transfer powers to provide social and labor guarantees and provide benefits from the federal level to the regional and even municipal (in setting levels of rates and salaries, allowances for educators, in providing utility benefits teaching staff in countryside, in determining the procedure for attestation of teaching staff, etc.).

Under such conditions, it seems necessary to intensify the work territorial organizations The trade union for collective agreement regulation in order to prepare 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 formation of representative bodies of employers in the industry (for example, the Federal Law “On Associations of Employers” adopted in 2002 does not fix the specifics of the employer’s status 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;

The underdevelopment of the pedagogical labor market, the lack of relationship between planning vocational 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 increase the wages of 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 federal executive bodies.

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;

ESSAY

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

Introduction 3

Chapter 1 The Essence of State Public Administration

educational organization for present stage. 5

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

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

Conclusion. 15

References 16

INTRODUCTION

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

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

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

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

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

CHAPTER 1

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

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

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

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

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

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

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

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

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

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

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

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

CHAPTER 2

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

2.1 ESSENCE OF THE CONCEPT "SOCIAL PARTNERSHIP"

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

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

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

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

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

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

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

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

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

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

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

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

Co-management of the educational process;

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

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

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

2.2 EXAMPLE MODEL OF SOCIAL PARTNERSHIP

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

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

Our model will include the following components:

  1. The key element around which the social partnership is formed is a social problem, the solution of which will be the focus of interaction. Everyone should feel responsibility and solidarity for solving the problem.
  2. Members of the social partnership
  • The teaching staff of an educational organization.
  • Administration of the institution.
  • Parents of students.

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

  1. Roles of partnership participants
  • Commercial Organizations - Financing Opportunities
  • State structures - the use of power levers
  • Public associations - form and organize social initiatives of citizens
  1. Solution methods:
  • using the possibilities of network interaction to improve the quality of the educational activities of the institution;
  • formation of a package of information and analytical materials, preparation of a package of contractual documents, a data bank on possible formats for negotiating with social partners;
  • implementation social projects and programs;
  • increasing the degree of openness of an educational institution through the use of public assessment of the activities of an educational organization;
  • the use of self-assessment of the teaching staff for further improvement of the activities of the educational organization;
  1. Resources:
  • Availability of material and technical base (equipment, equipped premises)
  • Personnel (teachers, administrative staff students, parents)
  • Informational (official website, children's and youth cinema - photo studio, own correspondents, a public page in the social network, interaction with the media, etc.).
  • Financial (extrabudgetary source of funding)

The criteria for the effectiveness of this model will be:

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

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

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

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

CONCLUSION

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

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

LIST OF USED LITERATURE

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

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

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

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

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

The term "social partnership in education" - like the activity itself, received full recognition in modern Russia a few years ago. Few people doubt that education is one of the most significant values ​​in society. However, everyone knows that society is heterogeneous, which means that partnerships are not always possible between education and various sectors of society. I want to introduce you to the experience of the children's creativity center of the city of Serdobsk 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 indeed of each individual UODOD, in their social and historical mission, occupied by a niche in market of educational services, social significance in the entire structure of existing interactions.
An assessment of the experience of interaction 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 the resources of society for the development of the 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 educational services market for a long time. Social partnership allows you to act effectively and successfully, keeping in mind the priority perspective common to all partners, to effectively coordinate joint activities with a clear understanding of your responsibility. Such activities allow for the most effective and cost-effective assistance to needy members of the community participating in partnership, to ensure that, while remaining different from others, to recognize the differences of individuals and organizations.
Opportunities for the development of education in Russia 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; an opportunity for local residents, socially active educational institutions of all types and types, 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; collaboration with volunteers to increase the number of services provided in the community.
MOUDOD CDT is an open socio-pedagogical system that closely interacts with all types of educational institutions of the city, region, public institutions, families of pupils. The market of additional educational services in Serdobsk is quite saturated and the competition between institutions is high. Cultural institutions (children's art and music schools, the City House of Arts, houses of culture), sports (3 children's sports schools), education (a center for additional education for children, a station for young naturalists). All of them, to one degree or another, carry out variable multi-level education.
Currently, the teaching staff of the children's creativity center cooperates with more than 40 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 scope of additional education has expanded. 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 higher and secondary vocational education.
In this regard, new associations were opened in the center of children's creativity: “School of Young Entrepreneurs”, where teenagers receive knowledge in jurisprudence, accounting, economics; "Lawyer", "Young programmer"; associations of journalists "We try the pen" and "Easy pen".
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! In the schools of the district, this cooperation allows not only to organize leisure and employment in the countryside in a meaningful way at a higher level, but also allows organizing pre-profile training and implementing professionally oriented programs. Of the 1,600 students of MOUDOD CTC, 700 students are now studying only on the basis of 9 schools in Serdobsk and the Serdobsky district.
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, the Family World program 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. This parent meetings, but they take place in the form of gatherings-talks "Let's think together", "CDT, family, society"; parent-pedagogical councils; trainings, discussions, round tables. Parents discuss at the lecture hall "Commonwealth", participate together with their children in socially significant matters for the improvement of the building, the collection of search material, etc.
Parents hope that in the center the child will be taught not only to dance, sing and design. They want their children to develop stable, creative interests, which will help them in the future in choosing a profession.
Joint rest, family holidays are enthusiastically received by children and their parents. The partnership nature of the relationship brings adults and children together, makes them allies in creative work.
The main result of the interaction of this chain "Child-family-teacher" is the final result. Parents finance and go with their children on trips to regional and All-Russian contests, exhibitions, competitions. Purchase dance costumes, video equipment, provide financial assistance in the repair of classrooms.
The role of the institution of additional education is great in ordering the information that falls on the child from the media: 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.
Our teachers and pupils actively use the thematic pages of the newspapers Serdobskiye Novosti, Alyans, and Lyubimoy Gazeta. But the most indefatigable correspondents are activists of journalists' associations (on the basis of secondary school No. 10 and Lyceum No. 2). Their materials about the life of children's associations are constantly published on the pages of the school publications "Ten" and "Lyceum student". In addition to collecting and disseminating information, publishing materials about events in the MOUDOD CDT, young correspondents participate in socially significant projects. For example, the Firebird project was presented at the regional stage of the All-Russian campaign “I am a Citizen of Russia” to create a regional newspaper for children and youth. As a positive trend, it can be noted that the teachers themselves began to actively promote their experience of working with children, to look for new forms of cooperation with the media. Thus, the city is formed efficient system informing citizens about problems in the children's and youth environment. This allows not only to solve the problems of education and socialization of students, but also to actively promote their “product” in the market of educational services, to solve the image problems of UDOD.
Cooperation with educational and public institutions is developing most actively and productively in the period of preparation for mass events: "Let's join hands, family!", "Successful family"; socially significant cases: actions in support of children with disabilities “Kind Heart” and “Reach out a hand to a friend” (such an action took place during October, where the teaching staff involves social services, the administration of the Serdobsky district, individual entrepreneurs); scientific and practical conferences "Economic education of adolescents", held jointly with teachers of the Serdobsk multidisciplinary and agricultural technical schools.
The Center for Children's Creativity has been cooperating with the Kirsanov College of Civil Aviation 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 a young person to get a profession, while making a conscious choice with a sense of conscious responsibility, realistically assessing their potential and prospects for social and professional integration into modern society.. All parties of interaction are stipulated in agreements on joint activity. This entitles our graduates to the right of preference when entering the main specialties in this educational institution.
For many years, our teachers have been working with children with disabilities (HIA). Develop and implement new programs for social adaptation children through their creative activities. Now 6 teachers of the Center are working with such children at home, collaborating with a psychologist, a social service - the Center social protection, parents.
The result of this great painstaking work is the performance and victory of children with disabilities at regional competitions, festivals "Under the Sailing of Hope", All-Russian competition children's creativity "Open heart". And most importantly, children have a desire for life, self-confidence, self-realization, that they are not alone. High results of socialization of such children can be achieved when they, studying in the same group with healthy children (in some cases, denoting leadership positions) achieve success in festivals and competitions without a “discount” on the level of health.
Undoubtedly, the introduction of new state educational standards (FSES) in secondary schools will make significant adjustments to the entire system of interactions at Russian market educational services. And in this regard, we hope that the existing experience of social partnership will allow institutions of additional education 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.


Social partnership in education is a sign of the new time. modern school is in such conditions when it is impossible to survive and develop without establishing a mutually beneficial social partnership. Educational institution should become open system expanding cooperation with various social institutions. Children need adults to share responsibility for their education and upbringing.

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Performed: course student

"Social and pedagogical partnership

In solving urgent problems of education "

Month Yulia Vasilievna

Curator of the course: Associate Professor of the Department

socio-pedagogical

Education APPO

St. Petersburg

Stepikhova Valentina Anatolievna

St. Petersburg

2012

Social partnership as one of the tools for ensuring the socialization of students

Month Yulia Vasilievna, Deputy Director for BP

GBOU School No. 600 with in-depth study in English Primorsky

district of St. Petersburg

Relevance.

The Federal Law "On Education", the Decree of the President of the Russian Federation, the Government Decree and the relevant instructions of the Ministry of Education and Science set the task for schools to build a social partnership between the state and the local community in supporting and developing general secondary education.
Social partnership in education is a sign of the new time. The modern school is in such conditions when it is impossible to survive and develop without establishing a mutually beneficial social partnership. An educational institution should become an open system that expands cooperation with various social institutions. Children need adults to share responsibility for their education and upbringing.

The purpose of social partnership

The formation of students' worldview, ideas about the world as an integral system of interrelated relationships, actions and deeds.

The main tasks of social partnership:

Improving relations between the subjects of the educational space;
- Creation of conditions for attracting investment funds to an educational institution;
- Formation of an active life position of the student;
- Socialization of personality.

Principles of social partnership:

Voluntary recognition by partners of each other as participants in public relations;
- Confidence;
- Mutual responsibility of partners for a common cause;
- Mandatory fulfillment of their obligations in accordance with the agreements reached;
- Mutual interest of the parties;
- Equality of participants in the choice of ways and means to achieve a common goal;
- Maintaining the spirit of equal opportunity, selflessness and solidarity.

The main areas of work of our school within the framework of social partnership:

Implementation of continuity of education.
- Joint (collective) activity.
- Cooperation between school and society on mutually beneficial terms.
- Formation of an active life position and social intelligence.
- Building mechanisms for targeted social assistance, the use of charity resources.

In building partnerships with our school, three stages can be distinguished:

The first stage is Acquaintance.
- The second stage - Joint activity.
- The third stage - Partnership.

The main types of joint activities of our school and social partners are:

Activity

Result

Discussion of the strategy and tactics of social partnership

Drafting and signing contracts

Designing a joint activity

Drawing up plans for joint work

Implementation of joint activities

Holding joint events

mutual support

Psychological comfort of partners

In the process of joint activities, the presence of feedback and the openness of communication channels are of particular relevance. This means that it is necessary to regularly study the opinions of potential partners on the quality and results of this activity.
The main result of the second stage should be the ability of potential partners to participate in joint activities, i.e. their certain competence, based on trust in each other. Trust, in turn, gives rise to a desire to continue cooperation in forms that are acceptable to specific partners.

GBOU school №600 has a fairly large experience of interaction and cooperation in the local community in such areas as

Development of guardianship activities;

Development of self-government through the Council of High School Students;

Expansion of social partnership with parents of students, interested adults (institutions of additional education CI "Edelweiss", children's creative forum "Kitizh plus", center for social assistance to families and children "Semya", KDN, universities of St. Petersburg.)

In this work, I would like to dwell a little more on the latter direction.

Traditionally, much attention is paid to social partnership with parents, the educational potential of the family. To instill a positive attitude towards the school among students and parents through the inclusion of parents in the social life of the school (in terms of the educational work of the school - the participation of parents in class, school-wide events, joint trips, competitions, career guidance excursions) PPMS by the center of the Primorsky district (also our social partners) is impossible without the active help of parents. For a number of years, students in grades 6-7 of our school have been participating in this program.

2010-2011 was a very productive year for us. Among the 17 schools of the district, we took the 2nd place, and the creative work of the student of the 6th "b" class Alekseev A. "Family - the territory of health", took first place in the city!!!

Civic 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, developing a voluntary community service, charity.

Traditionally, social partnership with out-of-school institutions of additional education is carried out.

In 2011-2012, we signed an agreement with the Family Center on cooperation in order to implement the Healthy Family - Healthy Future project. Students in grades 10-11 took part in the project.

The purpose of the project: to provide professional assistance to adolescents in the formation of healthy relationships in the family between spouses.

Professional psychologists worked with students: with young men - a man, with girls - a woman. The children were able to ask all they were interested in personal questions and, according to reviews, the meeting was very productive. The results of testing and questioning showed that 90% of students are interested in the topic raised and want to follow the advice of experts in order to create a full-fledged family in the future.

Cooperation with the center "Family" is very old, the following joint events have become traditional: "Adaptation of students elementary school when transferring to a basic school”, consultations of psychologists for parents of problem students, social patrolling of families in a difficult life situation.

Developing the system of continuous education (preschool institution-school-university), GBOU school No. 600cooperates with kindergartens of the city, secondary schools and universities of the city to create a system focused on the individualization and socialization of students. On the third step general education, we are developing a system of profile education, taking into account the real needs of the labor market, the requests of parents, working out a flexible system of profiles and cooperation with higher education institutions.

The possibilities of socialization of students are expanding, continuity is ensured between the general and vocational education, there is an opportunity to more effectively prepare school graduates for the development of higher professional education programs.

Within the framework of pre-university education, social partnership is carried out with a number of universities in St. Petersburg: INGECON, Mining University, Finek, LETI.

Involving students in socially active activities, in interaction with the public, creates conditions for adaptation, socialization and development of the student's personality. The joint cooperation of the school with the public allows it to become an open system.


 

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