Indicators of the quality of educational services of the university. Modern problems of science and education Assessment of the quality of educational services
INTRODUCTION 3
CHAPTER 1. THEORETICAL BASIS OF EDUCATION QUALITY MANAGEMENT 6
1.1. Educational services as an object of research and management, the concept of the quality of education 6
1.2. Regulatory support of the education quality management process 19
1.3. Modern Russian and foreign experience in education quality management 25
CHAPTER 2. ANALYSIS OF THE EDUCATION QUALITY MANAGEMENT SYSTEM OF EDUCATIONAL INSTITUTIONS OF THE CITY OF MOSCOW 34
2.1. Quantitative characteristics of educational institutions of the city of Moscow 34
2.2. Analysis of the education management system in the city of Moscow 44
Order of the Moscow Department of Education of October 18, 2002 N 836 "On approval of regulations on district education departments" approved regulations on 10 district education departments in Moscow. 50
2.3. Analysis of the existing system of licensing and state accreditation of educational institutions of the city of Moscow 58
CHAPTER 3. DEVELOPMENT OF PROPOSALS FOR IMPROVING THE QUALITY MANAGEMENT SYSTEM IN EDUCATION 72
3.1. The main problems of the Moscow mechanism for ensuring state guarantees of the quality of education 72
3.2. Proposals for solving the main problems of the Moscow system of ensuring state guarantees of the quality of education 77
3.3. Evaluation of the effectiveness of the management system of general education in the city of Moscow 87
CONCLUSION 93
LIST OF USED LITERATURE: 96
Introduction (excerpt)
The topic of this work is devoted to the consideration of issues related to the provision of state guarantees of the quality of educational services, on the example of the work of the City Service for Licensing and Certification of Educational Institutions, Pedagogical Personnel and Students of the Department of Education of the City of Moscow
Relevance of the topic. Changes in the economic life of Russia have affected all areas of human life. This is especially true for education. The development of market relations has led to the fact that education has turned from a free privilege paid by the state into a commodity. Over a fairly short period of time in Russia, the market of educational services has developed and continues to develop actively, the supply of which over the past 10 years has made a huge leap forward and in many cases even exceeds the demand.
Simultaneously with the quantitative growth, the qualitative growth of the educational services market also begins. This also applies to the structure of demand, which is becoming more and more qualified, and to the structure of supply, which is characterized by the rapid development of non-state educational institutions, the creation of new educational programs, directions and disciplines.
However, the state, as before, remains the guarantor of the receipt by the citizens of the Russian Federation of not only compulsory, but, more importantly, high-quality general education.
The problem of the quality of education is in the center of attention of the public and the states of all developed countries of the world. Quality education in the post-industrial world is becoming the foundation of national progress and security. In the concept of modernization of Russian education, the provision of state guarantees of the availability of quality education and the creation of conditions for improving the quality of education are identified as priority areas of educational policy.
Thus, the object of this work is the education quality management system of the city of Moscow.
The subject of the research is the mechanisms of ensuring the quality of education by the educational authorities of the city of Moscow.
In connection with the above, the purpose of this work is to develop proposals and recommendations for improving the mechanism for ensuring state guarantees of the quality of education through licensing and state accreditation of educational institutions of general education in Moscow.
In accordance with this goal, the following tasks are set in the work:
study and systematize theoretical aspects related to the analysis of the content and structure of educational services as an object of management, determine its role and specificity in the modern domestic market, note the features of educational services;
to consider and analyze the legal framework governing the state management of the quality of education;
study the modern Russian and foreign experience in managing the quality of education;
to consider and analyze the education management system of the city of Moscow, to study the existing mechanism for conducting licensing and accreditation procedures for educational institutions of general education in the city of Moscow;
to develop proposals for improving the quality management system of education in the city of Moscow;
to develop criteria for assessing the effectiveness of the education quality management system in the city of Moscow.
The theoretical and methodological basis of the work was the works of domestic and foreign specialists in the field of management, marketing, personnel management, as well as on problems of the quality of educational services, regulatory and legislative acts of the Russian Federation, methodological documents in the field of licensing and accreditation of educational institutions, organizational and statistical documentation of the City services for licensing and certification of educational institutions, teaching staff and students of the Moscow Department of Education, as well as materials from specialized thematic Internet resources.
The practical significance of the work lies in the development of recommendations and proposals for improving the quality management system of education in the city of Moscow.
Due to the limited scope of work in it, we will focus on ensuring the quality of education in general education institutions, as the main link in the Russian education system.
Main part (excerpt)
CHAPTER 1. THEORETICAL BASIS OF EDUCATION QUALITY MANAGEMENT
1.1. Educational services as an object of research and management, the concept of the quality of education
The main activity of educational institutions is the creation and provision of educational services to the population. What does the term "educational service" mean? How is it different from other types of services?
To understand the term "educational service" it is necessary to identify the essence of the concepts "service" and "education".
F. Kotler proposes the following definition: "Service is any measure or benefit that one party can offer to the other and which are mostly intangible and do not lead to the seizure of anything." According to classical marketing theory, services have a number of specific characteristics that distinguish them from a product. These characteristics are as follows:
Intangibility. Services cannot be seen, tasted, heard or smelled prior to purchase.
Inseparability from the source. The service is inseparable from its source, its implementation is possible only in the presence of the manufacturer.
Inconsistency of quality. The quality of services varies widely depending on their manufacturers, as well as on the time and place of their provision.
Non-persistence. The service cannot be stored for later sale or use.
According to the definition adopted by the 20th session of the General Conference of UNESCO, education is understood as the process and result of improving the abilities and behavior of an individual, in which he reaches social maturity and individual growth. The Law of the Russian Federation "On Education" provides the following definition of education - "a purposeful process of upbringing and education in the interests of a person, society, state, accompanied by a statement that a citizen (student) has achieved educational levels (educational qualifications) established by the state."
At the same time, education as an industry is "a set of institutions, organizations and enterprises engaged primarily in educational activities aimed at meeting the diverse needs of the population in educational services, at the reproduction and development of human resources in society."
Analysis of domestic literature and periodicals showed that there is no consensus on what is considered an educational service. In this regard, only the main approaches can be distinguished.
The most common of them under educational services means "a system of knowledge, information, skills and abilities that are used to meet the many-sided needs of a person, society and state."
An interesting point of view is A.A. Chentsov, who distinguishes the category of "educational product", defining it as the result of scientific and pedagogical work, which, in turn, is a kind of scientific work. At the same time, according to this author, an educational product is part of an intellectual product (along with scientific and engineering products) adapted to the corresponding segment of the educational services market.
Interesting and relevant is the position of EI Skripak, who believes that the "economic category" educational services ", which includes the condition, desire, basis and responsibility for their production and consumption by economic entities (households, firms, the state) at present is replaced by the narrower concept of "paid educational services" ". He explains this position by the specifics of modern Russian conditions: the absence of fully-fledged subjects of investment in human capital, mechanisms for the implementation of economic responsibility for its formation and accumulation, a reduction in budgetary spending on education without revising the state's social obligations, the absence of a full-fledged financial market and lending mechanisms, etc. ...
The position of E.I. Skripaka is confirmed by regulatory documents, in which there is also no definition of the concept of "educational services". In the Law of the Russian Federation "On Education" the term "educational program" is given, which "defines the content of education of a certain level and orientation." The term "educational services" is used only in the articles regulating the provision of additional paid services by an educational institution.
Director of the Center for International Educational Programs of the Russian Economic Academy G.V. Plekhanova A.V. Saginova the product of any educational institution also refers to the educational program that it develops in order to satisfy the need for education, training, training or retraining, i.e. achievement of a certain social effect (change in educational or professional level). The author explains his opinion as follows: “A university that does not have IT specialists and equipped computer labs cannot offer educational programs in this area. However, even with the indicated resources, the university does not offer its clients separate lectures or practical classes, but enters the market with an educational program in this specialty, which includes a certain content, organization of the educational process, a management system for this process and a system of its methodological, material and personnel support. ".
From the above, we can conclude that educational services are provided by educational institutions through the implementation of educational programs of various levels and focus (depending on the type and type of educational institution).
Conclusion (excerpt)
The right to education is one of the fundamental and inalienable constitutional rights of citizens of the Russian Federation. In today's rapidly changing conditions, the problem of obtaining a quality education is of paramount importance. The state authorities of the Russian Federation and the state authorities of the constituent entities of the Russian Federation are called upon to guarantee affordable quality education to citizens.
The paper considers the organizational mechanism for ensuring state guarantees of the quality of general education through licensing and state accreditation of educational institutions of the Moscow education system.
As our research has shown, the mechanism for ensuring state guarantees of the quality of education, built in the Moscow region, is complex, multifaceted, requiring consideration from different positions. Here it is necessary to take into account not only how the educational institution fulfills state educational standards, sanitary norms and rules, but also how the school fulfills the social order for educational services, the psychological comfort of children in school and many other factors.
To accomplish these tasks, the work used the materials of the City Service for Licensing and Certification of Educational Institutions, Pedagogical Personnel and Students of the Department of Education of the City of Moscow, the Moscow Center for the Quality of Education. In the course of the work, the system of educational institutions of the city of Moscow was considered with all the variety of types presented in it.
The main problems identified in the quality management system of education in Moscow were:
The problem of the "closed" system;
Personnel problem;
The problem of the quality of expertise;
Insufficient work of district education departments with heads of educational institutions;
Organizational problems;
Cases of improper behavior of experts and specialists during licensing and state accreditation procedures.
A solution is proposed for each problem.
It is proposed to deal with the problem of the closed nature of the education management system in Moscow by posting information about the work of government bodies in publicly available sources. With regard to the work of GSLA, this consists in publishing the results of meetings of the commissions for licensing and state accreditation of educational institutions. In addition, we consider it necessary to tighten the control of the Department of Education over the consideration of complaints from the population about the work of educational institutions.
With regard to organizational problems in the work of the GSLA on the accreditation of educational institutions, 2 ways have been proposed: holding a meeting of commissions in the service, or holding, as before, commissions in the Department of Education with the obligatory transmission of the results of the meeting to the service. To improve the work of the licensed division of GSLA, in our opinion, it is necessary to develop a work plan for a year, with its transfer to the district education departments to control the timeliness of licensing by educational institutions.
To improve the quality of expertise and eradicate cases of incorrect behavior of experts, it is proposed to introduce a moment of public control in the work of experts in the institution. For this, we consider the presence of observers from the parent committee of the institution necessary (who do not interfere with the course of the examination and only record the presence / absence of violations). In addition, it would not be superfluous, in our opinion, to conduct surveys of parents and students on the subject of their relationship in the work of the institution.
It was proposed to solve the problem of insufficient work of district education departments in preparing institutions for passing the procedures for assessing the conditions and quality of education by strengthening the Department's control over the work of districts, assigning personal responsibility of management specialists for training institutions of one type or another.
Finally, in order to solve the most "painful", in our opinion, the personnel problem, it was proposed to develop a program that would allow for the rejuvenation of the personnel of education authorities with the transfer of knowledge and experience of the previous generation of workers to young specialists. For this, we consider it necessary: to organize advanced training courses for specialists from educational authorities, to conduct internships for young specialists in order to determine the most suitable area for them, to provide career opportunities for young people, to form a state order for specialists in the field of education management.
Based on the research of the Moscow Center for Education Quality, the main criteria for assessing the effectiveness of the education quality management system in the city of Moscow have been identified. To assess the effectiveness of the system, the following data are required: professional assessment of the work of educational institutions to ensure the quality of education (licensing, state accreditation), public assessment of the quality of education and the work of the system (parents, students), assessment of the system by the heads of educational institutions, assessment by employers as consumers of educational services.
In conclusion, I would like to note that all the changes made to the procedures for assessing the conditions and quality of education meet the requirements of the time. They are aimed at ensuring the transparency of examinations, attracting the public to cooperation.
Literature
1. The Constitution of the Russian Federation. Official text / source - "Consultant Plus" program;
2. The Law of the Russian Federation "On Education" dated July 10, 1992 No. 3266-1 FZ, as amended by the Federal Law dated 01.12.2007 No. 313-FZ / source - the program "Consultant Plus";
3. Law of the Russian Federation "On Non-Commercial Organizations" dated January 12, 1996, No. 7-FZ, as amended by Federal Law No. 24-FZ, dated 02.03.2007 / source - Consultant Plus program;
4. Law of the City of Moscow "On the Development of Education in the City of Moscow" dated June 20, 2001 No. 25 as amended by the Law of the City of Moscow dated June 15, 2005 No. 23 / Source - the program "Consultant Plus";
5. Law of the City of Moscow "On General Education in the City of Moscow" dated March 10, 2004 No. 14 as amended by the Law of the City of Moscow dated December 28, 2005 No. 1 / Source - the program "Consultant Plus";
6. Decree of the Government of the Russian Federation of 19.03.2001, No. 196 "On approval of the Model Regulations on a General Education Institution" / Source - the program "Consultant Plus";
7. Decree of the Government of the Russian Federation of 25.04.1997 No. 420 "On approval of the Model Regulations on a special educational institution for children and adolescents with deviant behavior" / Source - the program "Consultant Plus";
8. Decree of the Government of the Russian Federation of August 28, 1997 N 1117 "On the approval of the model regulation on a health-improving educational institution of a sanatorium type for children in need of long-term treatment, and amending the model regulation on a general education boarding school and a model regulation on an educational institution for orphans and children left without parental care ”/ Source -“ Consultant Plus ”program;
9. Decree of the Government of the Russian Federation of 03.11.1994, No. 1237 "On approval of the Model Regulations for an evening (shift) educational institution" / Source - the program "Consultant Plus";
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11. Decree of the Government of the Russian Federation of July 14, 2008 N 522 "On approval of the Regulation on state accreditation of educational institutions and scientific organizations" / Source - the program "Consultant plus";
12. Decree of the Government of the Russian Federation of 18.10.2000 No. 796 "On approval of the Regulation on licensing educational activities" / Source - the program "Consultant plus";
13. Decree of the Moscow Government dated 06.03.2007 No. 144-PP "On approval of the Regulations for training in the" one window "mode by the State Institution City Service for Licensing and Certification of Educational Institutions, Pedagogical Personnel and Students of the Department of Education of the City of Moscow, licenses to carry out educational activities" / Source - "Consultant Plus" program;
14. Decree of the Moscow Government dated March 18, 2008 No. 184-PP “On approval of standards for financial costs for the maintenance of one student, pupil in state educational institutions of the Moscow Department of Education” / Source - Consultant Plus program;
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17. Kotler F. "Marketing Management", "PETER", 1998
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22. Popov E.N. "Education services and the market", Russian Economic Journal, No. 6, 1992
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25. Chentsov A.A. "Innovative strategies in the educational services market", dissertation abstract, Moscow, 1998;
26. S.V. Sharikov "Public-state assessment of the conditions and quality of education", article, "Public-state assessment of the conditions and quality of education." Editor L.E. Kurneshova. - M., Center "School Book", 2007, 96 p.
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Course work:
CHAPTER 1 RESEARCH OF THE PROBLEM OF QUALITY ASSESSMENT OF EDUCATIONAL SERVICES WITH THE PARTICIPATION OF CONSUMERS AS A BASIS FOR THE DEVELOPMENT OF VET INSTITUTIONS.
1.1. Theoretical analysis of research in the field of assessing the quality of educational services.
1.1.1. Educational services as an object of assessment.
1.1.2. Assessment of the quality of educational services with the participation of consumers
1.1.3. Analysis of the foreign system for assessing the quality of the educational process.
1.2. Development of the activities of VET institutions in the context of meeting the requirements of various consumers.
1.3. Features of the assessment of the quality of educational services aimed at the development of an educational institution. Statement of the research problem.
CHAPTER 2. THEORETICAL DESCRIPTION OF THE METHODOLOGICAL MODEL OF CONSUMER ASSESSMENT OF THE QUALITY OF EDUCATIONAL SERVICES.
2.1. Conceptual approaches to assessing the quality of educational services with the participation of consumers. Principles for assessing the quality of educational services.
2.2. A model for assessing the quality of educational services by consumers as a mechanism for developing the activities of secondary vocational education institutions.
2.2.1. Functions for assessing the quality of educational services.
2.2.2. Objectives and content of the assessment of the quality of educational services.
2.2.3. Technology for assessing the quality of educational services.
2.2.4. The mechanism for the implementation of the model for assessing the quality of educational services with the participation of consumers.
2.3. Organizational and pedagogical conditions for the implementation of the model for assessing the quality of educational services.
CHAPTER 3. EXPERIMENTAL VERIFICATION OF THE EFFICIENCY OF IMPLEMENTATION OF THE MODEL FOR ASSESSING THE QUALITY OF EDUCATIONAL SERVICES WITH THE PARTICIPATION OF CONSUMERS IN THE INSTITUTIONS OF SPE.
3.1. Purpose, tasks of experimental testing.
3.2. Analysis of the organization for assessing the quality of educational services in vocational schools.
3.3. Study of the effectiveness of the implementation of the model for assessing the quality of educational services with the participation of consumers.
3.3.1. General description of the study.
3.3.2. Preparation of conditions for the successful implementation of the model for assessing the quality of educational services with the participation of consumers.
3.3.2. Assessment of the quality of educational services with the participation of consumers (training is the second stage of the formative experiment).
3.3.2 Analysis of the results of the experiment, their generalization and conclusions (the third stage of the formative experiment).
Recommended list of dissertations
The relationship between accreditation and public assessment of the activities of the institution of additional professional pedagogical education 2010, candidate of pedagogical sciences Lysakova, Irina Vasilievna
Quality management of training specialists in the field of secondary vocational education: on the example of college 2006, candidate of pedagogical sciences Cheskidov, Valery Vitalievich
Theory and methodology of marketing activities in institutions of secondary vocational and pedagogical education 2009, Doctor of Pedagogy Kovtun, Tatiana Vladimirovna
Marketing activities in the system of pedagogical management of a non-state educational institution 2005, Candidate of Pedagogical Sciences, Panicheva, Vera Vyacheslavovna
Intraschool system of comprehensive assessment of the quality of innovative education 2007, candidate of pedagogical sciences Misyulya, Galina Vladimirovna
Dissertation introduction (part of the abstract) on the topic "Assessment of the quality of educational services as the basis for the development of institutions of secondary vocational education"
As part of the innovative development of vocational education in the Russian Federation, one of the key updates is the participation of consumers in assessing the quality of educational services. Until recently, the quality of training of graduates of primary and secondary vocational education institutions was assessed by the educational institutions themselves, since there was no system of external assessment of the quality of education. At present, at all levels of the vocational education system, the need to create a transparent and objective system for assessing the quality of educational services with the participation of consumers is recognized, since consumers are the most interested party in improving the quality of education.
The main aspect of the quality of secondary vocational education is the adequacy of the education result to the existing and future needs of direct consumers and main stakeholders. Stakeholders and consumers of educational services are: students who expect to successfully find a job after completing their education or continue their education at a higher level; employers, professional associations, the business community; parents and their organizations; public organizations dealing with youth problems, local self-government bodies; government bodies that regulate certain aspects of the activities of various industries.
The peculiarities of the development of educational institutions of the secondary vocational education system are determined by the prospects for the socio-economic development of territories and the existing structure of employment of the population in the main sectors of the economy, which largely predetermines the requirements of stakeholders for the quality of training. However, the applied assessment procedures do not allow to objectively assess the conformity and quality of the educational services provided to the current and future needs of the regional labor market.
Assessment of the quality of educational services is necessary for SPE institutions as a tool for the management and development of educational activities in solving the following tasks: forecasting the need for educational services; determination of the required quality of educational services; development of a strategy for improving the quality of educational services; justification of the introduction of new educational services. In this sense, the assessment is necessary: for teachers who directly provide educational services; heads of educational institutions, managing the process of providing educational services; educational authorities at various levels. Students need quality assessment for self-analysis of educational activities and self-control of the process of developing professional and personal competencies.
According to research, consumer demand for an educational institution is still poorly expressed, the need to evaluate the activities of an educational institution as an institution providing educational services in the region is not realized, there is no list of criteria for evaluating an educational institution from the point of view of consumers. Most consumers of educational services are not ready to carry out quality assessments, cannot clearly state their target expectations and clearly define the importance of various aspects of educational services that affect their quality. There is a need for special preparation of consumers for their role as the subject of assessing the quality of educational services.
Today, in the practice of education, methods and forms of social design are insufficiently applied, which allow, on the basis of quality assessment, to form an expert community from among consumers interested in the development of a particular educational institution.
Educational institutions experience difficulties both when designing a procedure for assessing the quality of educational services by consumers and when trying to take corrective actions to improve these services. When organizing an assessment with the participation of consumers, difficulties arise in choosing the methods and forms of carrying out assessment procedures that are adequate for the purposes of the assessment. Consumers do not have standards corresponding to the objects of assessment and cannot criterically assess the quality of an educational institution. The traditional self-assessment of the activities of an educational institution, conducted every five years, often does not allow us to single out the problems and difficulties existing in an educational institution. The assessment does not take into account the socio-economic characteristics of the region and the specifics of the development of an educational institution. Currently, as part of the creation of quality assessment systems at all levels of education, methods and means of assessment are being actively developed to ensure control and supervision activities. Basically, the assessment is aimed at maintaining the functioning processes of an educational institution at the proper level. However, to ensure s. development needs evaluative procedures aimed at identifying gaps, difficulties and problems.
Quality assessment as predictive and formative is considered in the works of D.A. Ivanov, O. M. Derzhitskaya, A. O. Tatur, O. M. Moiseeva, K. G. Mitrofanov, A. A. Popov, and others. to strengthen the public component of vocational education management, mechanisms of public-private partnership are being developed (M.V. Nikitin, I.P. Smirnov). Models of transformation of the socio-pedagogical environment are presented in the studies of E.S. Komrakov, T.A. Sergeeva, A.G. Chernyavskaya, V.A. Chernushevich. The work of P.F. Anisimov, T.V. Lopukhova, G.I. Kirilova and others.
The prerequisites for studying the issue of developing the activities of educational institutions based on assessing the quality of educational services were created in the research of scientists:
In the field of quality management in education (B.C. Lazarev, A.M. Moiseev, A.A. Orlov, M.M. Potashnik, O.G. Khomeriki, T.I.Shamova, etc.);
In the field of higher professional education (A.A. Avetisov, Yu.P. Adler, AA Verbitsky, A.I. Kochetov, K.L. Kosyrev, T.M. Polkhovskaya, V.P. Soloviev, V.A. , B.A. Prudkovsky, E. M. Korotkov, S. D. Nekrasov, E. A. Lebedeva);
In the field of general education (G.S.Kovaleva, M.V. Leontyeva, N.B. Fomina, AA Popov, V.M. Nikitin, A.E.Bakhmutsky, S.V. Khokhlova, G.N. Blinov) ;
In the field of monitoring, audit and the system for assessing the quality of training of specialists (T.L. Baryshova, T.V. Silchenko, N.N. Krylova, E.V. Ilyashenko, S.N. Shirobokov, V.P. Kiseleva M.E. . Torshinin);
In the field of social and professional assessment of the quality of education (V.D.Shadrikov, Yu.B. Rubin);
In the field of creating federal and regional systems for the quality of vocational education (V.A. Bolotov, A.N. Leibovich, AM Novikov, O.N. Oleinikova, OE Permyakov, S.V. Menkova, Ya.Ya. Borengo, etc.) ...
The variety of approaches requires the formulation of basic definitions. In modern research, the quality of education is understood as an integral characteristic of the education system, reflecting the degree of compliance of the actual achieved results with regulatory requirements, social and personal expectations (V.A. Bolotov, G.S. Kovaleva, O.E. Lebedev).
Assessment of the quality of educational services is an expert and assessment activity, the result of which is the establishment of the degree1 of the correspondence of educational results and the conditions for their achievement to the system of state and public requirements for the quality of education, social and personal expectations of consumers. This is an activity focused on the search for "problem" points, gaps in the educational process and the creation of projects to remove them.
The development of an educational institution is a purposeful process of transition of an institution to. a qualitatively new state, which is characterized by new goals, process, results, conditions of educational activity.
Numerous scientific studies on the problem of assessing the quality of education are not fully focused on the features of the modern system of secondary vocational education, which implements not only normative, but also marketing goals arising from its mission aimed at meeting the needs of consumers of educational services, as well as socio-cultural tasks associated with with a personal orientation and alignment of goals and values of the new quality of education.
The relevance of the chosen topic is based on the contradictions between:
The need to develop VET institutions as open educational systems with a focus on a cooperative type of relationship between many subjects involved in the process of assessing the quality of educational services, and the lack of a transparent, objective and independent system for assessing the quality of educational services with the participation of consumers interested in the development of a particular educational institution.
The need to carry out quality assessment with the participation of consumers of educational services for the development of the activities of an educational institution and the lack of a theoretically grounded model that ensures the involvement of main consumers in the assessment process and their formation as subjects of quality assessment.
These contradictions led to the research problem: what should be the content, methods and forms of assessing the quality of educational services with the participation of consumers in order to ensure the development of VET institutions as open educational systems?
Purpose of the study: to develop, substantiate and test the content, forms and methods of assessing the quality of educational services with the participation of consumers as the basis for the development of institutions of secondary vocational education
Object of research: educational activities of institutions of secondary vocational education.
Subject of research: assessment of the quality of educational services with the participation of consumers as the basis for the development of institutions of secondary vocational education.
Research hypothesis: is the assumption that the assessment of the quality of educational services will ensure the development of VET institutions as open educational systems that design and implement educational services based on the requests of various groups of consumers with whom partnerships have been established within the framework of the emerging social and professional environment, if the score:
It was built taking into account the socio-economic specifics of the region and the characteristics of a particular educational institution (subjects that are significant for the economy of the region, society and educational institution were involved in the assessment; the assessment is carried out taking into account regional strategic socio-economic development programs and specific conditions).
It is carried out taking into account the principles (predictability, consistency, adequacy of assessment criteria, complexity, variability and flexibility of organizational forms, systematic and cyclical implementation, openness and transparency of quality assessment procedures) and is aimed at developing the social and professional environment as a community of subjects interested in the development of a specific educational institutions;
It is carried out on the basis of a structural-functional model for assessing the quality of educational services, which includes functions, goals, content, methods and forms of assessing the quality of educational services;
It is implemented taking into account the organizational and pedagogical conditions for the successful implementation of the model for assessing the quality of educational services with the participation of consumers.
Research objectives:
1. Conduct a theoretical analysis of the philosophical, pedagogical, psychological and scientific-methodological literature in order to identify the principles for assessing the quality of educational services with the participation of consumers.
2. Develop and experimentally test a structural and functional model for assessing the quality of educational services with the participation of consumers.
3. Determine the organizational and pedagogical conditions necessary for the effective implementation of the developed quality assessment model as the basis for the development of institutions of secondary vocational education.
The methodological basis of the research was formed by the system-activity and marketing approaches, modern theories of monitoring and evaluation in management systems; the theory of management of social educational organizations as an open, socially oriented system with a strategic focus on the needs of the customer (consumer).
The theoretical research is based on:
Concept of modernization of pre-university vocational education (A.M. Novikov, A.N. Leibovich, M.V. Nikitin, N.N. Petrov); etc.);
Theories of the quality of education (V.A. Kalnei, V.P. Panasyuk, M.M. Potashnik, N.A. Selezneva, A.I.Subetto, S.E.Shishov, etc.);
Stakeholder Theory and “Participatory Assessment” and “Participatory Assessment” (E. Freeman, T. Donaldson, J. Stiglitz, MA Petrov);
Theoretical foundations of state and public management of the education system (A.I.Adamsky, V.K.Batsyn, A.N. Tubelsky, A.M. Moiseev, A.A. Pinsky, T.A. Stepanova, etc.);
Modern concepts of quality management of the educational process in various aspects - from the management of regional educational systems to the design of the pedagogical process (V.P. Bespalko, Yu.V. Gromyko, E.S. Zair-Bek, T.Yu. Lomakina, V.S. Lazarev and others).
Research methods: scientific literature analysis, concretization and generalization, systematization and synthesis, modeling, observation, questionnaires, polls, study of the results of activities, expertise, content analysis of documentation, study of pedagogical experience, experimental work, analysis of observed processes.
Experimental work was carried out on the basis of regional colleges (Provincial College in Syzran, Nevinnomyssk Agricultural College), colleges in Moscow (Technological College No. 14, Moscow Technical School of Space Engineering), as well as colleges in the structure of the Russian Presidential Academy of National Economy and Public Administration under the President of the Russian Federation.
The main stages of the study:
At the first stage (2006-2007), the methodological and methodological foundations of the research were determined, a theoretical analysis of the literature and experience in the field under study was carried out, the idea of an experimental research study and its didactic tools were formed.
At the second stage (2008-2009), principles were formulated and a structural-functional model for assessing the quality of educational services with the participation of consumers was developed, articles were prepared for publication in pedagogical specialized journals.
At the third stage (2009-2011), an experimental study was carried out, its results were processed and summarized, the main generalizations and conclusions were formulated.
Scientific novelty of the research:
1. The principles of organizing the assessment of the quality of educational services with the participation of consumers have been identified: predictability and focus on the zone of proximal development of an educational institution; collegiality and consistency of criteria and norms of activity; complexity, variability and flexibility of the forms of organization of quality assessment; systematic and cyclical implementation of quality assessment at various stages of the life cycle of educational services; openness and publicity of quality assessment procedures.
2. A structural and functional model has been developed for assessing the quality of educational services with the participation of consumers, which ensures the development of open source educational institutions as open educational systems that design and implement educational services based on the requests of various groups of consumers with whom partnerships have been established within the framework of the emerging social and professional environment. The peculiarity of this model is to expand the composition of subjects and objects of quality assessment, as well as the focus of assessment procedures on the development of participants' potential abilities to implement expert assessment activities, a constant growth of independence (subjectivity). In this model, quality assessment is considered as a backbone element of the development process of an educational institution, the presence of which: ensures the launch and sustainability of development processes in response to detected gaps in activity; contributes to the formation of a social and professional environment and the possibility of development of an educational institution in the context of changing internal and external needs and influences.
3. The organizational and pedagogical conditions necessary for the successful implementation of the model for assessing the quality of educational services with the participation of consumers have been determined: the presence of management teams open to external expertise of their own performance results and ready for development, as well as focused on partnerships with consumers of educational services; informal work of public administration bodies and quality assessment structures; special training of organizers of expert evaluation activities and experts; ensuring participation of experts in assessment procedures (attractiveness of goals, alternative positions, significance of results).
The theoretical significance of the study lies in the scientific substantiation of the functions, goals, content, principles, forms and methods of assessing the quality of educational services, with the participation of consumers, integrally presented in the form of a model that complements the theory and methodology of vocational education.
The practical significance of the study lies in the fact that a theoretically grounded and experimentally tested model for assessing the quality of educational services with the participation of consumers is used as a working scheme for organizing quality assessment at the level of educational institutions of open source education. Based on the model, developed and introduced into practice
13 normative and regulatory documents (development programs, innovative educational programs).
The developed model for assessing the quality of educational services with the participation of consumers was reflected in the recommendations for managers and teaching staff of vocational education institutions for strategic planning of activities, defining goals, mission, development prospects; creating systems for assessing the quality of education and involving consumers in assessing the quality of educational services.
The materials of the work became the basis for the development of an educational program for the training of experts, lectures and practical classes on the problems of the quality of education in the system of advanced training for workers in vocational education.
The reliability and validity of the research results is ensured by the consistency of the selected methodological foundations of the research; the unity and feasibility of theoretical and empirical research methods, adequate to the set goals and objectives; approbation of the main provisions of the study and the results of experimental verification of the effectiveness of the proposed model.
Testing and implementation of research results.
The research results were reported at the NIIRPO interregional conferences dedicated to the development of vocational education in 2009 and 2010; The 2nd International Congress - Exhibition "Global Education - Education without Borders" 2007, the 12th and 13th Russian Educational Forum - 2008, 2009; at meetings of the scientific and methodological council and advanced training courses of the Research Institute for the Development of Professional Education (Moscow) in 2008-2011, at meetings of the Department of Methodology and Didactics of Business Education MIM LINK in 2010-11.
The following are submitted for defense:
Principles for assessing the quality of educational services with the participation of consumers (predictability and focus on the zone of proximal development of an educational institution; collegiality and consistency of criteria and norms of activity; complexity, variability and flexibility of forms of organizing quality assessment; systematic and cyclical implementation of quality assessment at various stages of the life cycle of educational services ; openness and publicity of quality assessment procedures.);
A structural and functional model that ensures the development of an educational institution in the context of constantly changing requirements for its educational activities by expanding the assessment functions (diagnostic, information-analytical, reflexive, prognostic, formative, controlling); the purpose of the assessment (obtaining information about the state and directions of improving the quality of educational services for making management decisions), the content of the assessment (the quality of results, conditions, process); methods and forms of consumer participation in the assessment as a partnership of joint activities (public expertise, project activities, social practices, organizational activity games, event activities, social initiatives, contests, reflection).
Organizational and pedagogical conditions for the implementation of a model for assessing the quality of educational services with the participation of consumers, ensuring the development of new ways of interaction between consumers and all interested parties within the framework of creating a social and professional environment as a form of partnership: the presence of management teams open to external expertise of their own performance results and ready for development as well as partnership-oriented with
15 consumers of educational services; informal work of public administration bodies (as customers interested in the results of the assessment) and quality assessment structures; special training of organizers of expert evaluation activities and experts; ensuring participation of experts in assessment procedures (attractiveness of goals, alternative positions, significance of results).
The thesis consists of an introduction, 3 chapters, a conclusion, a bibliography (174), 6 figures, 7 tables, 13 diagrams and 3 appendices.
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Conclusions on chapter 3
The results of the experimental work showed that the organization of assessment, taking into account the characteristics and principles, the model for assessing the quality of educational services with the participation of consumers and the organizational and pedagogical conditions for the success of its implementation, made it possible to ensure the development of the activities of the educational institution, as evidenced by:
Changes in the nature of the difficulties faced by the heads of vocational schools in organizing development processes, the absence of difficulties associated with the complexity of a holistic understanding of quality assessment as a mechanism for the development of vocational schools;
Increase in the level of customer satisfaction with the quality of educational services (up to 83%);
Increasing the number of partners from among consumers and representatives of interested parties (up to 50% of the existing ones);
An increase in the number of various groups of consumers involved in assessing the quality of educational services (up to 5-7);
Strengthening the orientation of the developed and implemented programs (development, educational, innovative) to the needs of consumers and stakeholders;
Significant renewal of educational programs and expansion of the range of additional educational services;
Increasing the level of renewal of the resource provision of educational institutions (scientific and methodological, material and technical, regulatory, informational, financial, organizational and structural);
Development of independence (subjectivity) of the participants in expert evaluation activities;
Development and formation of new channels of information and feedback with consumers about the quality of educational services.
Based on the experimental work carried out, it was concluded that the organization of the assessment of the quality of educational services on the basis of the constructed model becomes a condition for the development of an educational institution, allows the development and effective implementation of innovative educational programs and programs for the development of secondary vocational schools. In addition, the activities of educational institutions are becoming more sensitive to external and internal influences and needs; allows you to fully take into account the changing educational needs of customers for educational services and respond more flexibly to changes in the labor market. In general, the quality assessment model with the participation of consumers, subject to a number of conditions (the most important of which is personnel training), is an effective tool for the development of an educational institution.
Conclusion
The research carried out confirmed the hypothesis put forward and made it possible to draw the following conclusions:
1. Assessment of the quality of educational services with the participation of consumers is a system-forming element of the development process of an educational institution, the presence of which makes it possible to improve the quality of educational activities, ensuring the design and implementation of educational services, taking into account the needs of various groups of consumers with whom partnerships have been established within the framework of the social and professional environment.
The study identified the principles for assessing the quality of educational services with the participation of consumers (predictability, collegiality and consistency, the adequacy of assessment criteria, complexity, variability and flexibility of organizational forms, systematic and cyclical implementation, openness and transparency of quality assessment procedures). It has been determined that the assessment of the quality of educational services should be aimed at the development of the social and professional environment as a community of subjects interested in the development of a particular educational institution.
2. In the course of the research, a structural-functional model for assessing the quality of educational services with the participation of consumers, represented by functions, goals, content, methods and forms, has been developed. The pilot study has confirmed the effectiveness of the implementation of the model for assessing the quality of educational services with the participation of consumers.
3. This model can be successfully used for the development of vocational education institutions that differ both in the level of resource provision and in specific regional characteristics, subject to the following organizational and pedagogical conditions: the presence of management teams open to external expertise of their own performance results and ready for development, as well as oriented towards partnerships with consumers of educational services; informal work of public administration bodies and quality assessment structures; special training of organizers of expert evaluation activities and experts; ensuring participation of experts in assessment procedures (attractiveness of goals, alternative positions, significance of results).
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The sphere of higher professional education could not but be affected by the processes of globalization. The Russian education system is integrating into the international scientific and educational space. Educational organizations are in a competitive environment, which makes high demands on the quality of educational services that correspond to the world level. The success of modernizing the economy and the implementation of social programs depend on the quality of education. The legal regulation of the sphere of education has traditionally been dominated by public law principles, but the active penetration of market relations requires private law methods of regulation. The legal regulation of relations in the field of education has been amended by the Federal Law of the Russian Federation "On Education in the Russian Federation" dated December 29, 2012 No. 273. The strengthening of the influence of civil law principles is expressed primarily in the desire to highlight a specific result of the educational process, which would make it possible to assess the quality graduate training. The problem of determining the quality of educational services remains relevant. The mismatch between the training of personnel and the requirements of the labor market, the discrepancy between the quality of educational services and the demands of employers, and disparities in the training of specialists are noted. The sphere of education is undergoing certain transformations; under the influence of globalization, many traditional ideas are changing, and market mechanisms are being introduced. Educational organizations operating in a competitive environment are forced to look for ways to improve the quality of services provided. The ongoing processes are reflected in discussions about the definition of the legal nature of relations that develop in the provision of educational services, and the legal forms of their mediation. Without going into the discussion, it can be noted in relation to the problem under study that scientists have paid attention to the single economic and legal nature of relations regarding education on a budgetary and non-budgetary basis. This opinion was expressed by T.A. Batrova, A.A. Kirillov and other specialists. In particular, V.V. Kvanina believes that the source of funding should not influence the nature of the contract for the provision of educational services. There can be no objective and reasonable justification for the differences in the position of students on a budgetary and non-budgetary basis. It is important to pay attention to the content of the educational service as a specific activity or specific actions of the performer. The content of the service is the same for the respective categories of students, regardless of who pays for the services (the consumer himself, the customer - the employer or the state). The rules for the provision of paid educational services, approved by the Decree of the Government of the Russian Federation of August 15, 2013 No. 706, emphasize that educational organizations have the right to provide "paid educational services not provided for by the established state or municipal task or agreement on the provision of subsidies for reimbursement of costs, on the same the provision of the same services under conditions. " The quality of the service cannot vary depending on whether educational organizations provide services to students at the expense of budgetary funds or private funds of citizens and legal entities.
Legal regulation of relations between the provision of educational services
Chapter 39 of the Civil Code of the Russian Federation, dedicated to the regulation of relations of paid provision of services, does not establish requirements for the quality of services. As noted by L.B. Sitdikova, the issue of the formation of criteria for assessing the quality of services is one of the most difficult problems of law enforcement. Neither the legislator nor the legal doctrine proposes to the participants in civil circulation and the courts a concept for assessing the proper execution of contracts for the provision of services for a fee precisely from the standpoint of its quality. There is no clear definition of quality and educational services. Some conclusions about the quality of educational services allow us to draw the Rules for the provision of paid educational services dated August 15, 2013. Clause 2 of these Rules determines what is a disadvantage of paid educational services. It can be concluded that the quality of educational services is determined by: the requirements of state standards and other mandatory requirements, the terms of the contract, usually the requirements, the purposes for which educational services are used, the purposes of which the contractor was notified. It is easy to see an analogy with the requirements for the quality of goods provided for in Article 469 of the Civil Code of the Russian Federation and Article 4 of the Law of the Russian Federation "On Protection of Consumer Rights" dated 07.02.1992, No. 2300-1. The same relationship can be traced in relation to the consequences of the provision of educational services of inadequate quality.
The Rules for the provision of paid educational services of August 15, 2013 stipulate that the educational organization is obliged to bring to the attention of the student information about paid services in the manner and volume established by the legislation on consumer protection. In judicial practice, the provisions of the legislation on the protection of consumer rights were previously applied to these relations. The Resolution of the Plenum of the Supreme Court of the Russian Federation of June 28, 2012 No. 17 "On the consideration of civil cases by courts in disputes on the protection of consumer rights" emphasizes that the relations in question are subject to the Civil Code of the Russian Federation, the Law "On Protection of Consumer Rights". The above can be attributed to students on a budgetary basis: they have the right to receive relevant information, compensation for moral damage, compensation for harm, etc.
The use of state standards as a way to determine the quality of goods is also practiced in the service sector. The mechanisms of state regulation of the quality of educational services are provided for by the legislation on education. In particular, these are federal state educational standards, the compliance with which of the content and quality of training of students is determined in the process of state accreditation of educational activities. The quality of training is evidenced by the compliance of the competencies acquired by the graduate with the requirements of the Federal State Educational Standard, which must be brought in line with professional standards. An independent assessment of the quality of education is carried out by testing against certified accreditation measuring materials. The level of student success is also determined on the basis of the cumulative principle of evaluating educational activities and their results using a point-rating system.
According to article 780 of the Civil Code of the Russian Federation, the contractor is obliged to provide services personally. The educational organization - the executor must meet certain requirements. To ensure the implementation of the Federal State Educational Standard, the legislation provides for the licensing of educational activities. Requirements for applicants for a license to carry out educational activities and licensees are established by the Regulations on the licensing of educational activities, approved by the Government of the Russian Federation of October 28, 2013 No. 966. On the website of the educational organization, in accordance with the Government Decree of July 10, 2013 No. 582, it is envisaged to publish a variety of information that gives an idea of the performer and the educational services provided. The information openness of the educational organization, the published rankings of universities provide an opportunity for consumers to make the right choice of services. The quality of the service depends on the skill and qualifications of the employees. The presence of teaching staff with the qualifications necessary for the implementation of educational activities in the educational programs being implemented is one of the conditions for licensing. The requirements for the level are high, which follows from the professional standard "Teacher of vocational training, vocational education and additional vocational education", approved on September 8, 2015 No. 608n. In the content of the work of teaching staff, the emphasis is shifted to methodological work, the forms of presentation of educational material in electronic and distance learning are changing.
Problems of regulating the quality of educational services when using distance technologies
The question naturally arises about the influence of new educational technologies on the quality of education. When studying the process of using distance technologies, they mainly pay attention to the advantages of using such training. Less often they pay attention to the possible risks of using such technologies. The difficulties of independent mastering of the foundations of the theory and independent application of the provisions of the theory to solving practical problems are noted. Not enough attention is paid to the specifics of education based on the distance between the subjects of the educational process from each other. The opinion of representatives of pedagogical science is interesting. In particular, the remark of E.V. Korotayeva that during distance learning the activity is algorithmic, which contributes to the development of reproductive skills (performance, repetition), but there is a problem of organizing the productive interaction of subjects. Actions of transformation, reconstruction, design, as well as control, assessment, analysis and synthesis, considered as productive, are developing weakly or insufficiently.It is impossible to disagree with the author's opinion that hushing up these psychodidactic aspects in distance learning leads to a decrease in the quality of education and contradicts the task. ensuring high quality education. The experience of using e-learning and distance learning has led to the concept of blended education and learning, which makes it possible to neutralize the difficulties of learning only through information technology.
Distance learning is practiced with advanced training, receiving additional education. One should be more careful in obtaining basic vocational education. It is no coincidence that the Ministry of Education and Science has not yet decided in which specialties and areas of training such training is possible exclusively, and in which it is not. The order of the Ministry of Education and Science of the Russian Federation of January 9, 2014 No. 2 gives to the discretion of educational organizations the determination of the volume of the classroom load and the ratio of the volume of classes conducted through the direct interaction of the teacher with the student, and training sessions using e-learning, distance learning technologies. It is cautiously said that "the absence of classroom lessons is allowed." We believe that it is still premature to judge the quality of education when using new educational technologies. To identify the result, the effectiveness of the service, it is necessary to study and thoroughly analyze the processes of using distance educational technologies and learning outcomes. At the same time, the definition of the quality of graduate training involves an assessment of the legal and social consequences of the introduced innovations in order to prevent damage to the education system.
The role of cooperation between educational organizations and employers in regulating the quality of educational services
For the quality of educational services, the purpose for which the service is used is of particular importance. Consumers of the service expect to acquire knowledge, skills, competencies that allow them to be in demand in the labor market, self-actualize, and achieve success. The ultimate goal of the service is consumer satisfaction, although consumer demand may not always match the needs of the country's economy . The conformity of the service to the purpose of consumption, if the customer has designated such a purpose, allows demonstrating targeted training and targeted admission to educational organizations. The conclusion of contracts on targeted training and targeted admission is based on the order of employers and satisfaction of the interests of the direct consumer - the student. Employers participate in defining the content of programs, organizing student practices, defining the topics of course projects and graduation works, creating joint departments, etc. of the customer to monitor the progress, control the quality of training of students, make proposals for adjusting the educational programs of higher education implemented by the contractor, take into account the additional requirements of the customer to the level and quality of training of persons who have entered into an agreement on targeted training. The goals that the contractor was informed about or for which the services are intended are determined by the terms of the contracts: what requirements should the professional training of graduates meet for a specific customer - employer . Educational organizations cooperate with employers, strive to involve them in the educational process as much as possible. The share of educational programs implemented with employers is growing, contracts for internship with the prospect of employment are being concluded, contracts for targeted training. Having connections with employers reduces the risk of training graduates who do not meet the needs of production.
Legal regulation of the criteria for the quality of educational services and the creation of a system for assessing the quality of education
One of the main criteria for the quality of education is the degree of demand for a specialist in the labor market. Employers are guided by the level of knowledge, skills of graduates, the reputation of the university, assessing the training of graduates when hiring. The normative acts on monitoring the education system do not contain the indicator "employment in a specialty" . In the Order of the Ministry of Education and Science of January 15, 2014 No. 14 "On Approval of Indicators for Monitoring the Education System", among the indicators, the unemployment rate of graduates who completed their studies in educational programs of higher education (bachelor's, specialist's, master's) was named among the indicators during the three years preceding reporting period. The collection of data on the employment of graduates is carried out in the whole of the Russian Federation. However, such an indicator of employment does not allow identifying the problem of non-core employment. It seems that it is advisable to collect and analyze information on the employment of graduates of educational institutions of higher professional education annually and take into account employment in the received specialty (direction of training). The latter is important for determining the correspondence of supply and demand in the labor market and understanding whether the resources of society are not wasted in vain (the education system is accused of being idle). Educational organizations are required to post information on the employment of graduates on the site.
The problem of employment of graduates is to a certain extent solved by targeted training, but this mechanism does not always work, graduates refuse to get a job with the relevant employers. In this regard, the responsibility of the graduate is provided in the form of a fine in the double amount of the costs associated with the provision of social support measures. We believe that the sanctions are unlikely to be able to solve the problem. As we have already noted, the refusals are mainly due to the lack of proper working and living conditions for a specialist. It is necessary to develop legislation in the direction of creating acceptable working conditions. There is a positive experience in solving this problem in the constituent entities of the Russian Federation, which are developing programs to support university graduates (they provide subsidies for housing, compensation for rent, etc.).
The creation of a system for assessing the quality of education is based on monitoring the education system. During monitoring, the Federal Service for Supervision in Education and Science collects, processes and analyzes information in terms of monitoring the quality of education and identifying violations of the requirements of legislation on education. The results of students' participation in Russian and international knowledge tests, competitions, other achievements in extracurricular activities, professional achievements of graduates of educational institutions are analyzed. The relevant information should be posted on the university website, because assessment is based on the principles of openness, transparency, objectivity. This goal is served by the assessment of the quality of educational activities in the order of self-examination and public and professional accreditation.
Legislative regulation of the quality of educational services is mainly concentrated at the level of higher education. Meanwhile, the quality of higher education also depends on the consumer, the individual abilities of the student, and on the quality of general education. In this regard, one cannot but pay attention to the level of training of applicants for training in educational institutions of higher education. The results of the unified state exam are considered as entrance examinations. Determination of the minimum score for the unified state exam required for admission to study under the bachelor's and specialist's programs is carried out by the order of the Federal Service for Supervision of Education and Science of the Russian Federation. It seems that the scores in general education subjects corresponding to the specialty or field of study in which admission is carried out are rather low. There are certain doubts about the objectivity of obtaining them.
The problem of guaranteeing the result of educational services
The problem of guaranteeing the result of a service is discussed in the legal literature. It is noted that the guarantee of achieving the result agreed by the parties turns into a powerful factor in the competitiveness of the service provider. However, it is not always possible to guarantee the result of the service to the customer. Achieving the useful effect of a service also depends on how it is consumed, whether there are objective conditions for achieving the result. Educational services are among those where the result is not guaranteed - there are too many objective factors influencing the result. The study shows that these factors are determined by extensive legislation governing the process of providing educational services. Although the achievement of a positive result of the service is not guaranteed, when analyzing the regulatory legal acts of recent years, there is a noticeable increase in the regulatory impact in the direction of achieving an intangible result of educational services. The shift in emphasis on the result of the service is carried out by establishing and analyzing quantitative verifiable indicators characterizing the service provider - the educational organization (publication activity, university rating, the number of graduates employed in the specialty, programs and joint departments created with employers, the admission score for budget-funded places etc.). The multiplicity of indicators of the quality of education makes it difficult to formulate a legislative definition of the quality of educational services.
"Head of a budgetary organization", 2012, N 1
Presidential Initiative "Our New School"<1>puts forward new requirements for the education system, aimed at constant renewal, individualization of demand and opportunities to satisfy it. The provisions of this initiative are the basis for the development of a new edition of the RF Law of 10.07.1992 N 3266-1 "On Education" and other documents.
<1>National educational initiative "Our new school" from 04.02.2010.
New teaching standards require a new assessment system
The presidential initiative "Our New School" focuses on the individualization of the demand of recipients of educational services and the possibilities of meeting it. Consumer assessment of the quality of educational services is becoming an important aspect in the management of an educational institution.
To get feedback from consumers of educational services, it is necessary to establish a channel for information flow. Analysis of the collected information will make it possible to make competent management decisions in a timely manner.
The modern pedagogical system is moving from traditional methods of collecting information about an educational institution to targeted and systematic monitoring - tracking the effectiveness of the educational process and / or its components.
The quality of budget educational services in the regions is assessed in accordance with regional documents prepared for the implementation of the provisions of the Address of the President of the Russian Federation D.A. Medvedev to the Federal Assembly of 12.11.2009. In particular, the Address proposes to develop and introduce new requirements for the quality of education, respectively, to expand the list of documents characterizing the success of each student; introduce monitoring and comprehensive assessment of the student's academic achievements, his competence and abilities; to expand the independence of schools, both in determining individual educational programs and in spending financial resources.
We invite you to familiarize yourself with the experience of developing a methodology for a questionnaire survey of consumers of educational services of a secondary educational institution (parents) of the laboratory for assessing the quality of educational services of the Nizhny Novgorod Institute for the Development of Education (NIRO) and the Nizhny Novgorod Department of the Institute of Sociology of the Russian Academy of Sciences.
A guide for determining the quality of services by a consumer
The quality of budgetary educational services is assessed in the Nizhny Novgorod region in accordance with the Resolutions of the Government of the Nizhny Novgorod region of June 28, 2007 N 213 "On approval of quality standards for the provision of budgetary services in the field of health care, social protection of the population, culture and education provided at the expense of the regional budget", from 06/28/2007 N 212 "On approval of the Procedure for assessing the conformity of the quality of actually provided budgetary services to the quality standards of budgetary services provided at the expense of the regional budget to the population of the Nizhny Novgorod region".
These regulations allow assessing the quality of services according to formalized indicators. Service quality refers to compliance with national and regional requirements and standards. In addition, consumer satisfaction has been included in the quality indicators of budgetary services, since the modern understanding of quality is directly related to consumer satisfaction. Customer satisfaction is studied in one of the most common quality management models "Total Quality Management" (TQM), in the modern concept of strategic management - balanced scorecard (BSC).
The purpose of developing a methodology for a group questionnaire survey of parents of school students is to study the family of students as the main factor in the primary socialization of a child, to determine the degree of parental satisfaction with the quality of educational services in a secondary educational institution.
This sociological study is based on the main hypothesis: there is an interdependence between the social status of the student's parent, the quality of family education, the level of parents' expectations from the school and the degree of parental satisfaction with the quality of school education.
Thus, the developers of the study were faced with the following tasks:
- to determine the social status of parents as a source of the attributed status of the child;
- to study the attitude of parents to the performance of the educational function in their family and the peculiarities of the socio-psychological climate in the families of students;
- to determine the attitude of parents to the general secondary education system in general and their expectations from the secondary education of their child in particular;
- determine the degree of satisfaction with the quality of educational services of a particular educational institution;
- on the basis of factorial and cluster analysis, build a sociological model of the parents' readiness to cooperate with the school and determine the coordinates and the number of respondents in typological groups in accordance with this model.
The main research method is a formalized group questionnaire survey. Each block in the questionnaire corresponds to the objectives of the study. A symmetric five-point scale is used to assess the answers of the respondents.
Survey questionnaire
The methodology is based on a group questionnaire survey. Each block in the questionnaire corresponds to the objectives of the study. A symmetric five-point scale is used to assess the answers of the respondents.
The developed questionnaire includes an appeal to parents and a little more than 20 blocks of questions, divided into two categories: questions concerning family and school.
School through the eyes of parents
Dear Parents! We ask you to answer the questions of the questionnaire. Your opinion on various aspects of the school's work will be taken into account when developing measures to improve the educational process in schools in the Nizhny Novgorod region. The survey is anonymous.
Answers to questions about the quality of the educational process of the school, which are not in the questionnaire, but which worry you are welcome.
If you have two or more children in this school, in the future we will only talk about one of them (of your choice).
Date of the survey _______.
- District _____________.
- School N _________.
- The class in which the child is enrolled (number and letter) _____.
- Child gender: male / female.
- What do you think your child will do after high school? Circle the number of one valid answer:
- continue studying at the university;
- continue education in college, technical school;
- continue studying at vocational school;
- work and study;
- work;
- haven't thought about it yet.
- When your child started school, did you make an informed choice of educational institution? (Circle the number with one correct answer.):
- find it difficult to answer.
What considerations were you guided by when choosing a school? Note the extent to which you agree or disagree with the following statements. (Circle the corresponding number on each line.)
| 1 | 2 | 3 | 4 | 5 | |||
| Not at all agree | Do not agree | Hard to assess | Agree | Absolutely agree | |||
| 7 | Our school provides a good secondary education | 1 - 2 - 3 - 4 - 5 | |||||
| 8 | The school pays a lot of attention to maintaining health pupils | 1 - 2 - 3 - 4 - 5 | |||||
| 9 | The school has additional educational services to prepare for admission to university | 1 - 2 - 3 - 4 - 5 | |||||
| 10 | The school has a good social and psychological climate | 1 - 2 - 3 - 4 - 5 | |||||
| 11 | School is close to home | 1 - 2 - 3 - 4 - 5 | |||||
| 12 | We were recommended to send the child to this school competent people | 1 - 2 - 3 - 4 - 5 | |||||
| 13 | I know personally the teachers from this school and I can trust im my child | 1 - 2 - 3 - 4 - 5 | |||||
- Your child...
- studied only at our school;
- moved from another secondary educational institution;
- started studying at this school on September 1 this year (go to question 39).
- How did your child usually study at home during the past school year? (Attention! Choose only one option!)
- practically did not study at home;
- rarely performed house buildings;
- regularly did his homework, and his activities were limited to this;
- used additional literature in preparation for the lesson;
- in addition to preparing for lessons, he devoted a lot of time to additional education, self-education, reading literature;
- I am at a loss to answer, I do not know.
- How did you meet your expectations of your child's schooling in the past school year? (Rate it on a nine-point scale, where 1 - did not come true at all, 9 - completely came true.)
How well does your school currently meet the following requirements? (Circle the corresponding number on each line.)
| 1 | 2 | 3 | 4 | 5 | |||
| Not at all agree | Do not agree | Hard to assess | Agree | Absolutely agree | |||
| 17 | The school gives a good secondary education | 1 - 2 - 3 - 4 - 5 | |||||
| 18 | Good learning mode | 1 - 2 - 3 - 4 - 5 | |||||
| 19 | Modern material and technical equipment | 1 - 2 - 3 - 4 - 5 | |||||
| 20 | Quality training programs | 1 - 2 - 3 - 4 - 5 | |||||
| 21 | High level of security | 1 - 2 - 3 - 4 - 5 | |||||
| 22 | Well-organized educational process | 1 - 2 - 3 - 4 - 5 | |||||
| 23 | Diverse and affordable system of additional children's education | 1 - 2 - 3 - 4 - 5 | |||||
| 24 | Parents' committees work effectively, manager and board of trustees | 1 - 2 - 3 - 4 - 5 | |||||
| 25 | Much attention is paid to the conservation and strengthening the health of students and teachers | 1 - 2 - 3 - 4 - 5 | |||||
| 26 | Well-organized medical care | 1 - 2 - 3 - 4 - 5 | |||||
| 27 | Deliciously fed with hot lunches and breakfasts | 1 - 2 - 3 - 4 - 5 | |||||
| 28 | Accessible and widely informed about all aspects school work | 1 - 2 - 3 - 4 - 5 | |||||
| 29 | Highly qualified and responsive teachers | 1 - 2 - 3 - 4 - 5 | |||||
| 30 | Quality teaching in primary school | 1 - 2 - 3 - 4 - 5 | |||||
| 31 | Good education in grades 5-9 | 1 - 2 - 3 - 4 - 5 | |||||
| 32 | High level of subject training at 10 - 11 classes | 1 - 2 - 3 - 4 - 5 | |||||
| 33 | The presence of interesting educational programs for gifted children | 1 - 2 - 3 - 4 - 5 | |||||
| 34 | Various forms of education: individual, distance learning, external studies, etc. | 1 - 2 - 3 - 4 - 5 | |||||
| 35 | Effective prevention of offenses among adolescents | 1 - 2 - 3 - 4 - 5 | |||||
| 36 | Comfortable social and psychological climate | 1 - 2 - 3 - 4 - 5 | |||||
| 37 | Qualified director and his deputies | 1 - 2 - 3 - 4 - 5 | |||||
- How is your child's relationship with classmates built? (Circle the number of one applicable answer.)
- my child has a bad relationship;
- rather bad than good;
- neutral relations;
- good enough;
- excellent with the majority of students in the class;
- find it difficult to answer.
- How is the family upbringing of the child carried out in your family? (Check only one option.)
- we assign the process of raising a child to the school;
- we do not specifically raise a child;
- we make efforts to educate the child in the family;
- we pay a lot of attention to it;
- we devote all our time to the child.
To what extent do you agree with each of the following statements about your relationship with your child? (Circle the corresponding number on each line.)
| 1 | 2 | 3 | 4 | 5 | |||
| Not at all agree | Rather not agree | Hard to say | Quicker agree | Fully agree | |||
| 40 | I teach my child practical skills housekeeping | 1 - 2 - 3 - 4 - 5 | |||||
| 41 | I teach my child to a healthy lifestyle | 1 - 2 - 3 - 4 - 5 | |||||
| 42 | I get my child to do it regularly ongoing family responsibilities | 1 - 2 - 3 - 4 - 5 | |||||
| 43 | I regularly do my homeschooling. baby | 1 - 2 - 3 - 4 - 5 | |||||
| 44 | The child regularly goes to classes in circles (and section) | 1 - 2 - 3 - 4 - 5 | |||||
| 45 | I pay a lot of attention to my child's discipline | 1 - 2 - 3 - 4 - 5 | |||||
| 46 | We regularly work with the child | 1 - 2 - 3 - 4 - 5 | |||||
| 47 | We regularly read books with our child. | 1 - 2 - 3 - 4 - 5 | |||||
| 48 | I shield my child from dangerous information | 1 - 2 - 3 - 4 - 5 | |||||
| 49 | My child is completely independent and does not need guardianship | 1 - 2 - 3 - 4 - 5 | |||||
| 50 | We regularly work with the child physical education and sports | 1 - 2 - 3 - 4 - 5 | |||||
| 51 | I regularly go out with my baby | 1 - 2 - 3 - 4 - 5 | |||||
| 52 | Together with the child we play educational games | 1 - 2 - 3 - 4 - 5 | |||||
| 53 | My child is raised by others (grandmother, grandfather, father, mother, nanny ...) | 1 - 2 - 3 - 4 - 5 | |||||
- Can your family provide a paid higher education for a child? (Choose one of the suggested answers.)
- No problem;
- yes, but with certain difficulties;
- most likely we will not;
- no, we cannot under any circumstances;
- find it difficult to answer.
A few questions about your family.
- The number of family members living with your child, including him. Write: _______.
- What's your gender:
- male;
- female.
- Your marital status:
- married (married);
- civil marriage;
- divorced;
- widow (widower);
- other.
List the three most pressing problems your family is currently experiencing (Warning, there is only one box in each column!)
| Possible family problems | 58. The first | 59. The second | 60. The third |
|
| Poverty | 1 | 1 | 1 | |
| One of the parents in the family is disabled | 2 | 2 | 2 | |
| The family has children with disabilities | 3 | 3 | 3 | |
| Loss of breadwinner | 4 | 4 | 4 | |
| Severe illness of a family member | 5 | 5 | 5 | |
| The family has internally displaced persons, refugees | 6 | 6 | 6 | |
| Tensions between spouses | 7 | 7 | 7 | |
| Drunkenness, drug addiction, etc. one of the family members | 8 | 8 | 8 | |
| Low income family | 9 | 9 | 9 | |
| Housing problems, poor housing conditions | 10 | 10 | 10 | |
| Your child is registered with the school | 11 | 11 | 11 | |
| Your child is registered with the Commission on Affairs minors | 12 | 12 | 12 | |
| Your child does not have Russian citizenship | 13 | 13 | 13 |
___________________________________________________________________________
________________________.
| A few words about the parents of the child | Father (stepfather) | Mother (stepmother) |
||||
| 61 - 62. Age of parents | ||||||
| Up to 29 years old | 1 | 1 | ||||
| 30 - 39 years old | 2 | 2 | ||||
| 40 - 49 years old | 3 | 3 | ||||
| 50 years and older | 4 | 4 | ||||
| 63 - 64. Education of parents | ||||||
| Incomplete secondary and below | 1 | 1 | ||||
| Average general | 2 | 2 | ||||
| Specialized secondary | 3 | 3 | ||||
| Unfinished higher | 4 | 4 | ||||
| Higher | 5 | 5 | ||||
| 65 - 66. Social and professional status | ||||||
| Independent entrepreneur | 1 | 1 | ||||
| Supervisor | 2 | 2 | ||||
| Specialist | 3 | 3 | ||||
| Clerk | 4 | 4 | ||||
| Worker | 5 | 5 | ||||
| Retiree | 6 | 6 | ||||
| A housewife | 7 | 7 | ||||
| Unemployed | 8 | 8 | ||||
| Other | 9 | 9 | ||||
- The social position of people in society is determined by their power, wealth and prestige. Your family is located:
- in the upper stratum (stratum) of the population;
- in the upper part of the middle layer;
- in the middle part of the middle layer;
- at the bottom of the middle layer;
- in the bottom layer.
- How do you think the social position of your family will change in three to five years? (Please choose one of the suggested answers.)
- will change for the better;
- will remain the same;
- will change for the worse.
- Your family's financial situation:
- we live from paycheck to paycheck, we hardly have enough money for food;
- There is enough money for daily expenses, but buying clothes is already difficult: for this we have to save money or borrow;
- there is generally enough money, but our income and savings are no longer enough to buy expensive durables;
- buying most durable items is not difficult, but buying, for example, a car is not available;
- we can hardly deny ourselves anything.
- Indicate your nationality: ________________________.
- How long have you lived in this locality? (Please choose one of the suggested answers.)
- indigenous inhabitant;
- I have been living in this area since birth;
- more than 20 years;
- 10 - 20 years old;
- 5 - 9 years old;
- less than 2 years.
We offer you a number of statements about you and your child. Using the scale, please mark how true or false each statement is. (Circle the corresponding number on each line.)
| 1 | 2 | 3 | 4 | 5 | |||
| Not true | Quicker not true | Hard to assess | Sometimes truth | Almost always truth | |||
| 72 | I say good words to the child | 1 - 2 - 3 - 4 - 5 | |||||
| 73 | I tell my child, when I leave, which one in time he must return home | 1 - 2 - 3 - 4 - 5 | |||||
| 74 | I behave in such a way that my child is easy for me trust | 1 - 2 - 3 - 4 - 5 | |||||
| 75 | I always tell my child how he should behave lead | 1 - 2 - 3 - 4 - 5 | |||||
| 76 | I'm interested in the things my baby is engaged | 1 - 2 - 3 - 4 - 5 | |||||
| 77 | I respect my child's point of view and encourage him express it | 1 - 2 - 3 - 4 - 5 | |||||
| 78 | I insist that my child do what he is ordered | 1 - 2 - 3 - 4 - 5 | |||||
| 79 | I praise my child when he deserves it | 1 - 2 - 3 - 4 - 5 | |||||
| 80 | I allow my child to do whatever he wants | 1 - 2 - 3 - 4 - 5 | |||||
| 81 | I treat my child gently and kindly | 1 - 2 - 3 - 4 - 5 | |||||
| 82 | I make my child feel welcome and necessary | 1 - 2 - 3 - 4 - 5 | |||||
| 83 | I'm trying to make my baby feel himself better if he is injured or sick | 1 - 2 - 3 - 4 - 5 | |||||
| 84 | I want to control everything my baby does | 1 - 2 - 3 - 4 - 5 | |||||
| 85 | I make it clear to my child that I love him | 1 - 2 - 3 - 4 - 5 | |||||
| 86 | I behave in a way that makes my child feel important what he does | 1 - 2 - 3 - 4 - 5 | |||||
We would be grateful for your additions and comments on the topic of the survey. Thanks for your work!
The survey allows us to determine the degree of satisfaction of families with the quality of education and the willingness of parents to interact with an educational institution. These positions are interrelated and are the most important conditions for the primary and secondary socialization of children. The study of the social status of the parents of students, the characteristics of family upbringing will make it possible to more fully represent the main factors of the socio-cultural environment of an educational institution that directly affect the quality of education and educational services.
For your information. In sociology, there are concepts according to which social systems are considered as a set of ordered social positions or statuses. The style of their life, vital needs, and the way of interacting with the social environment largely depend on what social positions and statuses people occupy. It is extremely important for school teachers to know the set of basic social statuses that the student's parents hold in society, since this set largely determines the characteristics of family upbringing, educational needs and opportunities for children. It is also absolutely necessary to examine the expectations of parents from the content of education carried out in a given school, and to what extent they are justified. The social status of families, the characteristics of family upbringing and the willingness of parents to interact with an educational institution are interrelated and are the most important conditions for the primary and secondary socialization of children.
Survey experience
This method was tested in 2011 in seven schools in Nizhny Novgorod and in one rural school (a total of 4009 respondents were interviewed). The group questionnaire survey was carried out by the method of continuous sampling, the respondents included one of the parents from each family of students in the school, which made it possible to cover about 87% of families of students and to achieve high reliability of the survey results. Technology for processing the results of a questionnaire survey in the information program SPSS for Windows<2>made it possible to obtain data on the families of students in each individual class, school and the sample as a whole.
<2>SPSS for Windows is a statistical package for sociologists and psychologists, it is a computer program, an application for Windows, designed for statistical processing of databases, with its help you can calculate the percentages of different answer options, arithmetic means, Pearson's correlation coefficient, perform factor and cluster analysis, etc. ...
The questionnaire survey was conducted at class parent meetings by the class teachers. The questionnaires were replicated by NIRO (in 2011, the circulation was 5,000 copies). The questionnaires were distributed among schools, and the class teachers handed them out to parents at meetings, they also collected the completed questionnaires and handed them over to the deputy director for teaching and educational work. From schools, the questionnaires were sent for processing to the laboratory for assessing the quality of educational services of the State Budgetary Educational Institution of Higher Professional Education "NIRO". The processing of questionnaires can also be carried out at the school if the appropriate software is available.
According to the results of the study, the position of the parents of students in the social space was determined according to the main coordinates of this space: educational status, professional status, marital status, economic status.
As a result, detailed information was obtained on the level of performance in the family of the educational function in relation to the child, interpersonal relations in the student's family, parents' expectations from the school and their satisfaction with the quality of education in a particular educational institution.
V.Yu. Eremina
head of laboratory
quality assessments
educational services NIRO
M.S. Grishina
Senior Researcher
quality assessment laboratories
educational services NIRO
Installing the problem. The solution of various problems associated with the forecast and assessment of the property in high-class education, as a rule, requires a holistic systemic vision of the training of professionals, as well as the main result of the university's work. The basis of this article assumes the development of educational activities. dedicated to the study of forecast modification and assessment of the quality of the processes of providing educational services. Considering the problems associated with the quality of creation, it is necessary to say about the property of the regulatory framework, resources (human, material, educational, methodical, informative, etc.), actions (training, academic, informative, management, etc.), results, the concept of public partnership and other things. At the same time, the object of monitoring can be each element of the concept or the period of movement of the training of a professional, including considering the needs of interested parties, and ending with an assessment of customer satisfaction.
This article presents the main ideas of the movement for the formation of a modification of a unified forecast and assessment of the quality of educational services. In order to form a forecast modification, the main boundaries in the concept of interdependent actions of training a professional should be noted, where the main components of the forecast modification will be concentrated.
The purpose of this work is, based on the previously recommended modification of the actions of manufacturing and providing educational services, to develop a model for monitoring and assessing quality, as well as a whole concept with mutual relationships and management. In accordance with the data, we will separate the following items of the forecast: consumers (their needs); service design process; service implementation processes; the quality of the service as the end result of the university's activities; consumers of the service (their satisfaction).
Description of the model. The figure shows a model for monitoring and assessing the quality of educational services of a university. Here is a block-by-block description of the model and the nature of the connections between the blocks.
The subject of monitoring is the consumer, since all processes of the service / product life cycle begin with him (Block 1) and end with him (Block 5).
Model input (Block 1) - analysis of consumer needs. The results of the forecast of the needs of interested parties (detection of current and future, admittedly anticipated needs) - the basis for the purpose of designing products / services and the main degree for the purpose of comparing the presence of a further assessment of customer satisfaction. Customer requirements are the input to the model, the basis for the design and production of a service. Service / product design (Block 2), in conjunction with a whole and process approach and continuous improvement, makes it possible to regard the university's work as well as a concept of interdependent actions aimed at increasing the level of satisfaction of absolutely all involved parties due to the provision and continuous improvement of the university service quality in absolutely all stages of design and implementation. Initial information for the purpose of designing a service - regulatory papers of federal and sectoral significance, regulatory papers of the university, papers of the marketing concept of the property (QMS) of the university (management according to quality). The implementation of the actions of the current cycle of services / products will require the separation of human, informative, material and other resources required for the purpose of efficient design and provision of educational services that satisfy the conditions of buyers.
The implementation of services (product) (Block 3) implies a set of operations that must be carried out in order to extract the final result, for example, prepared by a professional during the design period (taking into account the characteristics of the property declared by the buyer). Comparison of the declared data with the data acquired according to the results of the forecast (Block 4), and further analysis of the comparison results will make it possible to conclude the result (professional, service, product). Observation and analysis of the properties of the results can be an alternate repeated operation performed at different stages of the current cycle.
Each of the mentioned types of resources deserves special interest, as well as the subject of the forecast, since establishes the requirement established in the field of education. We will analyze only the main aspects most thoroughly. Professional provision is determined by the quality of the teaching staff, scientific experimental and administrative and administrative personnel of absolutely all degrees (their high-class, business-like and individual properties, the ability to form and shape, possession of advanced knowledge and skills, actual skill in a high-class sphere, etc.); the quality of training and additional personnel. The informative competence of the personnel must be adequate to the current degree of the formation of informative technologies. The university needs to have a contented number of trained professionals in order to implement educational projects, carry out current academic and methodological studies, and manage activities at the institute. It is important and at the same time difficult to observe the personnel and create incentive machines for the purpose of its formation. This is explained by this, the fact that the main subjects of the QMS of institutions, management, teachers, experts, experts and students, are considered complex, closed objects.
Block 3 - "Implementation of the service". Implementation of service implies a set of operations that must be performed in order to manufacture service of the highest quality. The implementation of the service is guaranteed by the actions of the current cycle: training, academic, resource provision, management. Let's analyze the academic procedure. The difficulty of forecasting the training movement is due to the complexity of its sub-processes, the concept of connections among the sub-processes, and besides this precedent, the fact that the implementation of the service is associated with: a regulatory framework, means and the design procedure itself, service, and thus the requirement of the external and internal spheres. The property of movement is carried out by maintenance, which is largely determined by the results conceived during the design period of maintenance and not lost in the course of implementation. In this block, in this way, in fact, the preparation and accumulation of data is performed in order to develop generally accepted measures of the property. Block 3 of the modification will require the frequency of the forecast in order to control the implementation of the introduced changes in order to eliminate the detected inconsistencies.
Block 4 - "Observation and analysis of service properties". The main task of block 4 is to observe and analyze the properties of the results and is focused on acquiring the opposite relationship and connecting the stages "Studying the needs of those involved" - "Providing services" - "Determining the contentment of those involved" in a ring. The result of the impact of the opposite relationship is the development of refreshed conditions. In this block, a comparison of these services / products is made and the development of generally accepted measures of property. Generally accepted measures of property are considered the basis for the purpose of comparing actually acquired data, disclosing discontent and developing controlling influences. In the course of the comparison, they characterize the powerful and small edges of the concept of design and service delivery, want to make projects to eliminate dissatisfaction. The reports must include lists of events, the implementation of which is recommended. The matching procedure ends with an evaluation of the service / product property.
The forecast results have every chance of being presented in the form of independent or built-in characteristics, the essence of which and the interpretation must be specific and clear from the point of view of their further use in management. They are needed in no way only for the purpose of stating the degree of property and the level of contentment, but, first of all, in general, with the aim of developing generally accepted measures of property and controlling influences in order to eliminate and / or prevent inconsistencies. In upbringing, the emphasis must be made in preventing the emergence of products / services of low quality, and not in eliminating the previously formed insufficient minimum. The source of the forecast will require the use of qualified appropriate methods and highly professional personnel, possessing the whole knowledge in the field of statistical examination, property marketing, whole examination, etc.
Conclusion:
the developed model for monitoring the processes of providing educational services can serve as a basis for the development of methodological support for monitoring processes. The program for further development of the research includes the development of methods for internal monitoring (Block 1), methods for the formation of quality standards (Blocks 2, 3, 4) and methods for external monitoring (Block 5). Each of these techniques has characteristic features, a feature of the subject of the forecast. Description of monitoring objects in the form of context diagrams will allow developing adequate monitoring methods. The development of monitoring techniques, in turn, will require the choice of monitoring methods and means, methods for processing results, and the formation of recommendations for the introduction of control actions.
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