Social effects in education: expectations and prospects. Methodology for assessing the social effects of education development programs Prospects for the socio-cultural modernization of education

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1. Social efficiency of education

The place of education in the life of society is largely determined by the role played in the social development of people's knowledge, their experience, skills, abilities, opportunities for developing their professional and personal qualities.

This role began to grow in the second half of the 20th century, having fundamentally changed in its last decades, which found its theoretical reflection in a number of concepts of the social and economic development, among which the concepts of post-industrial society, the theory of human capital, the ideas of an active society and others stand out. The most profoundly growing role of knowledge and information in social development was reflected in the concepts of the information society, the formation of an information civilization.

The information revolution and the formation of a new type of social structure - the information society - fundamentally change the role of information and knowledge in social and economic development.

If in an agrarian society economic activity is primarily associated with the production of food products, in an industrial society - with the production of industrial goods, then in a post-industrial, information society, the production of information and its use for the effective functioning of the entire economy become the main economic activity. Accordingly, if in an agrarian society the main factor limiting production was land, in an industrial society it was capital, then in the information society, knowledge becomes such a factor. E. Toffler in his work “Forecasts and Prerequisites” writes about it this way: “In the past, land, labor and capital were key elements production. Tomorrow - and in many industries it is already tomorrow - information will become the main ingredient.

The gradual advancement of the sphere of higher education in the second half of the twentieth century to the forefront of public life was reflected in its rapid development over the past decades. It was expressed, in particular, in the fact that during the three post-war decades, as many students studied in the education system in the world as there were none in the entire previous history. According to UNESCO, the number of students worldwide has grown from 436.1 million in 1960 to 845.3 million in 1980. One of the most important outcomes of this was that the proportion of illiterates in the world fell from 44% in 1950 to 26.5% in 1990.

In the second half of the 20th century, many countries radically solved the problem of educating children. Thus, compulsory 10-year education was introduced in Great Britain in 1944, in France - in 1967. In Japan in 1947, 9-year education became compulsory, and in the USSR, since 1962, 8-year education. In developing countries, the enrollment of children in primary school and the duration of their education are constantly increasing. The expected years of schooling for a child from the age of six in developing countries in 1990 was 8.5 years, compared with 7.6 years in 1980. IN Eastern Europe and Central Asia, schooling of 9-10 years is the rule; in East Asia, Latin America and the Caribbean, primary education is almost universal. The countries of the Middle East and North Africa are constantly progressing, as are the countries of South Asia, although they still have much to do in the field of children's education.

In 1990, 76% of the 538 million children aged 6 to 11 in developing countries were in school, compared with 48% in 1960 and 69% in 1980. At the secondary school level, 46% of the developing world population aged 12 to 17 attended school in 1990, and this proportion increased during the 1980s in all regions.

Significant achievements are also characteristic of the development of higher education in the world in the second half of the twentieth century. Since the 1950s, in developed countries, and somewhat later in most developing countries, the social demand for higher education began to increase sharply, sometimes taking on the character of a social explosion. Governments sought to meet this skyrocketing demand for education. As a result, the number of students in high school grew at an unprecedented pace. So, over 30 years, from 1955 to 1986, the number of students enrolled in higher educational institutions in Spain increased 15 times, Sweden - 9.7 times, Austria - 9.4 times, France - 6.7 times. In developing countries, growth has been even more impressive. During the same period, enrollment in Thailand increased 33 times, Indonesia 36 times, Congo 60 times, Venezuela 63 times, Madagascar 87 times, Kenya 103 times, Nigeria 112 times. .

Such a significant increase in the number of students was accompanied by a sharp increase in funding for education, state subsidies for it.

However, the noted significant achievements in the development of education in the second half of the twentieth century do not fully reflect the state of education in the modern world. Its exponential expansion, which took on the character of an “educational explosion”, an “educational revolution”, was accompanied by an aggravation of various problems in this area, which was already understood in the 60s as a global education crisis, i.e. the crisis state of the educational system as a whole, manifested in the aggravation of the problems of access to education, in particular the problems of equality of this access, in the aggravation of the problems of the quality and relevance of education, the efficiency and productivity of the educational system, and the aggravation of the problems of its financing and management.

2. Social efficiency as an educational result

Education is the most important sphere of people's social life, on the one hand, and the process of becoming a person, on the other, therefore, the relationship and interdependence of education and society is more than obvious. The current stage of development of society requires updating educational process schools, first of all, in terms of content and results. The new school is a school aimed at achieving social efficiency as the main educational result.

In this regard, the issues of social efficiency become very relevant in the design of the educational process. In the context of modern approaches outlined in the strategy of socio-cultural modernization of education and the national educational initiative "Our New School", social efficiency education is seen as the correspondence of the social effects of education to the strategic interests of the development of society; the quality of the impact of education on the environment.

Thus, the social effects of education correlate with the priority areas for the development of society:

social consolidation of society;

formation of cultural identity of Russian citizens;

reducing the risks of socio-psychological tension

between different ethnic and religious groups of the population;

"social lift" and the achievement of social equality

groups and individuals with different starting opportunities.

It should be noted that the social effect of education is understood as a broad social, as a rule, delayed result of education, mediated by the nature of socialization and the results of the graduate's social activity.

From the point of view of the essential characteristic of updating the content of the educational process of a new school, social efficiency is the maximum use of education as a factor in social progress with a minimum of costs and all kinds of side negative consequences. Efficiency is the ratio of results to costs: the more significant the result and the lower the costs, the higher the efficiency.

As indicators of achieving the social effects of education as a mechanism for the development of society, the following are considered:

positive impact of the educational process on development

the best personality traits;

creation of the most comfortable living conditions for the individual;

improvement of all aspects of public relations;

formation of an open democratic society.

When developing the problem of the social effectiveness of education, one should proceed from the principle of non-cumulative (non-incremental) integral social effects of education. In methodological terms, this justifies the expediency of differentiating the internal and external effectiveness of education.

The social efficiency of educational institutions for society as a whole, associated with ensuring the quality of life of communities and the person in them, is external efficiency. It is these effects that express the essence of education as the most important institution of the socialization of society. In turn, internal efficiency correlates with the particular effects of education, which can be tracked and determined at the level of subjects of the educational process.

This approach allows us to consider social efficiency as a natural consequence of personal effectiveness subjects of the educational process. In this context, personal effectiveness is a necessary factor and means of achieving the social effectiveness of education.

The new school is, first of all, an effective school, i.e., a general educational institution focused on the system of effects (social results) of educational activities. Personal effectiveness (the effectiveness of an individual) is the basis of the social effectiveness of such a school.

Proceeding from this, the social mission of the school in modern socio-cultural conditions is to increase the personal effectiveness of the subjects of education. Designing the educational process of an effective school involves:

interaction between teacher and students through

system-activity, research approach in education;

joint socio-pedagogical design and successful self-realization of all participants in the educational space.

The goal of modern education is the development of a person's personal effectiveness, which is understood as the result of the implementation of a system of personality traits that allow a person to be successful in society.

Society in this context is a society in which a person has been included for a sufficiently long time so that this affects the formation of his personality. Success should be considered in two aspects: externally, it is the degree of acceptance by the society of the methods and results of human activity, internally, satisfaction with one's own methods and results of the individual's activities.

Thus, the problem of developing a person's personal effectiveness can be expressed in three interrelated lines: social trends and needs; individual personality traits and their development; the success of human activity in society.

An effective education system should implement an individual approach to each student and model the conditions for the manifestation of their independence, originality, self-activity, since only in this case the educational process has a real chance to be based on the individual interests, needs, opportunities and personal experience of the student.

An individual approach to each student is a necessary condition for building a new, truly modern and effective education system. Individualization is considered as the core principle of organizing the educational process, and the maximum disclosure and development of the individuality of each student is one of the most important tasks.

Personal effectiveness - the ability to carry out productive actions, which is based on such basic concepts as awareness of one's intentions and goals; personal resource management (time, health, money, emotions, etc.); interaction with the environment. Thus, the effectiveness of a person is the quality of his interaction with himself and the world around him. In other words, this is how well a person knows how to negotiate and cooperate with himself and others, achieve his goals and at the same time feel comfortable and confident.

From a philosophical point of view, interaction is a category that reflects the processes of influence of various subjects on each other, the mutual conditionality of their actions and social orientations, changes in the system of needs, intra-individual characteristics, and connections. This makes it possible to define interaction in education as a system of interrelations of subjects, which determines their mutual influence in the educational environment as part of the sociocultural space, where various educational processes and their components, various subjects and materials interact.

Consequently, the effectiveness of the educational process is achieved in a multilateral subject-subject interaction with all participants, when all its participants are subjects of this process. At the same time, the developed pedagogical (subject-subject) interaction of adults - teachers, parents, members of the public - creates conditions for the formation and development of subjectivity and self-determination of the child as the most significant personal formations.

The subject is a person or a group as a source of knowledge and transformation of reality; activity carrier. At the same time, activity is understood as an initiative impact on the environment, on other people and oneself. The activity of a person depends on the motives of her behavior and is characterized by over-situation. Through supra-situational activity, external and internal restrictions are overcome - barriers to activity. Therefore, an active process is one that is directly dependent on the subject. At the same time, the position of the subject is characterized by the presence of a stable internal motivation of activity.

In this context, dialogue as a means of transferring cultural experience in education acts as a mechanism for implementing the system of subject-subject relations. Dialogic interaction determines the general subject-subject orientation of the educational process and presupposes the existence of a specific inter-subject space in which individual meanings and values ​​intersect. Such a space contributes to the emergence of special value-semantic relations based on the acceptance by all participants educational environment each other as absolute values, which determines their ability to understand themselves dialogically in relation to the other and the world of culture as a whole.

The following essential and functional requirements for ensuring the subjective position of participants in the educational process are distinguished:

continuously changing life situations (including educational ones);

in the context of subject-subject relations, the functions of the educational process should be focused on the development of educational needs, interests and subject abilities of students, allowing them to successfully adapt and fulfill themselves in life and educational situations;

in the subject-subject context, it is necessary to organize conditions for the development of subject abilities in terms of restructuring the subject content of disciplines in such a way that it, along with

with knowledge, skills and abilities, ensured the comprehensive development of the individual and the system of its activities;

organization of the educational process should be carried out on

the basis of a mechanism that ensures the constant inclusion of each

participant of the educational process in the system of relations (including communicative nature).

The dynamics of the development of the educational process, its internal movement, depends on how the nature of the interaction of its participants develops, what relationships arise between them. Mutual activity, cooperation of teachers with all participants in the educational process through communication is most fully reflected in the term pedagogical interaction.

Pedagogical interaction also acts as one of the key concepts and as a scientific design principle modern system education. The basis of effective pedagogical interaction is cooperation, which is the beginning of the social life of students and the subjectivity of participants in the educational process. The essence of pedagogical interaction is the direct or indirect influence of the subjects of this process on each other, giving rise to their mutual connection.

Direct influence refers to the direct appeal to the student. The essence of indirect influence lies in the fact that the teacher directs his efforts not at the student, but at his environment, the components of the educational environment. There are verbal and non-verbal methods of pedagogical interaction. Despite the fact that the main part of the 10 professional significant activities teacher is connected with the verbal way of communication, the effectiveness of pedagogical interaction also depends on how much the teacher owns non-verbal communication.

Thus, interaction can be considered as a system of interrelations of subjects, which determines their mutual influence. In the process of interaction between subjects and objects pedagogical process There are various connections:

informational (information exchange between subjects of education);

organizational and activity (joint activity);

communicative (communication);

management and self-government.

Pedagogical interaction has two sides: functional-role and personal. In other words, the teacher, students and other participants in the educational process perceive in the course of interaction, on the one hand, the functions and roles of each other, and on the other, individual, personal qualities. The best option is to set the teacher to functional-role and personal interaction, when his personal characteristics appear through role-playing behavior.

It is this combination that ensures the transfer of not only the general social, but also the personal, individual experience of the teacher. In this case, the teacher, interacting with the student, conveys his individuality, realizing the need and ability to be a person and, in turn, forming the corresponding need and ability in the student.

The functional-role side of pedagogical interaction is aimed mainly at transforming the cognitive sphere of students. The criterion for the successful activity of the teacher in this case is the correspondence of the achievements of students to the given standards. The personal side to a greater extent affects the motivational and semantic sphere of schoolchildren. scientific knowledge, the content of education in this situation act as a means of transforming this sphere.

The most important characteristic of the personal side of pedagogical interaction is the ability to influence each other and produce real transformations not only in the cognitive, emotional-volitional, but also in the personal sphere. Such an attitude indicates a high level of development of a motivational-value attitude to pedagogical activity.

The special significance of pedagogical interaction lies in the fact that, improving as the spiritual and intellectual needs of its participants become more complex, it contributes not only to the formation of the child's personality, but also to the creative growth of the teacher.

The main form of interaction between the subjects of the educational process is pedagogical communication as the most important condition and means of personal development. Communication is not just a series of sequential actions (activities) of communicating subjects. Any act of direct communication is not so much the impact of a person on a person, but precisely their interaction. Communication between a teacher and a student, during which educational and personality-developing tasks are solved - pedagogical communication.

Communication in the educational process acts as:

means of solving cognitive problems;

socio-psychological support of the educational process;

a way of organizing the relationship of participants in the educational process, ensuring the success of their education, upbringing and development.

The effectiveness of pedagogical communication is determined by its style, which refers to the individual typological features of the interaction of its participants. It expresses the communicative abilities of the teacher; the established nature of the relationship of the teacher with all participants in the educational process, their creative individuality and characteristics.

3. Social efficiency of the educational process of the new school

Achieving social effects as the educational results of the new school involves focusing on the style of cooperation between the participants in pedagogical interaction. With this style of communication, the teacher is focused on increasing the role of the student in interaction, on involving everyone in solving common problems. The main feature of this style is the mutual acceptance and mutual orientation of the participants in the interaction.

Collaboration becomes productive if:

is carried out under the condition that each student is included in solving problems not at the end, but at the beginning of the process of resolving educational

Problems;

organized as active cooperation with the teacher, students or other participants in the educational process;

in the learning process, the formation of mechanisms for self-regulation of the behavior and activities of students takes place;

the skills of goal formation are mastered. Internal efficiency

The educational environment of the school, the participants of which are in subject-subject interaction, depends on the mastery and implementation by teachers of personality-developing strategies of interaction in the educational process. The features of such strategies are:

attitude towards the student as a subject of their own development;

orientation to the development and self-development of the student's personality;

creation of conditions for self-realization and self-determination of the individual;

establishment of subject-subject relations.

Personally-developing pedagogical interaction is characterized by specific ways of communication based on understanding, recognition and acceptance of the student as a person, the ability to take his position, identify with him, take into account his emotional state and well-being, observe his interests and development prospects. With such communication, the main tactics of the teacher are cooperation and partnership, enabling the student to show activity, creativity, independence, ingenuity.

A significant effect of pedagogical interaction is mutual understanding, which is defined as a system of feelings and relationships that allows you to achieve the goals of joint activities or communication in a coordinated manner, maximally contributing to the observance of trust and interests, providing an opportunity for self-disclosure of the abilities of everyone.

In accordance with the logic of pedagogical interaction, the stages of communication are distinguished:

modeling by the teacher of the forthcoming communication with the participants of the educational process to the interaction (setting the pedagogical task, choosing the ways and methods of its solution, modeling communication);

organization of direct communication with participants

educational process;

communication management in the course of pedagogical interaction;

analysis of the results of communication and modeling of a new pedagogical task. The indicated stages of communication characterize the phased deployment of the process of pedagogical interaction:

modeling, during which a kind of planning of the communicative structure of interaction is carried out, corresponding to the pedagogical tasks, the current situation, the individuality of the teacher, the characteristics of individual students and the class as a whole;

Organization of direct communication on the basis of personal

developing strategies for interaction regarding joint educational activities,

communication management through the implementation of the principles of effective pedagogical interaction aimed at achieving the internal efficiency of the educational process;

analysis of the results, reflecting the degree of positive impact of pedagogical interaction on the personal development of participants in the educational process.

It should be noted that the category of pedagogical interaction takes into account personal characteristics interacting subjects and ensures both the development of social skills and their mutual transformation on the principles of organizing personality-developing pedagogical interaction:

subjectivity, is realized within the framework of the semantic meaning of the concept

"subject": the formation of reflection and managerial skills, meaningfully aimed at the means of cognition and development of the student;

purposeful development of the skills of designing one's life through

mastering the means of cognition and transformation of the world and oneself;

dialogization of pedagogical interaction, which means the transformation of the positions of the child and the adult into the positions of co-student, co-educating, cooperating people;

problematization, emphasizing that an adult does not educate, does not teach, but actualizes, stimulates the child's tendency to personal growth, creates conditions for self-discovery and setting cognitive tasks and problems;

personification, requiring the inclusion in the interaction of such

elements of personal experience (feelings, experiences, emotions and corresponding actions and actions) that do not correspond to role expectations and standards;

individualization of pedagogical interaction based on taking into account the age and individual capabilities of subjects

educational process;

The characteristic features of the new school of effective education are:

systematic improvement of the pedagogical process on

the basis of timely detection and resolution of emerging contradictions;

compliance with the content and organization of the educational process,

the technologies used, the individual abilities and capabilities of students, the needs of society;

wide involvement in the pedagogical organization of school life of the public and the involvement of students in public life;

a system of skill and art of interaction between a teacher and students

and other participants in the educational process;

education, generation after generation, people with a high personal

efficiency as a factor of social efficiency.

Within the framework of the indicated approach, education involves the development, preservation and transformation of personal effectiveness in pedagogical interaction and is positioned as a priority of education. Achieving social efficiency as the main educational result actualizes the need to design education as an institution for successful personal and professional socialization and to consider socialization and social development of the individual as the leading function of the new school. Orientation to the social efficiency of education is the transition of the quality of education to a different, higher level.

4. Social significance of education and factors of its effectiveness in modern society

education social new school

One of the main manifestations of the crisis in the education system is the difficulties that arise in the process of eradicating illiteracy. So, despite great successes in this field, in the 20th century it was not possible to overcome the growth of the absolute number of illiterates.

If current population growth rates in Africa, South Asia, the Middle East and North America continue, the number of out-of-school children aged 6 to 11 will increase from 129 million in 1990 to 162 million by 2015 year, that is, the absolute number of children in the world who receive no education at all is likely to increase in the next 20 years. To make matters worse, only two-thirds of the children who enter primary school complete it. As a result, adult illiteracy, now estimated at over 900 million, remains a major problem.

If we talk about developed countries, then in 1990 there were about 32 million illiterate adults, which is 3.3% of the population aged 15 and over. And we are talking about the illiterate in the traditional sense of the word. But in the 1980s, the problem of functional illiteracy began to manifest itself with all its sharpness; such a weak possession of basic knowledge and skills that they are not enough for the normal functioning of the individual, in an increasingly complex society.

Statistics on functional illiteracy mark approximately 10% of the functionally illiterate people in the world (obviously, these data are not as accurate as in the case of complete illiteracy). Thus, on a global scale, over a billion men and women are completely or partially unable to use the written word. Of particular concern to specialists and the public are the trends noted in the last decade, indicating a possible serious deterioration in the situation in the development of education in the near future.

At the same time, it is noted that "the emerging information society makes increasingly high demands on literacy. Moving forward is impossible without a major breakthrough in the areas of eradicating illiteracy among the broadest masses of the population." In most countries, the number of children who want to attend secondary school is greater than it can accommodate, and the demand for higher education is generally growing faster than its supply.

The change in the role of information and knowledge in modern economic development, their key importance for the economy of a post-industrial society, is reflected, in particular, in the information theory of value developed by D. Bell and his followers. D. Bell noted that, while economists usually continue to use land, labor and capital as the main parameters, and only some of them, for example, V. Zombart, I. Schumpeter and others, supplement this triad with such variables as business initiative , enterprise and so on, the social reality is fundamentally changing. As society develops, it is clearly manifested that knowledge, innovations and ways of their practical application are increasingly acting as a source of profit. Therefore, the old paradigm of the labor theory of value, which does not take into account the fundamental role of information and knowledge in the economy, must be replaced by a new one developed on the basis of the information theory of value. D. Bell wrote about this, in particular, as follows: “When knowledge in its systematic form is involved in the practical processing of resources (in the form of an invention or organizational improvement), we can say that it is knowledge, and not labor, that acts as a source of value.” He associated the transition from labor to information theory of value with the characteristics of the information society, which, according to Bell, means:

1) the transition from an industrial to a service society;

2) the crucial importance of codified theoretical knowledge for the implementation of technological innovations;

3) the transformation of the new "intelligent" technology into a key tool for system analysis and decision theory.

“I stand on the fact,” writes D. Bell, “that information and theoretical knowledge are the strategic resources of a post-industrial society. In addition, in their new role they represent the turning points of modern history. The first turning point is the change in the very nature of science. Science as "general knowledge" has become the main productive force of modern society. The second turning point is the liberation of technology from its "imperative" character, its almost complete transformation into an obedient tool.

Thus, information and knowledge become the “fundamental social fact” that underlies economic development.

The fact that knowledge occupies a key position in economic development, turning into the main source of value in a post-industrial, information society, radically changes the place of education in the structure of social life, the ratio of its areas such as education and the economy. Acquisition of new knowledge, information, skills, affirmation of orientation towards their renewal and development become fundamental characteristics of workers in the post-industrial economy.

A new type of economic development, which is taking hold in the information society, makes it necessary for workers to change their profession several times during their lives and constantly improve their skills. Gradually, consumers are increasingly involved in the production of products for their own needs (the spread of "prosumerism"). The sphere of education significantly intersects in the information society with the economic sphere of society. Educational activity is becoming an important component of economic development.

However, the formation of the information society changes the relationship of education not only with the economy, but also with all other spheres of public life, since information and knowledge are at the heart of not only economic, but also the entire social development.

Activity in the political, social, spiritual spheres of public life involves the constant updating of knowledge, obtaining new information from constantly growing quantitatively and qualitatively sources and its comprehension. A person in the information society receives new opportunities for self-realization and development, but in order to use these opportunities, active work is needed to educate citizens. In the social structure of post-industrial society, the sphere of education is closely intertwined with all the elements of this structure, and the course of social development largely depends on the state of this sphere.

The transition from an industrial to an information society, which is gradually taking place in developed countries, threatens to aggravate one of the most difficult global problems modernity - the problem of overcoming backwardness in the development of most of humanity. As one of the theorists of the information society, I. Masuda, notes, “the information gap, superimposed on the industrial gap, together creates a double technological gap.” If this state of affairs in relations between developed and developing countries continues, serious uncontrollable contradictions will arise that will torment the human community.

In order for the creation of a modern information infrastructure in developing countries to contribute not only to increasing the profits of developed countries participating in the financing of this process, but also mainly to overcoming socio-economic backwardness, it is necessary to use new technologies both in international business and in a variety of areas of life in developing countries. And this requires both modern technical systems and certain knowledge, skills, abilities, and behavior patterns of the citizens of these countries. The formation of the information society requires a qualitative increase in the human, intellectual potential of developing countries, and thus puts the field of education at the forefront of social development. From the solution of the problems of education, which have always been acute in developing countries and which have become even more aggravated in recent decades due to the rapid development of information technology, now depend on the prospects for the socio-economic development of these countries, the solution of the global problem of overcoming backwardness in the world.

Thus, the strengthening of the role of knowledge and information in social development, the gradual transformation of knowledge into fixed assets fundamentally change the role of education in the structure of social life in the modern world. Of course, in different groups of countries and different countries there is a significant specificity in the position of the educational system in the social structure. However, the formation of a new information civilization, one way or another, affects all countries, pushing the field of education to the center of public life, causing its close interweaving with all the main elements of the social structure.

In recent years, the ideas and concepts of the information society have moved from the sphere of socio-economic, socio-philosophical and sociological research, where they have been developing for three decades, to the sphere of national and international projects.

In the mid-1990s, many countries and international organizations identified the formation and development of the information society as a priority strategic task. National projects for the formation of the information society have been developed and are being implemented in the USA, Great Britain, Canada, Finland, France, Japan, Italy, Germany, and Denmark.

Since 1994, the European Community has set the task of building the information society as a priority. The European Commission is actively developing a strategy for the transition to a global information society. In February 1995, a conference of the seven leading industrial countries on the problems of the information society was held, the purpose of which was to develop a strategy for the transition to the Information Age, building the information society.

In all national and international projects for the formation of the information society, the development of the education sector occupies a central place. The prospects for social development in the modern world fundamentally depend on the state of the educational system, its ability to meet the needs of the individual and society in high-quality educational services.

5.Social significance and effectiveness in education

The rapid growth of the education sector in the second half of the 20th century, the promotion of this sphere to the forefront of public life, the complication of its interrelations with all other areas of society, the crisis in the educational system brought to life various and persistent attempts to solve acute problems of education. In the course of a critical analysis of the existing educational system, various ideas were put forward about ways out of the crisis in education and the characteristics of a new educational system that meets the requirements and demands of modern social development.

Gradually, the very concept of “education” began to change. V special system, created to achieve the goals of education, now such education has become known as formal education and the idea has been developed that the concept of "education" is much broader than the concept of "formal education". In this extended interpretation, “education” means everything that aims to change the attitudes and patterns of behavior of individuals by transferring new knowledge to them, developing new skills and abilities.

In connection with the expansion of the very concept of education, three main types of learning processes are sometimes distinguished:

1) Free learning, including unstructured learning activities, which D. Evans subdivides into incidental (casual) and informal education. In the first case, there is no conscious desire for learning either on the part of the source of information or on the part of the teacher, i.e. in this case, neither the teacher nor the student creates a "learning situation". In the second case, either the student or the source of information consciously strives for learning (but not both at once, when it is necessary to talk not about arbitrary, but about non-formal education).

It is thanks to voluntary learning that a person acquires the greatest part of knowledge and skills during his life. In this way, he masters his native language, basic cultural values, general attitudes and behaviors transmitted through the family, public organizations, means mass media, museums, games and all other cultural institutions of the society.

2) Non-formal (or out-of-school) education.

3) Formal (school) education differs from non-formal in that it is carried out in special institutions according to approved programs and must be consistent, standardized and institutional, guaranteeing a certain continuity.

The most important in this regard is the development of the concept of "non-formal education", which reflected the emergence of the corresponding sector in the field of education and the increase in its importance. How “non-formal education” came to be interpreted as “any organized educational activities outside the existing formal system, designed for an identifiable clientele and meeting specific educational goals.

The development of non-formal education is due to the fact that the school has ceased to be considered as the only permissible and possible place of learning, its monopoly on the educational role in society has been violated. Education and learning are no longer perceived as synonymous with "study at school".

The identity of education and formal education is an idea that is gradually being discredited under the influence of crisis phenomena in the existing educational system. In the report of the theorists of the Club of Rome “There are no limits to education”, the increased interest in non-formal education is explained by the “chasm separating people”, their inability to adapt to the rapid changes in the world. In this regard, the task is to create a new learning paradigm - "a necessary prerequisite for solving any global problems", the concept of "innovative learning" is proposed, focused on "human initiative", and not on the unconscious social reproduction inherent in learning in traditional schools.

Non-formal education aims to compensate for the shortcomings and contradictions of the traditional school system and often satisfies urgent needs. educational needs who are not satisfied with formal education.

As noted in the UNESCO report Learning to Be, “Education should no longer be limited to the walls of the school. All existing institutions, whether designed for teaching or not… should be used for educational purposes.”

With serious doubts about the ability of formal education to achieve many of the stated goals, including equality of opportunity, efficiency and cost-effectiveness, the concept of renewable education was also born.

An important feature of the formation of a new educational system in the course of informatization of public life is the assertion of self-education, self-learning as the leading form of education. If the traditional educational system assumed mainly one-sided teaching of the student by the teacher, then in the new educational system the teacher will act as an adviser or consultant. Masuda notes that "this will become possible because, as a result of the development and spread of computer-based learning systems, students will be able to learn independently, communicating directly with a computer or with other people through a computer."

Another direction in the formation of a new educational system in the course of the introduction of modern information technologies is to focus on education that creates knowledge. This, obviously, will make it possible to radically solve the problems of the quality and relevance of education. Masuda writes: “If in an industrial society education is focused on filling the heads of students with information and teaching them certain methods, then in the information society, education of this type will be replaced by knowledge-creating education, since the information society will develop through the assertion of the value of information into a society based on knowledge” .

The third direction in the formation of a new educational system is the formation of a system of education throughout life. If the traditional education system is focused mainly on teaching a person in his younger years, i.e. a person in his youth receives education for life, the new system assumes education through life. “In the information society,” writes Masuda, “much attention will be paid to the education of adults and even older people, since it will be necessary for society as a whole to ensure that adults and older people are able to adapt to rapid changes in society; The growing proportion of older people in the population makes it urgent to provide these people with opportunities to develop their knowledge and skills.”

Summing up the analysis of the processes of formation of a new educational system, Masuda notes: “A radical change in the educational system will be of great importance in human history, since this change is associated with a historical transition from an industrial society, in which the natural environment was one-sidedly transformed, and material consumption expanded, to an information society. which strives for coexistence with nature through the transformation of man himself and means the establishment of new socio-economic systems.

An important feature of the new educational system and the processes of its formation is globality, i.e. world character with inherent deep processes. This feature reflects the presence of integration processes in the modern world, intensive interactions between states in various spheres of public life. There are various ways of internationalization, globalization of education. However, the most promising of them is the creation of an educational system based on the global information infrastructure that is developing in the process of transition to the information society. So, for the new educational system, emerging in the process of overcoming the global crisis of education, the following main features are characteristic:

In the new system, the functions of education are performed by a variety of social institutions, and not just the school; enterprises take over the most important educational functions.

The new educational system is based on modern computer and telecommunication technologies for storing, processing and transmitting information, which are complemented by traditional information technologies.

The new educational system is characterized by the formation and approval of market mechanisms, the formation and development of the market for educational products and services.

Globality is a distinctive feature of the new educational system and the processes of its formation.

A new educational system emerges as a system of open, flexible, individualized, knowledge-creating continuous education of a person throughout his life.

Such a characterization of the emerging new education system reveals the extreme complexity and inconsistency of the processes of its formation and development. Their course largely depends on how effective methods will be applied in managing these processes. The role of management in the activity of such a rapidly developing and becoming more complex system is growing significantly.

All of the above fully applies to the Russian Federation, where education today is not going through the most better times. The creation of a unified education system in Russia is due to fundamentally new requirements that an individual, society, and the state impose on education. By the end of the 20th century, the fundamental dependence of our civilization on the abilities and qualities of the individual, which are laid down in education, was fully manifested. This statement is true for all aspects of society: politics, economics, social sphere. There is no doubt that education has become an indispensable source of life's blessings, affirming a person as the master of his own destiny.

The experience of a number of countries that have achieved economic growth in recent decades, and with it social well-being, indicates that a decisive role in this process has played, is playing and will play a priority attention to the problems of raising the general educational level of the population, as well as training specialists, who understand the essence of economic and social reforms, who are able to implement them through new economic mechanisms of management, the creation of new progressive technologies, the formation of new social relations. Therefore, it will not be an exaggeration to say: "All the strategies of the future begin today at school."

Considering this, the modern strategic doctrines of the progress of the advanced countries of the world are based on the principles of the comprehensive development of human potential. With the transition from development based on the use of predominantly human abilities to physical labor, to development based on the use of the cultural and intellectual potential of the individual, the role of education continuously increases and becomes dominant. In this regard, the rivalry of the countries of the world is increasingly moving from the military and economic areas to the area of ​​competition between national education systems. The question is natural: "Is the Russian education system capable of accepting this challenge of the time?". The answer to it cannot be simple and unambiguous, because it is connected with an assessment of the current state of the education system, the possibilities of its development in the near and distant future.

What is the Russian education system today? These are 145 thousand institutions of preschool, general secondary and primary vocational education, 2,640 secondary specialized educational institutions, 567 higher educational institutions (more than 80 of which are military educational institutions of higher professional education); more than 700 scientific organizations, including 92 research institutes, 57 experimental design bureaus, 84 experimental production facilities, about 60 technology parks, 635 innovation centers; more than 35 thousand small firms. Approximately 40 million people are brought up, trained and employed in educational institutions today.

When pursuing a unified state policy in the field of additional professional education, constant attention is paid to the development of regional systems for advanced training and retraining of specialists. At present, together with the executive authorities of the constituent entities of the Federation, 49 intersectoral regional centers have been created and are functioning at the leading universities, which have developed 14 projects of regional programs.

In order to implement the military reform and solve the problems of the conversion of military production in the Russian Federation, the solution of such an important issue for the country as the organization of advanced training and retraining of military personnel continued. Within the framework of the Program, about 17 thousand officers were retrained in new specialties of the market direction and their employment was carried out. The creation of 23 regional training centers for the retraining of military personnel has been completed. The results of the work done allow us to say that the foundations of the Federal System for the Retraining of Military Personnel will be created in Russia.

However, it should be noted that the education system is inextricably linked with the socio-economic formation in which it was formed and exists. And since the socio-economic relations and the state-political structure of the country that are now being established are fundamentally different from those that preceded them, then, naturally, considerable difficulties arose when one of the largest education systems in the world entered the new socio-economic and state-political conditions.

...

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Zair-Bek Elena Sergeevna
Doctor of Pedagogy, Professor of the Department of Pedagogy, Russian State Pedagogical University named after I.I. A.I. Herzen, Saint Petersburg
[email protected]

Tryapitsyna Alla Prokofievna
Doctor of Pedagogy, Corresponding Member RAO, head. Department of Pedagogy, Russian State Pedagogical University. A.I. Herzen, Saint Petersburg
triap @ fromru. com

Methodology for assessing the social effects of education development programs

annotation
The methodology for assessing the social effects of education development programs, the human development index, the concept of education quality, tools for influencing the quality of education are discussed.

Keywords
O assessment of social effects, education development program, education quality, human development index

In the most general way social effect of education calculated in human development indices Comparative analysis of human development in different countries is presented in a number of annual reports. In these reports, the problem of inequality is clearly visible. Inequality is a complex multidimensional category; it manifests itself in income and well-being, rights and freedoms, and so on. Unequal access to resources and income is a fundamental factor in human development. The causes of inequality can be divided into two groups.

• The first is the personal characteristics of people that affect the possibilities of earning income and the characteristics of consumption (gender, age, marital status, education, abilities, needs, etc.).
• The second is the peculiarities of the mechanism for the distribution of benefits and incomes, including direct discrimination, which limits access to resources for a part of the population.

It is believed that a more even distribution of wealth accelerates human development. For human development, access to education is one of the main factors of its well-being, education is one of the factors that determine the quality of life.

IN Human Development Index(ICPR) The Education Index is measured as a country's relative progress in increasing adult literacy and in increasing the combined total share of enrollment in primary, secondary, and tertiary education. First, the adult literacy index and the cumulative total enrollment index are calculated. The two indices are then combined into a single education index, with a two-thirds weight given to adult literacy and a one-third weight to total education. total share students.

Exclusion from education increases social exclusion, which creates a poor quality of life. The main aspects of social exclusion are much broader than traditional approaches to poverty assessment: they are isolation from the labor market (unemployment), isolation from consumer lifestyles (poverty), isolation from social relations, isolation from various social institutions. Policies to counter social exclusion should focus on increasing social integration person into society. Educational institutions allow solving issues of social integration.

In Russia, as data from human development reports over the past three years show, the top ten traditionally includes donor regions: Moscow, the Tyumen region, Tatarstan, St. Petersburg, as well as a number of balanced regions: Samara, Tomsk, Lipetsk regions, Bashkortostan) where education coverage is quite high and longevity indicators are not lower than the national average. An interesting example is Yakutia, which recently became one of the leaders, which is associated with the growing support for education from the republican authorities.

In general, the HDI of the Russian regions (with the exception of Moscow and the Tyumen region) is below the level of developed countries. St. Petersburg and Tatarstan are coming close to this value. In ten more regions, the index is above the national average. The backlog of underdeveloped regions (the republics of Ingushetia and Tuva) has practically not decreased. The position of the regions in the ranking is influenced by various factors, but in particular - the gross product of oil production. The decline in life expectancy has led to a deterioration in the situation of some regions of the North-West and the Center, the Kaliningrad and Vladimir regions.

Enrollment of children and young people aged 7-24 continues to grow almost everywhere, with the exception of Ingushetia. However, the education index is also unbalanced across regions. It is low in low-income regions, but the education index is not high in raw-materials-exporting regions either. TO the same, regions, both with high and low incomes (and this is the specificity of social development in Russia), are extremely heterogeneous; characterized by a strong spread of indices within the region. They have their poorest municipalities and rural areas, but also rich (through exports) regional capitals and cities. It is impossible to assess this using the HDI, since at the intra-regional level the components of this indicator are not calculated by Rosstat.

These data reflect the acuteness of the problem of inequality for Russia. In view of the problem of inequality, an important task of the state is to increase the involvement of young people in education at the level of secondary and higher education. In view of this, the growth of indicators of "participation in education", which characterize the indicator « accessibility of education" is seen as a social effect to which programs should be directed. A program that allows for “accessibility of education” to various segments of the population is considered a socially effective program.

The basis of the concept of human development is theory of human capital. The human capital factor has become an important source of economic growth; it determines the economic role of education and science, which were previously considered as consuming and unproductive areas. According to the theory of human capital, its accumulation can be carried out in various forms. This is the development of abilities and skills during training, as well as their acquisition in the course of professional activities. This is health care, obtaining information and other forms that ensure the development of the intellectual and physical abilities of a person in order to increase labor efficiency.

The expansion of spending on education is perceived by the authorities of many states as a factor in economic growth. In many countries, education has come to be regarded not only as a destiny of children and youth, but also as an economically rational activity of a person throughout his life. Lifelong learning has become a conceptual reflection of this process. The resource provision of education has increased not only at the expense of public funds, but also through the diversification of sources. According to the World Bank, in the most developed countries, such as Germany, Japan, Switzerland, human capital accounts for 80% of total capital. In Russia, the role of the state in the development of human capital remains the leading one, but the level of budget expenditures for these purposes is insufficient, and it is not always used effectively. In view of this, the ratio of funds used in investing in education to the level of human capital development is defined as an indicator "Education Effectiveness". The average share of spending on education in GDP recommended by the International Commission on Education for the 21st century is 6%.

The Universal Declaration of Human Rights, adopted in the middle of the 20th century, proclaimed the right to education as one of the fundamental rights. But there are still many people in the world who remain functionally illiterate. At the World Education Forum, held in Dakar in 2000, the problems of realizing the right to education, combating poverty and marginalization through basic education were discussed. To solve this problem, cooperation between governments and local communities, partnerships between the state, communities, organizations and regions are very important.

According to an assessment conducted by the World Bank for 192 countries, the share of physical capital (accumulated material assets) accounts for an average of 16% of total wealth. Of greater importance is human capital (64%), which includes education. The predominance of human capital is most noticeable in developed countries (up to 80%). Therefore, a healthy population with a higher level of education makes the economy more productive, and an increase in labor productivity due to an increase in the level of education leads to an increase in the income of workers. Economic progress reinforces the value of learning in schools, vocational schools, and workplaces. But a high educational level of the population does not guarantee high rates of economic growth. Similar situation due to a number of reasons:

• inefficient use of existing human capital, the use of highly qualified workers in jobs where knowledge and qualifications are not required;
• irrational investments in education, an increase in the number of places in universities while maintaining the old system of training and the structure of specialties that do not take into account the needs of the labor market;
• low quality of education that does not meet the requirements of the market.

An education that allows a person to work successfully and ensure a decent quality of life is considered a quality education, that is, an education that has a social effect. Compliance of education with the needs of the modern economy and labor markets, including promising ones, determines the quality of education. In view of this "the quality of education" is also an indicator of social effects.

The European Commission's Tempus project notes that there are a number of approaches to defining quality.

• Formal legal approach: quality as an educational institution's compliance with legal procedures and agreements.
• Subject or discipline based approach: quality implies concurrence of opinion among experts in the field - education must meet professional standards in relation to a particular discipline.
• Business, or economic, approach: quality implies achievement by the most effective way educational goals for all enrolled pupils and students (performance target).
• Customer-centric approach: quality is determined by the degree to which educational services meet the expectations and needs of education.
• Labor market approach: quality is derived from the readiness of education to adapt to the requirements of the employment market.
• Organizational-Experienced Approach: The essence of quality lies in the ability of an institution to fulfill its mission and achieve its goals.

These approaches, to some extent, correspond to the notion that quality can be seen as:

• · exclusivity;
• · impeccability (or consistency);
• · fitness for purpose (or appropriateness);
• · value in monetary terms;
• · transformation (learning and training process).

In addition, the main function of quality assurance systems may be to ensure accountability, improvement, publicity and validation. Due to the scatter in the definitions of quality and the various functions of quality assurance systems, special services and organizations are being created to evaluate it. In any case, it is believed that quality is not a static concept, but a dynamic and continuous process that is important for any education system at any level. What measures of influence are possible to improve the quality of education? To improve the quality of education, it is important to ensure that all children have an equal start, as evidenced by research data from international benchmarking reports. For Russia, ensuring equal starting opportunities involves solving the problem of covering all 5-6-year-old children with compulsory pre-school training.

In a market economy, new requirements are emerging for the activities of a secondary school: its graduates must have such critical (required for analysis) and creative skills that would allow young people to solve social and economic problems. And in accordance with these requirements, most countries develop their curricula and programs, the so-called curricula. (A document describing the content and structure of general education (educational programs), together with the requirements for results for each level of education in world practice is called the Curriculum - the National Standard of General Education). That is, in the world educational practice, the planning of the content of education and the corresponding reporting are increasingly carried out not through the regulation of the input (a detailed description of the content of education and the educational process itself), but through the regulation of the output (description of the expected results and consistent measurement of the results achieved).

The strategic development plan adopted in the Russian Federation defined as one of the measures of educational policy - rethinking the role of standards in the direction of orienting them to results. The question also arises of creating a system for ensuring the quality of secondary education, including the system of its state assessment.

In world practice, general education includes knowledge and skills that were previously considered purely professional. Among them: computer literacy, communication skills, knowledge of the basics of economics and law, environmental literacy, etc. Possession of such vital skills is generally referred to as “functional literacy”. At the same time, job requirements are increasingly differentiated, specialized and subject to rapid change. To respond to this situation, vocational education is increasingly moving into the form of modular training.

One of instruments of influence on improving the quality of education is its budget. The budget is a real tool for accumulating funds to finance public goods and services, social programs. Public budget functions:

• legal control function behind the actions of the executive branch;
• information function for the formation of rational expectations, on the basis of which citizens and economic organizations plan their activities;
• institutional function - Preferences are realized through the budget adoption procedure in the bodies of representative democracy; the development of procedures for the participation of citizens and their representatives in the preparation of the budget and control over its execution, especially at the local level, makes the budget more open and contributes to the achievement of human development goals;
• regulatory function - the budget is one of the main instruments of the state economic policy, including policy in education.

In view of this, the tasks of the educational policy of the state are the task of budgetary reform of this industry so that citizens have more opportunities to participate in the effective distribution of education budget funds.

Literature

1. Bachler J. Evaluation of Regional Policy in the European Community. 2000. [electronic resource] / Access: http://ieie.nsc.ru/~tacis/bachtler-rec.htm

2. Final Communiqué VI Conference of European Ministers of Education "Education in the new millennium" (Bratislava, Slovakia, 16-18 June 2002). [electronic resource] / Access: http :// www. unesco. org/ education/ efa/ conferences/ bratislavia_ communique. pdf

3. “Using Technology to Support Educational Reform,” a study commissioned by the US Department of Education. [electronic resource] / Access: http://www. ed. gov/pubs/EdReformStudiesDechReforms/

4. World Bank Report "Education and Development".[electronic resource] / Access: http://wwwl.worldbank.org/education/pdf/EducationBrochure.pdf

5. Recommendation of the European Parliament and the EU Council of Ministers on pan-European cooperation in the field of assessing the quality of school education (2001/166/EC). http://www.ilo.org/public/english/employment/skills/recomm/instr/eu_10.htm

6. Better Policy Making: A Guide to Regulatory Impact Assessment. http :// www. cabinet office. gov. uk/regulation

7. CEC 1999. Evaluation design and management, Volume 1, MEANS Collection: Evaluating socio-economic programmes, Commission of the European Communities, OOPEC, Luxembourg.

8. Evaluation Cookbook / LEARNING TECHNOLOGY DISSEMINATION INITIATIVE. [electronic resource] / Access: http :// www. icbl. hw. ac. uk/ ltdi/ cookbook/ contents. html

9. McNamara, Carter, Basic Guide to Program Evaluation. [electronic resource] / Access:http:// www. mapnp. org/library/evaluatn/fnl_eval. htm

10. The Program Evaluation Standards. The Joint Committee on Standards for Educational Evaluation. [electronic resource] / Access: http://www.wmich.edu/evalctr/jc/

11. Van Der Knaap P. 2000 Performance Management and Policy Evaluation in the Netherlands. – Evaluation, Vol. 6(3)

Many of the processes that have become massive in Moscow over the past five years, in a piece format, originate back in the 90s. Unfortunately, not all of them have been further developed. The reason for this was largely financial and economic circumstances.

What is the task of any educational system, be it a school, a family or another team? It should help the student to grow up useful for his country, society, city, family and for himself, and for this it is necessary to instill a sense of responsibility of a person for his freedom. But any educational system can help in the formation of only those qualities that it possesses. And what kind of example could the school set five years ago?

If it were necessary to give a proper name to a Moscow school in 2010, then it would be quite possible to call it -schola mendicans - “a school that asks”, because regardless of whether it is poor or rich, strong or weak, any Moscow school, like 90 % of the country's schools, asked for money from the Department of Education, asked parents of students for help. The question arises again: what socially useful qualities can the “begging school” bring up in the future generation?
The educational function is the main one in the activity of the school. It is her Federal Law "On Education in the Russian Federation" that puts it in first place in the definition of the concept of "education": "Education is a single purposeful process of education and training." Therefore, like any educational system, the school is indeed able to promote the development of only those qualities that it itself possesses. In this regard, the first strategic pedagogical task, which was set by the Department of Education in 2010, was to help the Moscow school become authoritative, trustworthy, solid, self-sufficient, free and responsible for its freedom, as well as reliable for all partners.
Vladimir Putin on May 7, 2004, in an address to the citizens of Russia upon taking office as President of the Russian Federation, said: “Only free people in a free country can be truly successful. This is the basis of both Russia's economic growth and its political stability. And we will do everything so that each person can show his talent and his abilities.”
It is clear that such school qualities as freedom and awareness of responsibility for it do not arise on command. They are formed in the course of changes, sometimes difficult, primarily for the educational organizations themselves. Strange as it may sound, in order to change the psychology of the people who run the school and work in the school, the principles of school financing must change.

The goal of the modernization of Moscow education is to increase the contribution of the education system to the global competitiveness of Moscow. This goal is unattainable without solving two problems - the maximum development of the abilities of each Muscovite and the preservation of the consolidation of the urban community.
In 2010, funding for educational organizations in Moscow depended on their status. For the vast majority of Moscow schools that did not have the status of "lyceum", "gymnasium", "center of education", "school of health", the financial standard was 63 thousand rubles per student per year. The so-called privileged schools received funds 3-5 times more.
Serious organizational and structural changes in the Moscow education system began with the transition in 2011 to funding that followed the student. In accordance with the Decree of the Government of Moscow dated March 22, 2011 No. 86-PP, it is customary to call it a normative per capita. But it would be most correct to call it formulaic, since such financing is based on standards and simple calculation formulas. In general, today the Moscow school lives according to understandable formulas: whether it is the amount of subsidy for the implementation of a state task, the amount of budget funding for additional educational programs, or the amount of remuneration of the director. The new funding logic has been a powerful motivating tool for all subsequent changes, simply because in a system that is student-centered rather than building space or staffing, funding becomes the catalyst for quality education. Just like spot irrigation in agriculture - what needs to grow is watered - so in metropolitan education today funds are directed only to what leads to the desired result. Therefore, the consequence of the transition of the Moscow education system to formula funding was an increase in the interest of the school in working with each student, in preserving and increasing the student body.
In order to get rid of the feverish enrollment of children in the first grades (annually in April), which sometimes manifested itself in night shifts of parents at the walls of schools, it was decided to open an electronic record in educational organizations in Moscow. Parents of students were given the opportunity to choose any educational organization in their microdistrict or could use an additional list of schools. Now the procedure for enrolling in schools is going without worries and problems, accompanied by extensive information for parents in the media and is carried out through the portal of public services in the capital. If the school is located in the microdistrict at the place of residence of the child, enrollment in the first grade is guaranteed, and for the transfer of pupils from kindergartens at schools, a statement from the parents is sufficient. So, for example, for 50% of those who entered the first grades this year, the enrollment procedure was simplified to a minimum, since these children moved to the first grades from preschool groups of the same schools.
It must be said that the advent of formula financing has also changed the nature of managerial work. Previously, the school principal had to “negotiate”, “get and bring funds to his team”, in connection with the transition to funding by formulas, this need has disappeared. The modern leader is engaged in the organization of work, first of all, of the management team, which in turn organizes the activities of the teaching staff in various areas. In such a situation, each school faces the task of optimizing resources for its own further development.
The increase in funding for educational organizations, combined with financial and economic independence, a more rational approach to the use of human resources, ensured a significant increase in the wages of teachers. Today, the system of incentive payments to teaching staff of an educational organization includes incentive payments based on the results of their work. It is important to point out the fact that in connection with the transition to formula financing, the process of removing non-core functions from educational organizations that are far from the sphere of education has begun rather quickly. For example, the positions of medical personnel were transferred to the healthcare system, and responsibility for the activities of cooks was removed from school principals. Currently, more and more educational organizations are resorting to outsourcing services needed by the school, for example, cleaning their territories. Until recently, the school, one might say, led a "subsistence economy", in the present it is becoming not only a producer of educational services, but, and this is very important, a demanding and competent customer of the services it needs. As you know, this quality will be necessary in life and our guys.
As well as the rational use of available resources, and respect for state property. That is why the Moscow education system entered a new stage, changing the approach to the distribution of resources: having covered the basic needs with gross deliveries of equipment, it switched to direct orders from schools for specific projects in the interests of students, mass standard repairs were replaced by repairs for a specific pedagogical strategy of a particular school for the further use of repaired and newly constructed premises and buildings.
With the transition to formula financing, the principles of managing an educational organization have changed. Previously, when the staffing was financed, it was beneficial for the director to keep the bloated administrative and managerial staff: the more deputies, the more money the school would receive. Today the situation has changed: you can have a large staff of deputies, but their activities will be financed from the funds that the school will bring students who come to learn from teachers. Therefore, in the current conditions, it is more profitable to have more students and teachers than deputy directors for different, sometimes overlapping areas of work. In 2011, in accordance with 86-PP, the payroll fund for heads and deputy heads of educational organizations could be no more than 15.1% of the payroll fund for teaching staff directly involved in the educational process, which was difficult for many schools. In 2015, the share of the payroll fund for administrative and managerial personnel of Moscow educational organizations decreased to 6.3%. The changes entailed a reduction in schools of intra-school and out-of-school "officials", who "took" a significant part of the wage fund of teachers. One cannot but say that such a reduction triggered a campaign against changes in Moscow education. But, as Moscow Mayor Sergei Semyonovich Sobyanin once said, "a radical solution by the city authorities of any issue is, in fact, a ticket to war." Moreover, over the past five years, the number of department officials and the number of subordinate organizations, the so-called quasi-administrative structures, have been drastically reduced, which sometimes interfered with the work of schools, demanding various kinds of reporting from them. More than 68 thousand released square meters areas that were previously occupied by the city administrative bodies of the education system, and transferred to the organization of the educational process. At present, the financial support of a Moscow school determines the number of students, and it depends only on the school itself, on its teaching staff, whether a Muscovite will send his child to this or that school or not. I must say that in conditions of equally high funding, it becomes possible to form an openness of the education system, because when equal conditions are created and there are common rules for interaction within the system, there is nothing to hide.
An analysis of the educational situation in Moscow, carried out at the end of 2010, showed that the lack of unified objectively measured indicators of the work of schools inevitably led to the formation of an emotional, sometimes biased assessment of the work of an educational organization, limited by the definitions of “good” or “bad”, and as a result, to the absence the interest of school teams in the overall measurable positive result. Absolute transparency and equal access to funding for educational organizations made it possible to openly compare the results of their activities. Since 2011, an annual independent rating of schools has been formed in Moscow, which has become an objective and generally recognized scale for assessing the quality of Moscow education. This is the case when, understanding the logic of the ongoing transformations in the country, the Department of Education acted proactively, which allowed schools to calmly accept the terms of the rating of the best schools in Russia in 2013 and adequately represent Moscow in it. The dynamics of the results of Moscow educational institutions in the Russian rating for 2013 and 2015 objectively testifies to the undoubtedly positive achievements of the capital's schools: their number in the Top 25 increased by more than 70% (from 7 to 12), in the Top 500 - by 62% ( 89 to 139).
Speaking about the formation of the rating of educational organizations in Moscow, it must be said that the ranking is based on data on the performance of schools contained in the citywide information systems.
The rating is based on the following indicators:
the results of the participation of students of a particular educational organization in the regional and final stages of the All-Russian Olympiad for schoolchildren, the Moscow Olympiad for schoolchildren;
the results of passing the main state exam and the unified state exam;
results of voluntary diagnostics in 4th and 7th grades;
the results of the work of preschool groups;
performance indicators of the school on crime prevention;
effective work with children with disabilities;
participation of the school in projects based on the inclusion of the unique historical and cultural resources of the city in the educational process - meta-subject olympiads “Museums. Parks. Estates”, “The connection of generations will not be interrupted”.
The results of the rating are published on the website of the Department of Education, which ensures their openness. The desire of the teaching staff, the administrative team to get into the top lines of the rating, to maintain or improve their position supports healthy competition in the interests of Muscovites among the educational organizations of our city.
Speaking about a set of tools or basic mechanisms for the development of education, one cannot but mention the independent monitoring of the educational results of schoolchildren as a reliable tool for determining the effectiveness of an educational organization. For example, in Moscow, multidirectional diagnostics of the educational achievements of schoolchildren are carried out, participation in such diagnostics is voluntary and is carried out at the request of educational organizations. The school is interested in an objective assessment of its results - it participates in the system for assessing educational achievements, publishes its rating, thereby attracting the attention of parents. There are no worthy results - there is no expected place in the ranking, and the pedagogical and economic efficiency of the educational organization can be regarded as low. The demand for diagnostics of educational achievements of schoolchildren is confirmed by convincing indicators: if in 2010 36,000 schoolchildren took part in testing, then in 2015 there were 900,000 such children. Moreover, in the metropolitan education system, it became possible to free teachers from the difficult duty to be objective in relation to their students - an independent center for testing schoolchildren has been created in Moscow.
The authority of the education system in the city is the prestige of many components of the system, one of the main among them is the heads of educational organizations. In the recent past, the school principal was only the organizer of the professional activities of a small pedagogical team, while being included in a rigid mechanism, the control levers of which were in the district education department. The modern director of the Moscow school is a specialist in educational policy with a high responsibility for the result of the professional activity of the entire teaching staff, a professional who knows how to create conditions for the development of his organization, and the organizer of the management team. A manager of a new generation is also a generator of all ideas for the development of his educational organization or an organizer of such a generation. He manages a large number of people, solid resources, complex processes, socially significant results and, of course, public information about his educational organization.
It can be said that the educational system of Moscow itself is a professional environment for the growth of a new generation of managerial personnel. Voltaire also wrote that "someone is useless in the first row, but shines in the second." Applied to today's situation, this phrase could sound like this: "Another fades in the second row, but shines on the first." A significant number of young talented directors over the past couple of years have grown from yesterday's head teachers and teachers. In previous years, they were doomed to be content with their status for decades. The certification of candidates for the position of manager, introduced in Moscow, opened up an opportunity for them to realize their plans. To date, 931 people from among the deputy directors, directors of studies, teachers have been certified for compliance with the position of "leader". The directors' corps of the Moscow education system now has an impressive "gold reserve" in terms of numbers and decent quality. You can often hear that directors are afraid to let their deputies go for certification so that they do not sit them up. Probably, some not very smart directors, who mentally privatized schools and established serfdom for their employees, think so. The wise ones understand that at least they are strengthening their team, and at the most, they are preparing reinforcements for the directors' corps in Moscow. Both are done in the interests of Moscow families, because, of course, they affect the quality of education. The school team, which forges worthy personnel, will never lack talents striving to get into this forge. And the blacksmith-director himself has nothing to fear for his fate: blacksmiths in Russia have always been held in high esteem. Directors who are afraid of not knowing what can be reminded of the words of one of the recognized authorities in the field of strategic management, Robert Grant: “By hiring someone smarter than you, you prove that you are smarter after all.”
Today, it is impossible for officials to manipulate the director - all the tools have been given away: formula financing, machine testing during attestation for compliance with the position, meetings of the attestation commission and the personnel council convened if necessary are openly broadcast on the department’s website, and an archive of all meetings is also posted there. In the course of attestation procedures, the professional activities of the leader are analyzed not according to the subjective feelings of experts, but according to the results of the activities of the educational organization, stored in city information systems and reflected in self-analysis tables. By the way, for any head of the Moscow school, self-analysis tables by themselves, without reference to attestation, have become an effective analytical management tool. In addition, after all the above stages, the founder has the right to apply to the governing board of the school with a proposal to agree or not agree on one or another candidate for the position of school principal. True, only schools that have passed voluntary accreditation for compliance with the standards of the activities of governing councils receive such a right.
The standards and accreditation procedures adopted by the Public Council under the Moscow Department of Education are another know-how of the capital's system. In fact, this is a “quality mark”, confirming that the model of state and public administration built at the school works in the interests of all categories of participants in educational relations at all levels of education. This means that both parents and the Department of Education as a founder can trust such a school.
A system of objective assessment of the level of qualification of teachers is built in a similar way. The Moscow model of certification of teachers is maximally simplified and absolutely free from various kinds of paperwork. The teacher does not need to collect bulky folders to go through the procedure. The main thing in the Moscow model of certification of teachers is the assessment of the results of their students on the basis of data posted in the information systems of the Department of Education. Information openness and transparency, expanding the share of public participation in the activities of executive authorities have become indispensable tools for developing the quality of education in general. The timetable of all open events is posted on the website of the Moscow Department of Education. Weekly thematic selectors and press conferences, training seminars-meetings held on issues of financial, economic, procurement activities, as well as the implementation and operation of information systems are held in open access. Twice a month, a city-wide online parent meeting is held. In this regard, it is impossible not to note the work of the Department of Information Technologies, which for five years has been offering the entire city, all executive authorities and residents high-tech and convenient solutions that allow you to quickly receive information, save time and resources in the interests of Moscow families.
Speaking about the socio-pedagogical effects of the modernization of the capital's education, we need to touch on another important topic. long time much public attention was paid to the unification of Moscow schools, while the subject of discussion was just a phenomenon - the process of merging, unifying educational organizations. The essence of this phenomenon - the creation of a multidimensional set of educational proposals of the city education system in response to the multidimensional set of needs of Moscow families - at first was not an obvious fact for many. A big school has big opportunities. It can be said that big schools are schools without educational dead ends. Large educational organizations have significant resources to create, for example, a system to support the individual educational needs of the child, implement the principle of diversity and variability of educational programs, change the logic of building the educational process and, most importantly, to create conditions where every Moscow student can achieve high educational results in any school, and not only in the conditions of a small number of specialized chamber schools.
Large pedagogical teams of schools are becoming multi-subject teams and, thanks, among other things, to the presence of several teachers in each subject, they create conditions for the formation of educational motivation of schoolchildren and, as a result, the development of their abilities in any subject area. If there are a large number of students in one parallel, the school has the opportunity to open classes of different profiles in accordance with the needs of city residents. Moreover, the unique educational programs that were previously implemented by the most powerful educational centers in the capital, lyceums and gymnasiums, did not disappear after merging with other educational organizations, as opponents of the creation predicted. large complexes. They have been preserved in full in the form of specialized training programs - "in-school lyceums". As a result, in 2015, the share of Moscow schools implementing more than three specialized education programs amounted to 90%. For comparison: last year it was 56%, in 2013 - 41.5%, and in 2010 it was just over 1 percent. Thus, changes in the financing system led to changes in the structure of the Moscow education system. In the new financial and economic conditions, a large number (more than 4 thousand) of small schools and kindergartens with an insignificant contingent of students and, as a result, with a modest budget, inefficient spending and an aura of deprivation and defenselessness (except for some “great ones”) have been replaced by large, financially stable educational organizations that provide their pupils and students with a wide range of educational programs, providing a full workload for their teaching staff and great opportunities for their professional growth, widely using the potential of the unique socio-cultural environment of the city. Today, 632 multidisciplinary schools operate in the capital, implementing both general and additional education programs, including 572 schools with preschool groups.
In large schools, there is a real opportunity to expand inclusive education, which allows children to come to school who were previously taught at home or in closed institutions, which limited their opportunities for development and socialization. Today, more than 8,000 children study in ordinary schools under inclusive education programs. It is important that for children with disabilities they not only create conditions for their comfortable stay in ordinary schools, but also solve another problem - assistance in educational performance, which for such children becomes the basis of their social and professional viability and success in life. This year, 214 children with disabilities scored 63 points or more on the basis of the unified state exam, and 5 people became winners final stage All-Russian Olympiad for schoolchildren.
Today, the city provides every opportunity to develop the success of every child in every school. This happens in close cooperation with city structures subordinated to the metropolitan departments of education, culture, physical culture and sports and other departments, as well as numerous museums, specialized universities, specialized educational organizations through the creation of specialized classes, a network of circles, electives, seminars, courses, field trips. camps. Various subject and meta-subject Olympiads, such as “Museums. Parks. Estates”, “The connection of generations will not be interrupted”. The principle of the development of gifted children, which involves the search and selection of talented students, the improvement of talents in a narrow circle of special schools, considering various subject Olympiads as an elite event for the elite and as a tool to confirm their exclusivity, was supplemented by the principle of developing the children's giftedness of each child. Under these conditions subject Olympiads, school stage which cover all Moscow schools, become a real tool for revealing the talent of everyone.
Since September 1, 2013, the Moscow Department of Education, together with eight universities located in the city, has been implementing a pilot project to organize specialized education. In the structure of universities, specialized 10th and 11th grades are opened, in which high school students, in addition to studying the main subjects included in the curriculum, study special courses and disciplines corresponding to the profile of universities, engage in practical work in their laboratories, perform educational -research projects, participate in scientific student associations. In the 2015-2016 academic year, 2,794 people are already studying in such classes, including 19 children with disabilities and 502 children from socially vulnerable families. 72 Moscow schools, in cooperation with military universities and formations of the Russian Armed Forces, have opened cadet classes, in which students are recruited starting from the 7th grade. In the 2015-2016 academic year, the second enrollment was already held - there are now 144 cadet classes. Everyone in Russia could see the most worthy representatives of the Moscow cadetism on November 7 on Red Square - they participated in a march dedicated to the 74th anniversary of the parade on November 7, 1941. Since September 1, 2015, more than 50 Moscow schools with the assistance of the First medical university them. I.M. Sechenov and organizations of the healthcare system, medical classes were opened, university teachers are involved in cooperation with schools, and most of the graduates of medical classes will continue their studies in medical universities. In addition, engineering classes have been opened in more than 50 Moscow schools. Leading metropolitan technical universities in alliance with high-tech manufacturing and design enterprises, they took part in organizing the educational process on the basis of such schools. It is very important that within the walls of one school different profiles, different classes, different programs are combined.
An important component of change is that modern conditions in educational organizations in Moscow, the logic of building the educational process is changing. The effective curriculum implemented in Moscow schools expands educational opportunities for students through cooperation with other schools, colleges, universities, museums, makes the educational process more flexible, taking into account their individual needs and abilities. Thanks to this approach, conditions have been created for Moscow graduates to maximize their portfolio of individual achievements, which universities should take into account when applying, which in turn increases the interest of schoolchildren and forms a special motivation in the course of studying at school.
The unique cultural, historical and social opportunities of Moscow today allow modern forms of organization of the educational process, for example, project-based ones, to compete more and more often with the traditional classroom system. Moscow schoolchildren enthusiastically take part in such projects as "Lesson in the Museum", "More than a Lesson", "School Knowledge for Real Life", "School of New Technologies". The “University Saturday” and “Professional Environment” projects, launched in September 2013 to expand the coverage of children and youth with additional educational programs, are very popular with Moscow schoolchildren and their parents. For them on base 67 federal universities and 144 venues of 70 Moscow colleges hold open lectures, master classes, and trainings.
A few years ago, additional education in Moscow was concentrated mainly in specialized educational organizations, and not always evenly distributed across administrative districts, which made it difficult for students to be within walking distance and to choose their interests according to their interests.

Today, each Moscow school provides motivation for at least 75% of its contingent to take classes in additional education programs both at the expense of the budget and at the expense of extrabudgetary funds. The possibility of financing the implementation of additional education programs by schools is included in the cost standards for general education. Additional funding for the implementation of additional education programs is given to schools in addition to the general education subsidy, and if the school provides a significant amount of additional educational services to non-own students, then such activities are funded separately.
In educational organizations subordinate to the Moscow Department of Education, today more than 830 thousand children and adolescents are taught under additional education programs, 75% of these programs are implemented free of charge. Moreover, joint programs of additional education for children are being developed in various areas with the relevant departments of the Moscow Government: the departments of environmental management and protection environment, healthcare, science, industrial policy and entrepreneurship, cultural heritage. After a long break, mugs began to appear in Moscow technical focus on the basis of Moscow colleges. Today, this project is supported by high-tech equipment, modern training programs, and qualified teachers. Such upgraded stations young technicians operate in 53 colleges, the total number of educational programs offered exceeds one and a half thousand, and the young technicians involved in these circles are more than 15.5 thousand.
To meet the educational needs of residents of Moscow districts, it became necessary to integrate the capabilities of schools located on the territory of the city districts. In this regard, inter-district councils of directors of Moscow schools arose. Key areas of their work: creation and development of a unified educational space in Moscow; organizing the activities of public associations of students and their parents; development of proposals for the development of state educational organizations and much more. It is important to realize that inter-district boards of directors are not a bureaucratic structure, but a community of equals who, thanks to the unification of views, decide by means of professional public administration a large number of tasks aimed at the progressive development of the education system in the interests of the city and Muscovites.
It cannot be said that a serious consequence of changes in the education system of Moscow was a significant decrease in the number of minors brought to administrative responsibility for offenses, for example, in 2010 there were 20,702 people, and in 2014 - 9,517. minors also decreased by almost half - in 2010 there were 8167 such children, and in 2014 there were 4027 of them. This example once again convincingly proves the fact that the school is now interested in every student.
At present, it is already possible to speak about the pedagogical and socio-economic efficiency of the large multidimensional Moscow school. Pedagogical efficiency is expressed primarily in the progressive increase in the number of schools that have prepared winners and prize-winners of the city and final stages of the All-Russian Olympiad for schoolchildren, demonstrating high scores on the results of the main state exam in the 9th grade and the unified state exam in the 11th grade, giving their graduates the opportunity to reveal talents, enter the chosen university, realize oneself in the desired field of activity, be competitive in life.
When the process of merging schools began, critics feared that joining strong schools with "simple" schools would destroy the strong ones. Today we see that all strong educational organizations that had good results five years ago are still maintaining them, but a huge number of other schools have burst into this cohort of strong ones.
Today, the quality of education in Moscow has grown, while quality education is no longer provided by a few dozen lyceums and gymnasiums, as it used to be, but by most of the city's schools. This leads to the conclusion that quality education has become more accessible, and if in 2010 the number of Moscow schools that prepared prize-winners and winners of the final stage of the All-Russian Olympiad for schoolchildren was 74, then in 2014 there were 145 of them, and 2015 gave record figures - 181 school. The team of Moscow schoolchildren in 2015 at the All-Russian Olympiad in 21 subjects brought 583 diplomas, of which 124 students took first places. A few years ago, one could only dream that 28% of Moscow schools would prepare winners and prize-winners of the final stage of the All-Russian Olympiad for schoolchildren, and 96% of metropolitan schools would train winners and prize-winners of its regional stage. Today it is a reality. Undoubtedly, the measure of the quality of general education remains the same State exam, and here the positive dynamics of results can be traced in the education system.
Based on the results of passing three subjects in 2015, 48.9% of graduates scored 190 points and above (in 2010 - 34.7%), 220 points and above - 30% (in 2010 - 14.3%), 250 points and higher - 12.4% (in 2010 - 3.6%).
The rating of educational organizations in terms of their contribution to the quality of education of Moscow schoolchildren stimulates schools to high achievements. Starting from 2016, the ranking will take into account graduates who scored 160 or more points on the results of the Unified State Examination in three subjects. This will strengthen the striving of Moscow schools not just for quality, but for the mass quality of education.
An important indicator of the development of the education system is the fact that today the share of Moscow residents choosing schools in the microdistrict continues to grow, if in 2012 this share was 32%, then in 2015 it reached 77%. This indicator convincingly indicates that a wide range of educational needs of Moscow families is increasingly being met by a multidimensional range of offers from large educational organizations in their microdistrict.
The sequence of all the changes in the education system of Moscow has led to the fact that three important parameters of school independence are currently ensured. Today, the Department of Education cannot influence the financing of schools, the evaluation of their results and the certification of the director and his deputies, and new financial and economic mechanisms, changing the nature of interactions in the education system, making the school free from subjectivity and the will of officials, put the STUDENT at the center of all relations. Normative per capita funding, the transition to a new teacher remuneration system and other changes have led to the fact that the modern Moscow school has become a large, independent, solid, financially stable organization.
Although the goal of modernization - increasing the contribution of the education system to Moscow's global competitiveness - is quite pragmatic, the tasks set to achieve it are quite humanistic.
New tasks required the use of new tools. Moreover, the previous model of managing the education system was non-instrumental - it was necessary to create tools from scratch. In total, there are more than 200 such tools today. Some tools influence the maximum development of the abilities of Moscow residents, others - the consolidation of the urban community, and most of the tools are universal and contribute to the solution of both problems.
The resource for solving the problem of maximizing the development of the abilities of each Muscovite was:
- profiling education, maintaining unique specialized educational programs in large schools - “intra-school lyceums”, cooperation of schools with leading metropolitan universities, opening school departments in the structure of universities, which makes it possible for each child to consciously approach the choice of a future life path, find the area of ​​\u200b\u200bits success ;
- development of additional education as an activity that reinforces and supplements the main educational program, allowing to expand its scope and aimed at the comprehensive development of children in each school;
- involvement of the unique cultural, historical, social environment of Moscow in the educational process.
The task of preserving the consolidation of the urban community today in Moscow is solved through:
- introduction of a fair formulaic principle of financing educational organizations, which allows any school to create the necessary conditions for the development of children's talent, increase the interest of the school in each child;
- versatile implementation of the principle of common childhood, which in itself lays the foundation for the consolidation of society;
- implementation of the course for the maximum independence of the school and its director from the subjectivity and will of officials, which allows the school to focus on fulfilling the versatile educational order of the city residents;
- informational openness of the education system, transparency in making managerial decisions, which is designed to minimize the risk of speculation and speculation and, as a result, conflict zones on certain issues;
- strengthening the economic stability of the school, organizing a system of intradepartmental financial control as a tool to combat corruption and misappropriation of funds, which, of course, affects the consolidation of society;
- the restoration of the prestige of the teaching profession, the growth of wages as a guarantee of social stability within and around the large detachment of workers in the education system.
The solution of these two tasks at the same time is served by such tools as:
- targeting of budget expenditures, financing only those areas, the implementation of which leads to the desired result, shifting the focus of all relations in the education system to the student and the educational needs of families;
- effective functioning of established large educational complexes where conditions are formed for the success of any child, regardless of the area of ​​​​his interests and the social and material status of his family;
- increasing the accessibility of education: uniform clear rules for providing places for preschool education and enrollment in schools; development of preschool groups that provide children with a stress-free transfer to the 1st grade and the continuity of preschool and general education programs; the growth of the mass quality of education, which allows Moscow families to choose a school for their children in the microdistrict of residence; expansion of the practice of inclusive education, which excludes the division of children into different categories according to any criterion;
- development of state-public administration, strengthening the role and interest of society in the life of the school and its progressive development.
An analysis of the results of changes in the metropolitan education system over the past five years indicates the correctness of the choice of tools for solving the set large-scale tasks. Equitable conditions for financing, enrollment, encouragement and motivation of stakeholders (heads of educational organizations, teachers, students, parents) for the result - this is what constitutes the essence of the modernization of the education system and provides a contribution educational industry to the development of the city as a whole.
In the process of solving the problems of modernizing the education system, today Moscow education is entering a qualitatively new stage. This is the stage of public responsibility of the school and its director to Moscow and its residents for the results of their work.
In five years, the Moscow school was able to go from a begging school to a school responsible for its freedom. In an increasing number of schools, an environment of responsibility is being formed in which young Muscovites grow up and without which it is impossible to bring up in a child his personal responsibility for his personal freedom, without which, in turn, his usefulness in the future is impossible: for the state, for society, for the family, for yourself personally. A responsible school today is the key to the usefulness of its graduate tomorrow. This is the main socio-pedagogical effect of the modernization of the metropolitan education system.

The role of the education system as a social institution in the life of society is shown. The tasks facing the national education system at the present stage of rapid changes in the public consciousness are analyzed. The ways of modernization of domestic education are outlined in order to turn it into a resource for reducing social risks and social conflicts on the basis of xenophobia, migrant phobia, social aggression and intolerance. The necessity of introducing programs into the education system that ensure the development of tolerance, religious tolerance, civic patriotism and social identity among the younger generation is proved.

In recent years and even decades, Russian education, along with the entire country, has become an arena of changes that affect virtually every inhabitant of Russia. It has gone through and continues to go through periods of stabilization (early 1990s), reform and development (mid 1990s) and, finally, modernization (from the late 1990s to the current 2010). The main vector of the modernization period, whose chronological starting point is 1997, was and remains the vector of development of organizational and economic projects for the development of the education sector (1). Evaluation of successes, failures and socio-economic consequences of each of the periods indicated above is a matter of special historical and analytical research, which is necessary for designing future scenarios for the development of education.

At the same time, even a cursory analysis of the recent history of education reform allows us to conclude that the following systemic social effects, as a rule, turned out to be beyond the boundaries of various scenarios for its development:

the formation of civic identity as a prerequisite for strengthening Russian statehood;

social and spiritual consolidation of society;

ensuring the social mobility of the individual, the quality and accessibility of education as factors to reduce the risks of social stratification of society;

construction of social norms of trust in each other by representatives of various social groups, religious and national cultures;

successful socialization of the younger generation;

increasing the competitiveness of the individual, society and the state.

For further searches for ways to transform the education system, it is necessary to highlight issues related to the nature of the social effects of education and their role in the life of the individual, family, society and the state as an institution for the formation of civil, social, cultural, personal identity of the inhabitants of Russia, the consolidation of citizens in a society of growing multicultural and multiethnic diversity. These are, first of all, the following questions.

What kind of risks do politicians and managers face when trying to reform the education sector without taking into account the social effects of education?

How does education affect such manifestations of social stratification as: “social lift” (increasing socio-economic status in the social hierarchy of society), “social mixer” (mixing different social strata of society), “social well” (falling socio-economic status in the system of social hierarchy of society)?

What social actions and programs should be carried out in order to move from the declaration of the priority of education as a value of society to the achievement of the real priority of education as a task of state policy?

What is the role of education in general, including school education standards, in shaping the civic identity of the individual, the “common pedigree” of Russian citizens, the sense of understanding of the historical “common destiny”, which is the basis of the social solidarity of Russian society?

Can education as an institution of personality socialization be competitive with other institutions of socialization of the younger generations: family, religion and mass media?

How to turn education management through its standards into a resource for reducing various risks, social and interpersonal conflicts, including those arising on the basis of xenophobia, ethnophobia, migrant phobia, social aggression and intolerance?

How to achieve social trust and mutual understanding in Russian society through knowledge management with the help of such a tool as education standards?

In order to outline ways to address these issues, let us turn to the analysis of the barriers of mass consciousness that impede the modernization of education.

Barriers of mass consciousness that impede the modernization of education

Globalization, the inevitable involvement of Russian society in global processes, the era of communication civilization that has already begun, has largely influenced political, sociocultural and economic processes in Russia.

Changes have led society to move from a relatively stable phase of development to a dynamic one; from a "closed" society to an "open" one; from an industrial society to a post-industrial, information society.

The social, spiritual and economic differentiation of society inherent in this transition and the emergence of various forms of ownership have become prerequisites for the coexistence of state, non-state and family education, and thus the inevitable social transformation of the entire education system as a whole.

Often this transformation of the education system is regarded as a direct result of targeted reforms. Such a characterization of the changes undergone is inaccurate and largely naive.

In fact, behind the ongoing changes in Russian education, along with attempts to purposefully reform it by state authorities, are numerous weakly controlled processes. Some of them are associated with the initiatives of various social groups, others with the passive reaction of the educational system to various budgetary restrictions. It should be taken into account that attempts to reform education, including the attempt of its organizational and economic modernization in recent years, were carried out against the backdrop of negative social expectations of both various segments of the population and many representatives of the educational community. There are a number of serious reasons for such expectations and disappointments:

ignoring the motivation of the population when carrying out social reforms;

negative experience of previous reforms in the field of social policy;

reduction of the state policy of reforming education to the programs of its reform as a separate branch.

From the postulate of the priority of education as a social myth to the achievement of the priority of education as a task of the state innovation policy

Let us consider a number of general questions and problems, which sometimes, due to their obviousness and seeming banality, are perceived as postulates that do not require proof, and not as tasks, the solution of which requires the application of joint efforts.

One of these questions is why the thesis about the priority of education, as well as about the value of education (however, like science) sharply diverges from reality and, as a rule, is at the level of myths, declarations and good assurances? It should be noted that in countries with a postindustrial level of development, their competitiveness is determined by the level of accessibility and quality of education. Obviously, Russia is faced with the task of achieving the priority of education and turning it into a value in the Russian mentality as a strategic task of state policy. Only if this task is successfully solved, education can become a true resource for increasing the competitiveness of the individual, society and the state.

In the Soviet ideology, education and the media explicitly or implicitly performed the melody of the social construction of identity, called " soviet man". Let's remember the words of the song: "My address is not a house or a street, my address is the Soviet Union."

The identity crisis after the collapse of the USSR, the sinking of Soviet Atlantis to the bottom of the historical ocean led to the fact that the mass consciousness of people of different nationalities, confessions and regions became a kind of "homeless consciousness". In such a situation, it is the active ideology of designing civic identity (state identity) that can become a factory for the production of "social glue" that holds together weakened ties in Russia's social networks.

To achieve this goal, it would be advisable through education, which is an institution of socialization, to use the standards of the new generation as a political tool for constructing civic identity as a basic prerequisite for strengthening statehood. This kind of task, albeit at a much greater cost of resources, could be solved through the media.

It is the social construction of civic identity that acts as the mission of the socio-cultural modernization of education, and thus the socio-cultural modernization of society.

In order to fulfill this mission, it is necessary to assess how the structure of education meets the strategic goals of Russia's development, to develop state standards as conventional norms that implement social expectations in relation to the education of the individual, family, society and the state in the form of a social contract.

In the context of the socio-cultural modernization of society, it is necessary to consider the effectiveness of such important innovations as: quality control of general education through the USE; introduction of a new generation of school education standards; mass distribution of profile training models; the effectiveness of the education informatization program; the effectiveness of the introduction of the mechanism of educational loans in the field of vocational education; the degree of compliance of the updated classifier of specialties and areas of training of specialists in vocational education institutions with the forecasts of the needs of the Russian economy.

We emphasize once again that in order to understand the potential, limitations and risks of the organizational and economic concept of education modernization, one should go beyond education as a limited sphere and consider potential vectors for the transformation of education as the leading social activity of society in the coordinate system of the political, socio-economic, intellectual and cultural development of the country.

Risks of underestimating the social effects of education

As noted above, even a cursory analysis of the place and function of education in Russian society shows how the thesis of the priority of education diverges from social reality. The risks of underestimating the social effects of the education system reflect the attitude of society to education, and, accordingly, to the result of education as a social activity.

Let us give examples of the growth of only some social risks that manifest themselves in the process of socialization of the younger generation in modern society:

lack of a clear strategy for youth policy, support for children, adolescents and youth public associations that contribute to solving the problems of personal self-determination and the formation of youth identity;

growth of social orphanhood;

the phenomenon of child begging;

the phenomenon of early commercialization of adolescents, causing the growth of violations of the moral and ethical development of adolescents and the likelihood of their interaction with the criminal strata of society;

the risk of increasing aggressive-violent behavior of adolescents;

the growth of child and juvenile delinquency;

an increase in the number of child victims of violence;

reducing the age limit of early alcoholism, the spread of drug addiction and substance abuse;

personal immaturity, including moral immaturity;

inadequate coping strategies for adolescents and young people with difficult life situations.

The list of such phenomena and trends could be continued. But even this sample is enough to state the inconsistency of the actions of various social institutions designed to solve the problems of preventing and preventing defects in socialization, and to come to the following conclusions.

Firstly, the socialization of children, adolescents and youth is undergoing serious changes in the era of mass communications, the Internet, cyberspace, a shift in values ​​during the transition period experienced by Russia, etc. Sociological surveys indicate the social heterogeneity of the growing generation, its multidimensionality, and the tendency to break " links of times”, etc. At the same time, both abroad and in Russia, systematic research programs for the social profile of the young generation and the role of identity in the development of society are only at the very initial stage.

During the reforms of education in previous periods, various strategies for the development of education were developed based on a very blurred, social portrait of the future generation. It is hardly necessary to argue in detail that the reform of education against the background of such "generational uncertainty" is one of the highest risks of any social reforms in the modern world.

Secondly, even a random selection of the above examples proves that such a traditional institution of socialization as the institution of the family is in deep crisis. Moreover, the institution of the family cannot compete with other institutions of socialization - religion, the media, the Internet. Therefore, a systemic picture of the process of socialization of the growing generation cannot be considered without studying the process of interaction between the institution of education and the institutions of the family, religion and mass media, which are largely determined, using the term of the classic of world psychology L.S. Vygotsky, the "zone of proximal development" of the younger generation. At the same time, for many reasons, including because of departmental barriers, these "nannies" the growing generation is "without an eye." It is not surprising if this generation will bring the most unexpected surprises to Russian society.

Thirdly, due to the fact that the social institution of education is the most state-controlled institution of socialization, it was and will be required to compensate for the social defects of other more spontaneous and less controlled institutions of socialization, primarily such as the family and the media. As a result, education, itself in crisis, has been and will continue to be assigned social expectations and political tasks related to compensating for defects in the process of socialization in the family, not to mention the defects of powerful non-formal education carried out through the media and the Internet.

Fourthly, all the above general features of the process of socialization of the rising generations should be considered taking into account the specifics of socialization in the historical transition period Russia is experiencing. The well-known saying “God forbid you live in an era of change” is fully applicable to the ongoing process of socialization of the younger generations in Russia. In a situation of shifting values, the phenomenon of “negative identity” arises and intensifies. The phenomenon of "negative identity" is of particular importance for understanding the specifics of identity formation as a process of identifying oneself with a particular social group in adolescents.

If we take a closer look at the picture of the process of socialization outlined above and the various social institutions that ensure this process (family, education, religion and the media), then the discrepancy between the strategy for reforming education without taking into account its social effects and the attitude to education as a priority channel for the state to influence society will become even more obvious.

Without understanding the systemic nature of all the social effects and priorities of education identified above, it is impossible to organize its design as an institution of successful personal and professional socialization that ensures the growth of the socio-economic resources of the state and leads to the growth of state capital through the accumulation of human capital.

Various social effects of education are manifested with particular clarity in preschool education, general school education, additional education children and adolescents, as well as in special compensatory education for children with physical and mental developmental difficulties. As a result, society asks for education not only and not so much for its contribution to the education of children, but for those negative effects that are the result of all institutions of socialization.

All the above social effects reinforce the historically existing in the teaching profession, especially the teaching profession, as especially valuable for society, social expectations, sometimes unconscious, that education compensates for the social defects of socialization that arise in the family, under the influence of the media and other institutions of socialization.

In the same case, when these effects are not taken into account, federal and regional education programs are closed within the education sector, and education is reduced to the service sector. As a result, social role relations between society and education begin to line up in the plane of relations between clients and providers of educational services.

If the state and society in relation to education explicitly or implicitly occupy the social positions of the consumer and client, then the interaction between them and education is established on the principle of pragmatic exchange (“you - to me, I - to you”). As a result, there is an opposition "we - they", which violates the relationship of social partnership between education, business, family, society and the state. In this socio-historical situation, the risks of the formation of a society of "negative identity", represented by a generation that "does not know kinship", are growing.

The standard of education as a social contract and the formation of a person's civic identity

In order to reduce the risks of social development described above, the ideology of developing standards as conventional norms that reflect social expectations in relation to the education of the individual, family, society, business and the state is put at the forefront of the sociocultural modernization of education.

The development of a general education standard is based on the idea of ​​education as a key institution for the socialization of the individual, providing:

the appeal of adolescents and youth to the leading values ​​of national and world culture, the formation of civic identity and solidarity of society;

mastery of universal ways of making decisions in various social and life situations at different stages of the age development of the individual;

reducing the likelihood of risks of social maladjustment and health disorders of the younger generations.

The basic guidelines for the design of modern standards of education as an institution of socialization are the guidelines:

on the allocation of value orientations of education as an institution of socialization of the individual, reflecting the requirements of the family, society and the state;

to determine the motivation for learning as the leading goal of education in the information age and the formation of "competence to update competencies";

on understanding the standards of general education as conventional norms that guarantee the accessibility, quality, effectiveness of education and fix the requirements for the results of education, a set of educational areas, the volume of workload at various levels and levels of education, taking into account the age and individual psychological characteristics of the development of students, as well as the requirements for terms of study, the structure of exemplary educational programs, procedures for monitoring the educational achievements of students at different age stages;

on the design of variable psychological and pedagogical technologies for the formation of universal cognitive actions.

The systematization of programs on the basis of "identity" makes it possible to get away from the administrative-territorial systematization of the components of education standards to federal, regional and school components of standards and to reveal the real values ​​of education that ensure the solution of various educational problems and the construction of a picture of the world by students at different levels of education.

The value orientations of the methodology of education as the leading social activity of society allow, in the context of designing standards, to carry out the formation of civil, ethno-cultural and universal identity through the development of three types of programs:

a set of programs for the formation of a person's civic identity as a citizen of his country, the education of civic patriotism and love for the Motherland: Russian as a state language, history of the Fatherland, native literature, social studies, civics, etc.

a set of programs for the formation of ethnocultural identity and regional identity (solidarity with the "small motherland" - village, city, region), aimed at familiarization with the national culture, knowledge of the history of the native land, etc.: national language as a native language, local history, national history, national literature, etc.

a set of programs for the formation of a common human identity, aimed at familiarization with the products of world culture and the general history of mankind, universal values, achievements of science and technology that make a person related to all mankind: mathematics as a universal language of communication, computer science, physics, the world around us, world history, world literature, world art culture, economics, etc.

In case of successful solution of the task of forming a civic identity of an individual in the context of education as the leading social activity of society, systemic social effects will be achieved:

awareness by representatives of the younger generations of themselves as citizens of Russia;

strengthening of Russian statehood;

the growth of the competitiveness of Russian society in the modern world;

reducing the risk of the country breaking up into separate territories along ethnic, confessional and / or regional parameters and the risk of various social conflicts (ethnic, confessional, interregional, etc.).

Education as an institution for achieving social trust, tolerance and prevention of xenophobia

In the context of the growth of social diversity in the country, the education system is increasingly faced with the task of ensuring the consolidation of various layers of civil society, reducing social tension between representatives of various faiths and national cultures. The solution of these problems requires the implementation of a state policy aimed at embodying the principles of religious tolerance, tolerance, peacefulness, civic patriotism and secularism in the education system and, thereby, turning education into an institution for accumulating social trust and consent in Russia.

To design education as a social institution that ensures the formation of tolerance and the prevention of extremism, it is necessary to take into account the following prerequisites for social tension in society:

the growth of the social diversity of public life and the complexity of the process of civil identification - making decisions about the place of an individual (social group) in the system of civil, social, professional, national, religious, political relations; the uncertainty of values ​​and social attitudes at the level of an individual and a social group, which arose as a result of rapid changes in the political, economic and national-state structure of the country;

the growth of hypermobility of the population, due to the dynamics of the ethno-geographical structure of society in the conditions of turbulent unregulated migration processes, leading to a change in social distances between various ethnic, confessional, generational and social strata of society and, thereby, to an increase in social tension;

the emergence in society of stereotypes of the perception of manifestations of cruelty, xenophobia, ethnophobia, migrant phobia as a habitual social norm and, thereby, explicit or implicit sanctioning of the use of negative samples of aggressive behavior in the activities of individuals and social groups, including those broadcast through the media;

active dissemination of manipulative technologies for forming “friend or foe” attitudes, constructing the image of an enemy, using hate speech in the media, creating radical “hate sites” on the Internet, the main target of which are teenagers and socially disadvantaged segments of the population.

The results of sociological monitoring show that in manifestations of intolerance, the mass media and the sphere of family life actually compete with each other, while the sphere of education is assessed as the sphere of the least manifestation of intolerance. From this we can conclude that the expectations of society in relation to education as an institution of socialization, capable of compensating for the defects of socialization in the family, under the influence of the media and the "street", have a real basis.

Along with these data, studies of social stereotypes formed by the media, as well as the value orientations of adolescents - witnesses and participants in various traumatic situations, deserve special attention, proving that stereotypes of the perception of manifestations of cruelty, xenophobia, ethnophobia, migrant phobia as a social norm arise in modern Russian society. .

The above points are most clearly manifested in the life of social groups that are in the focus of increased public attention (teenagers, migrants, national minorities). In the process of monitoring tolerance in the teenage subculture (2003), teenagers, answering the question about the attitude in modern Russia towards national, ethnic, religious and linguistic minorities, put aggressive nationalism (18.6%) in the first place, then racism (17, 1%), discrimination (16.4%), violence (14.7%), intolerance (14.4%), terrorism (13.4%). Only about two percent of adolescents believe that none of the listed phenomena is common in relation to the aforementioned minorities.

The percentage of those schoolchildren who are indifferent to this problem is also indicatively high (28.2%). It is also alarming that more than a third of the adolescents surveyed are indifferent to any informal youth groups, including skinheads.

These data show that education can act as one of the leading factors in the formation of tolerance and the prevention of xenophobic attitudes in children and adolescents. However, these capabilities are used with extremely low efficiency.

In the context of developing a strategy for the socio-cultural modernization of education in order to reduce social tension and overcome the negative social attitudes of adolescents and youth identified during the monitoring, it is proposed to expand the use of curricula that reveal the complementary values ​​of different religions, national cultures in the history of civilizations and in a multinational modern society. Through specially developed socio-psychological technologies for the formation of tolerance, teachers, teachers, schoolchildren and students in the course of various tolerance and social competence trainings can learn how to resolve conflict situations, negotiate, taking the positions of opposing sides and trying to see the world through the eyes of another person. At the same time, tolerance does not mean the absence of one's own position or indifference to various forms of religious and national intolerance. On the contrary, only a person who has his own worldview and faith is able to show generosity, respect the worldview and faith of another person, and have a harmony of civil, ethnocultural and universal identity.

Prospects for socio-cultural modernization of education

The analysis carried out above makes it possible to outline the main tasks of the strategy for the socio-cultural modernization of education, without solving which social risks will increase in the process of the country's social development.

The first task is to develop projects that reveal the essence of education as the leading social activity of society and their implementation in state programs at various levels. The focus of these targeted programs is the educational space as a social network that includes education along with other institutions of socialization (family, media, religion, socio-economic institutions) and determines the social effects of the interaction of education with these institutions in the life of the individual, society and the state. We have to admit that at present, despite the vector of movement towards a knowledge-based society that has been outlined in state policy, the connection between education and the social effects of social development is very poorly represented in the mass consciousness. It follows that the implementation of the strategy of socio-cultural modernization of the education system should become one of the factors in changing the social attitudes of the population in relation to education.

The second task is related to the purposeful formation of civic identity as a prerequisite for the formation of civil society and the growth of solidarity in Russian society. Without solving this problem, the identity crisis will grow, giving rise to political and social risks in the way of the country's development.

The third task of the socio-cultural modernization of education is directly related to the solution of the task of forming a civic identity - the task of designing programs, primarily for preschool and school education, that ensure the formation of social norms of tolerance and trust as a condition for the dialogue of cultures in a multinational Russian society.

The fourth task is the task of compensating for the potential risks of the socialization of the younger generations that arise in other institutions of socialization. We are talking about ways to search for social partnership with the institutions of the media, religion and family in order to successfully socialize children, adolescents and youth and use social networks between these institutions to reduce the risk of social conflicts and tensions in society.

The fifth task is to increase the mobility, quality and accessibility of education as a resource for the growth of the social status of an individual in modern society, the achievement of its professional and personal success, which generates faith in oneself and the future of one's country. Solving this problem, which is directly related to the stratum-forming function of education, will also make it possible to mitigate the risks of social segregation, which is largely a consequence of low social mobility and the availability of quality education to the population of the country.

The sixth task is the development of "competence to update competencies" as a value target setting in the design of educational programs at various levels, allowing representatives of the younger generations to cope with various professional and life problems in the context of the rapid growth of information flows and the pace of social change.

And, finally, the seventh task of the socio-cultural modernization of education is the development of general education standards as conventional social norms that ensure a balance of interests of the family, society and the state and allow young people to fulfill their life aspirations.

These are, in the most general form, the primary tasks of the socio-cultural modernization of education, the constructive solution of which largely determines the growth of the competitiveness of the individual, society and the state at the next round of the social development of our country.

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To cite an article:

Asmolov A. G. Social effects of educational policy // National Psychological Journal - 2010. - No. 2 (4) - pp. 100-106.

Asmolov A. G. (2010). Social effects of educational policy. National Psychological Journal, 2(4), 100-106