The education system as a pedagogical system. What is the educational system - management of educational systems

Education as a system Is a set of successive educational programs and state educational standards, a network of those implementing them educational institutions, education authorities.

The modern education system in Russian Federation is built on the basis of the RF Law "On Education", adopted in 1992 (significant amendments were made to it in 1996). The law defined the following principles public policy in the field of education:

the humanistic nature of education, the priority of universal human values, human life and health, free personal development, education of citizenship and love for the Motherland;
the unity of the federal cultural and educational space; protection by the educational system of national cultures and regional cultural traditions in a multinational state;
the general availability of education, the adaptability of the education system to the levels and characteristics of the development and training of students, pupils;
the secular nature of education in state, municipal educational institutions;
freedom and pluralism in education;
democratic, state-public nature of education management, autonomy of educational institutions.

The law determined the structure of educational institutions that differ in a variety of characteristics, primarily in terms of level and professional direction.

In the current education system, the following types of educational institutions are distinguished:

1) preschool: nurseries, kindergartens;
2) general education (primary general, basic general, secondary (complete) general education): schools, gymnasiums, lyceums, etc .;
3) institutions of primary vocational (school), secondary vocational (technical schools, colleges), higher vocational (institutes, universities, academies) and postgraduate vocational (postgraduate and doctoral studies, courses, institutes for advanced training and retraining) education;
4) special (correctional) institutions for students with developmental disabilities: schools for the visually impaired and the blind, the hearing impaired and the deaf, schools for children with intellectual problems, with manifestations of mental retardation, etc.;
5) institutions of additional education: music, art, sports schools, centers of creativity, stations young technicians, tourists, etc .;
6) institutions for orphans and children left without parental care: boarding schools, orphanages;
7) other institutions carrying out the educational process.

Educational institutions by organizational and legal forms can be state, municipal, non-state (private, institutions of public and religious organizations).

Taking into account the needs and capabilities of the individual, various forms of education are used: in an educational institution (full-time, part-time (evening), correspondence forms), in the form of family education, self-education, external studies.

In accordance with the Law of the Russian Federation "On Education", the educational system, along with institutions, includes educational programs and standards implemented by them. The educational program establishes the content of education of a certain level and focus. In the Russian Federation, educational programs are being implemented, which are subdivided into general education (basic and additional) and professional (basic and additional).

General education programs are aimed at solving the problems of formation general culture personality, adaptation of the individual to life in society, to create a basis for informed choice and development of professional educational programs.

Professional educational programs are aimed at solving the problems of consistent improvement of the professional and general educational level, training specialists with appropriate qualifications.

One of the distinguishing features modern system education - the transition from state to state-public management of education. The essence of state and public administration is to combine the efforts of the state and society in solving the problems of education.

The state nature of education lies in the fact that the country is pursuing a unified state policy in the field of education, determined by the Law of the Russian Federation "On Education". The organizational basis of the state policy in the field of education is the federal program for the development of education, which is adopted by the highest legislative body for a specific period of time. Its content is defined as general principles state policy, and objective data of the analysis of the state of the education system, taking into account the trends and prospects of its development.

For the consistent implementation of state policy in the field of education, state education authorities are created: federal, republican, territorial, regional, autonomous regions, municipal. General management is carried out by the Ministry of Education and Science of the Russian Federation. In the regions, administrative structures have different names: ministry, department, education department.

The competence of state bodies for managing the education system includes:

1) development of educational programs and standards. The standards determine the obligatory minimum of the content of basic educational programs, the maximum volume of the study load of students, the requirements for the level of training of graduates;
2) accreditation and certification of institutions and teachers;
3) formation of educational infrastructure;
4) formation and forecasting of the development of a network of educational institutions;
5) control over the implementation of the legislation of the Russian Federation in the budgetary and financial spheres in the education system.

For state of the art management of the education system is characterized by the process of decentralization, within which federal bodies develop strategic directions of development, and regional and local bodies solve specific organizational, financial, personnel, material problems.

Along with the state, public bodies for managing the education system are created, consisting of representatives of the teaching and student collectives, parents and the public.

Under system it is customary to understand the totality of a set of naturally interconnected elements that form a certain integrity. This definition is fully applicable to the phenomenon of education, which is the so-called large, or complex system, the elements of which are lower-level systems, or subsystems. At the same time, due to its dynamic nature education as a system should be viewed as an evolving network of elements of various types and levels. Educational systems, generally speaking, should be considered all those social institutions, the main goal of which is the education of a person.

Education as a system can be viewed in three dimensions, which are:

Firstly, the social scale of consideration, that is, education in the world, in a particular country, society, region, a separate organization, etc. It also examines the system of state, private, public, secular, clerical, etc. education;

Secondly, level, or stage of education. These stages are preschool, school, secondary vocational, higher education, magistracy, various systems of advanced training and retraining of personnel, postgraduate studies, doctoral studies;

third, education profile. In accordance with it, a distinction is made between general, special (mathematical, humanitarian, natural science, etc.), professional, additional education.

Education system has specific educational institutions in which the implementation of the relevant tasks is directly carried out. The main structural elements of the phenomenon of education as a specific educational institution are the following (Fig. 16):

Goals and objectives of education.

Ways of getting education.

Forms of organization educational process.

The quality of education.

Educational environment.

Subjects and objects of the educational process.

The result of education, which determines the level of education of a person, acquired in the process of education.

Let's consider in more detail the essence and purpose of each of these elements.

Rice. 16. General structure of the phenomenon of education

Under goals and objectives of education it is customary to understand deliberately planned expected results that society, the state and the person himself are striving to achieve at the present time and in the near future. This expected result is a person who has modern knowledge and skills and is able to successfully apply them in professional activity and in life. The purpose modern education is also the development of those properties and qualities of an individual that are necessary both for herself and for society for the possibility of effective inclusion of a person in socially significant activities.

One of characteristic features modern education is that it takes place in a rapidly changing information environment, rich in constantly updated knowledge, in which both students and teachers must learn. In this regard, in the new conditions to achieve this goal, the main tasks of education are:

Formation of basic knowledge;

Formation of a person's ability and desire to independently study and professionally improve;

Formation of motivational orientation towards the productive and contributory learning process.

The most important task of education today is the optimization of training, that is, the determination of such methods and forms of training specialists that would improve the quality of their education with a possible reduction in costs.

In this case, it is possible to optimize the education system by reducing the required amount of information and leaving only that which is extremely necessary for the student to solve specific problems specified in the requirements of the social order.

In modern conditions, when determining the goals of education, both the social request of the state and society, and the goals of an individual, his interests and inclinations are usually taken into account. The goals of education depend on various conditions: on the nature of society, on the state educational policy, on the level of cultural development, on the system of priority values and the socio-economic situation of the country.

The content of the concept of "education" means a certain a set of systematized knowledge, abilities and skills, attitudes and beliefs, a certain practical training, achieved in the educational process. In each specific educational institution, the content of education is understood as the content of the activities of the subjects of the educational process, that is, the pedagogical activity of the teacher and the educational and cognitive activity of the student.

Under common education is understood, the result of which is the ability of a person to perform his general cultural, universal human functions and activities. Special education, on the other hand, provides training for special, primarily professional, types of activity.

Polytechnic education is viewed as an area of intersection of general and special education, which ensures the possibility of successful life for a person of any profession in our complex technicized world, in conditions of constant development and complication of the technosphere.

Professional education is a certain type of education that prepares a person to perform certain socially differentiated functions.

The correct selection of the content of education determines the quality of education and its impact on the formation and development of personality.

At various historical stages of the development of society, the content of education changes qualitatively depending on various factors - on socio-economic, political conditions, on the goals and urgent tasks that society sets before educational institutions of various types, as well as on the goals and prospects of development of the society.

The educational content of each discipline is concretized in educational programs, each of which is meaningfully reflected in the curriculum, textbooks and teaching aids. There are several ways of structuring and constructing the content of education, which in pedagogical practice determine the ways of developing an educational program for a given discipline and writing an appropriate textbook. The main of these methods are linear, concentric, spiral and modular.

Linear way of structuring content academic discipline consists in dividing it into a certain set of relatively finished sections and topics, the possibility consistent study which is ensured by the fact that the material of each subsequent section is based on information already known to students and assimilated in the previous sections (Fig. 17).

Rice. 17. Diagram of sequential

In this diagram, solid arrows show the sequence of studying the sections and topics of the course, and dotted arrows show the possible dependence of the content of this section on the content of the previous sections.

Concentric the way of structuring the content of educational material also consists in dividing it into separate large sections, as if nested sequentially into each other. The study of such a discipline occurs through the sequential mastering of the conceptual-informational field of each previous level, which creates the prerequisites for the transition to the development of the conceptual-informational field of the next, deeper level (Fig. 18).

Rice. 18. Concentric method
structuring educational content

Helical the method of structuring the content of educational material is somewhat reminiscent of a concentric one, but the fundamental difference here is the study of the same material with a gradual deepening of the level of its complexity and severity of presentation at each new turn of the spiral (Fig. 19). Usually there can be two or three such turns. An example of using this method is the study of physics in high school and university.

Rice. 19. Spiral method
structuring educational content

Modular the way to structure the content of the educational material of any discipline is to divide it into separate complete, relatively independent modules, which allows you to organize various options for their study. This means the possibility of not only sequential, but also parallel study, even with different teachers. At the same time, individual modules can take the form of independent disciplines, the result of the final control at the end of their study can be credited to students when passing an exam or credit for the entire course. Schematically, this method of structuring educational material can be represented in the form of Fig. twenty.

Rice. 20. Modular way of structuring
educational content

It should be emphasized that for each of the methods of structuring the content of educational material considered here, both its advantages and certain disadvantages can be cited. Therefore, in real pedagogical practice, one should proceed from the specific tasks of the academic discipline, the conditions for its study and the interests of students.

When designing the content of education, in addition to the methods of structuring it, there is and is playing a very important role such a pedagogical category as the levels of formation of the content of education. Usually stands out three the main levels of formation of the content of education (Fig. 21).

1. Level general theoretical understanding- the necessary content is recorded in the form of a generalized idea of the main components of social experience that students need to master in the learning process.

2. Level academic discipline- work on individual elements, content and detailing their specific goals and functions in the general context of the projected content, as well as the formation and concretization of ideas about the main forms of implementation of this content in the educational process.

Rice. 21. Levels of education content formation

3. Level teaching material- the development of the content of education is being implemented in the composition, nature and content of the material that becomes the direct subject or means of educational activity - in textbooks, teaching aids, methodological manuals.

Each of the content design levels highlighted here corresponds to one or another type of normative documentation.

The most important document that fixes the content of education at the level of general theoretical understanding is specialty curriculum, which establishes the composition of the disciplines studied at a given university, their distribution by years of study, the weekly and annual amount of time allotted for each of them. It determines the general direction and main content of training specialists, types, forms and methods of educational work, forms and terms of testing students' knowledge. Every 5 years, curricula are revised based on the accumulated experience and taking into account the changes that have occurred and are projected in science, technology, production, and culture.

The curriculum receives its concretization at the second level of content design - at the level of academic disciplines, the composition, content, goals and functions of which are displayed in training programs. The program determines the content of a specific academic discipline, the amount of knowledge, abilities, skills that must be obtained in the process of studying it; forms, methods, teaching aids, types of intermediate and final control. The program also includes an explanatory note, which reveals the tasks of studying the discipline and its relationship with other disciplines of the curriculum.

Further specification of the content of education is carried out at the third level - at the level of educational material. The most important form of fixing educational material is textbook, acting as the leading element in the complex teaching aids and other elements of the methodological support of the process of studying this discipline. A university textbook must meet certain requirements: have a high scientific level, orient trainees towards deep independent study of the discipline, correspond to practice, take into account interdisciplinary connections, etc.

Since 1991, gymnasiums, lyceums, colleges have begun to revive in Ukraine, new educational systems, centers of creativity, etc. have appeared. In this regard, various schools and universities work today according to different curricula and programs. At the same time, the state establishes only general standards and requirements, the satisfaction of which is a prerequisite for the issuance of a state document confirming the level of education received - a certificate of maturity or a diploma.

There are several different ways to get education. The main ones today are:

Education in a specific educational institution with subsequent delivery final exams or protection thesis(project).

Individual education at home independently or with the help of teachers and passing exams and other forms of reporting by the state examination commission at a specific educational institution (external studies).

Distant, or distance education(from the English distanse - distance) is training using a computer and special training programs posted on the Internet.

Correspondence form of study with writing control works, attending installation, generalizing lectures throughout the course, consultations, as well as passing tests and exams and (or) defending the final (diploma) work.

Distinguish the following forms of organization of the educational process:

Lesson (35 or 45 minutes) - at school;

A lecture (90 or 120 minutes long) with or without a break is the main form of study at a university;

Seminars or practical sessions for the entire study group are designed for a deeper study and practical consolidation of the material heard at the lecture;

Laboratory workshop - a practical lesson using technology, special equipment, conducting an experiment, experience, research.

Group or individual consultations with a teacher on individual educational topics or questions.

The quality of education is determined by:

The degree of correspondence between the goals and results of education;

Correspondence between various parameters in assessing the result of a particular person's education (the quality and depth of his knowledge, the degree of formation of the corresponding skills and abilities, the development of creative and individual abilities, personality traits and value orientations);

The degree of correspondence of theoretical knowledge and skills to their practical use in life and professional activity with the development of a person's need for constant updating of their knowledge and skills and their continuous improvement.

The quality of education depends on many factors, first of all on the quality of the educational institution's pedagogical activity, as well as on its educational and material base and scientific and methodological, organizational and managerial, technical and personnel support, scientific school through which the student passes during the years of study at the university.

The atmosphere and environment of the educational process are complex concepts including:

Good relationships between all subjects of education,

Help and friendliness of the teacher in relation to students,

Rational and effective organization of training,

Creation of an atmosphere of creative development,

Continuous support of interest in learning.

A characteristic feature of the education system is that it is a continuously developing system. It is focused on the future, therefore, it must meet the requirements of the time and at the same time be based on the development strategy of society and the individual in it.

Principles of education.

Teaching practice high school formed a certain set of general methodological principles for determining the content of education and planning the educational process. Let's consider these principles.

Principle correspondence of educational content in all its elements and at all design levels the requirements of the development of society, science, culture and personality. It involves the inclusion in the content of education of both traditional knowledge, skills and abilities, and information reflecting the current level of development of society.

Principle structural unity of educational content at various levels of its formation, it presupposes the presence of consistency of theoretical concepts, academic subject, educational material, pedagogical activity, personality of the student.

Principle flexibility, predictability, unity and continuity, diversity of education.

Principle the obligatory presence of a complete general secondary education, since the content of higher education is based on the knowledge gained by students in secondary school .

Principle organic relationship with world and national culture, traditions... In the context of globalization, its role is only increasing, since a specialist, on the one hand, must be competitive in the international labor market, and on the other, take care of preserving and enhancing the achievements of the national culture of his country.

There are a number of other principles, the general direction of which is the formation of a highly moral creative personality with systemic innovative thinking.

Thus, education as a system is the basis of all intellectual, cultural, spiritual, moral and socio-economic development of society and the state.

Ministry of Education of the Russian Federation

Stavropol State University

on pedagogy

on the topic: "Modern university as an open educational system"

Completed by: Chaplina Galina

Stavropol, 2003

Introduction. 3

1. The concept of an open system, its properties. 4

2. The internal structure of the university. 7

3. The external structure of the university. 9

4. Information technology in open educational systems. eleven

Conclusion. thirteen

The structure of a higher educational institution, like the structure of any organization, cannot be something static, not subject to change and development. The structure of the university should be improved especially dynamically in the current situation: the conditions of the transition period. The high level of dynamics of structural rearrangements is associated with the following factors:

Increasing the independence of universities in solving their problems, due to the development of multichannel financing, and in legal terms - the emergence of regulations (the Law "On Education", the Law "On Higher and Postgraduate Professional Education"), creating a legal basis for the independence of the university in addressing issues of structural transformations;
Changing the request for educational and research services and works.

A large number of new faculties and other educational subdivisions of the university have appeared in the list of university specialties and directions, which often do not fit into the existing structure. Many universities have created business schools, faculties and institutes, have taken the path of separating new specialties into independent subdivisions or, conversely, consolidating faculties, uniting them into institutes.

At the present stage, the university cannot function successfully as a closed system. Therefore, it is of great importance to study the university as an open educational system, its goals, objectives and structure.

1. The concept of an open system, its properties

In control theory, three main and most general approaches can be distinguished: functional, process, system and situational.

According to the functional (process) approach, the management of an educational institution is a set of management functions.

Within the framework of a systematic approach (S.I. Arkhangelsky, V.P. Bespalko, V.I. Zvereva, Yu.A. Konarzhevsky, P.I. Tretyakov, T.K. Chekmareva, T.I. Shamova, S.V. . Yablonsky, etc.) an educational institution is viewed as a complex social pedagogical system, i.e., as a set of interrelated elements. In this case, the activity of the leader is the construction of an integral model of school management, taking into account the whole variety of subjective and objective factors of its development, as well as the model of management of its various components, as a set of interdependent subsystems, taking into account that the malfunctioning of one of them can affect the management system generally.

The situational approach (M. Albert, S. Donnel, Yu.Yu. Yekaterino-Slavsky, G. Kuntz, M.H. Mescon, T. Peters, R. Waterman, F. Khedouri, etc.) is the management of an educational institution depending on on the characteristics of a particular situation.

In special literature (V.G. Afanasyev, P.K. Anokhin, N.V. Kuzmina, Yu.A. Konarzhevsky, V.A. signs, structure, attributes, relationships or interactions, the presence of two or more types of communication (direct and reverse), levels of hierarchy.

Distinguish between closed and open systems, reflecting the nature of the connection between the system and the environment. Systems are considered open, when an exchange (input, output) occurs between the system and the environment, or closed, when such an exchange does not occur. Input means everything that comes into the system from the outside. In this case, we can talk about materials, energy and information. By processing the material entering the system, new material transmitted to the outside world (output).

The pedagogical system is "a socially conditioned integrity of interacting participants on the basis of cooperation with each other, the environment and its spiritual and material values of the participants in the pedagogical process, aimed at the formation and development of the personality." It is “a relatively stable set of elements, the organizational connection of people, their spheres of action, the order of performance of functions, spatio-temporal connections, relations, methods of interaction and structure of activity in the interests of achieving certain educational and educational goals and results, solving the planned cultural and developmental tasks of education and human learning ".

Each pedagogical system taken separately (in particular, the university as an educational system) is complex because it itself has subsystems in the form of groups, classes, etc., but this system itself is included as a subsystem in the education system.

The pedagogical system of a relatively closed type is characterized by a clearly expressed internal structure, often hierarchical; it is built according to certain rules, and the individual obeys the group in it.

On the contrary, an open pedagogical system is characterized by a high degree of individualism, a minimum of the desire of team members to maintain both internal and external boundaries.

Internal boundaries can mean, for example, boundaries between administration and employees, between senior and junior employees, etc.

External boundaries mean that which separates the collective from the rest of society.

Relative openness and relative closeness affect the processes taking place in the system. This can be seen quite clearly within educational institutions.

The university, which has the character of a relatively closed system with clearly defined boundaries in relation to the environment, is characterized, in particular, by the fact that it has weak contacts with the outside world, a rare change of staff, rarely or never participates in the exchange of experience, rejects new ideas, ideologies and methods learning.

An open educational structure is dynamic, open to experience, and has extensive contacts with the outside world.

2. The internal structure of the university

The educational system, being an integral part of society, fulfills its social order. All this gives grounds to consider the management system of an educational institution from the standpoint of modern management. In case of consideration control systems from the standpoint of management, it seems appropriate for a higher educational institution to speak about multilevel educational management. Let us briefly characterize the main "floors" of this department.

Administration develops a strategy for the development of the university and the conceptual principles of its activities, based on which it organizes, manages the work on training specialists. It is at this management level that the philosophy and ideology of an educational institution are formed on the basis of universal human values and moral norms adopted in society, by analogy with the philosophy of any organization striving for success.

Educational-methodical management- the level at which the organization of the educational process and its equipping with educational and methodological materials is ensured by coordinating the activities of departments and dean's offices. One of the main tasks of the department's work is the task of spreading the philosophy and ideology of the university. The research sector, the structure for international contacts and other divisions function at the same management level.

Dean's office carries out administrative and organizational work, both with students and with the teaching staff of the departments. And this management level is based in its activities on the principles and norms of the university ideology, which is especially important in the process of working with students. Here, along with educational work, there is the activity of the research part of the faculty, the department for work with foreign students.

Chairs are the main educational and scientific structural units of the university, carrying out educational, methodological, research, educational work among students, as well as training scientific and pedagogical personnel and improving their qualifications. The department organizes and coordinates the work of a group of teachers united by an educational direction, for example, social and humanitarian disciplines. The department builds its work proceeding from the conceptual foundations of the university ideology.

Teacher provides management and organization at the level of direct training - lectures, seminars, workshops and extracurricular communication. In addition to classes, he conducts, as a rule, research work, therefore he must be competent in matters of education, socio-economic, political and cultural life of society, own social psychology and the skills of team management, since it is at this level that the clarification of life norms, philosophy and ideology of the educational institution takes place.

3. External structure of the university

Educational institutions develop their infrastructure, creating everywhere their representative offices, branches, educational advisory centers, networks of distance education at the place of residence of students in cities and towns of the regions, which form the external structure of the university.

Among the most significant factors that determine the capabilities of an educational institution in the design of structural units are the state of the external environment, the university's strategy in choosing a model for its development, the level of preparedness of personnel innovation process in the field of organizational development. The state of the university's external environment can be assessed by two parameters:

The degree of complexity of the external environment;

The degree of dynamism of the external environment.

The situation of low uncertainty is characterized by the stability of the life of the organization, including the organizational structure.

All other situations, especially high uncertainty, require the manager and the organization itself to be flexible enough. There are two main strategies for the behavior of organizations in positions of sufficiently high dynamism or complexity. environment.

1. The complication of the structure of the organization itself, the allocation of specialized departments and services in it, whose task is to overcome the complexity of the environment. Thus, the complexity of market relations has led to a gigantic growth of various bodies called upon to exercise the function of control over enterprises and organizations; in universities, this was reflected in the increase in departments, administrations, services, as well as the emergence of a number of leaders instead of the classic trio of vice-rectors (studies, science, AHP), dealing with issues of finance, economics, security, etc.

2. Another strategy is fundamentally different: overcoming complexity occurs through the distribution of powers and delegation of responsibility. This strategy is built on the recognition that environmental uncertainty the best way overcome at the primary, grassroots level of the organization.

The current legislation on education provides ample opportunities in this regard.

In accordance with article 7 of the Law "On Education" (1992), educational institutions can create branches, departments, structural divisions, which, by the power of attorney of the parent organization, can exercise all or part of the powers of a legal entity, incl. have an independent balance sheet and their own accounts in banking and other credit institutions.

In the Federal Law of 22.08.96, adopted in 1996, No. 125-FZ "On Higher and Postgraduate Professional Education", an attempt was made to concretize the concept of a branch. In accordance with paragraph 2 of article 7 of the above law, branches of a university are separate structural units located outside of its location. In accordance with clause 3 of article 8, universities are independent in the formation of their structure; structural subdivisions of the university can be endowed by power of attorney in whole or in part with the powers of a legal entity in the manner prescribed by the charter of the university.

4. Information technologies in open educational systems

In recent years, the use of modern information technologies... For this, it is necessary to create a system of information support for all processes carried out in educational institutions.

If we use a systematic approach and consider the university as an open educational system, then we can distinguish five subsystems of the information system:

A system for providing access to global information resources (gateway to the world of information);

Remote access system;

Educational system;

Administrative system;

Transport system.

Rice. 1. University as an open educational system

The main purpose of the system for providing access to global information resources is to connect the university at the program level to global information resources. The remote access system provides, in turn, the hardware connection of the university to global information resources.

The educational system is designed to manage educational processes at the university. The administrative system manages the management processes at the university. And the transport system provides transport for information flows within the university.

For the effective functioning of these systems, it is necessary to develop and implement hardware and software tools that provide information support and the correct transfer of information resulting from the operation of the system between systems.

Information technology components currently used in universities include:

Scientific and educational portals that provide access to both global information resources from the university, and access to internal information resources of the university;

Systems distance learning ensuring the export of educational processes to the outside world;

Automation systems of the university's document flow, designed to manage administrative information;

Network technologies that provide access at the hardware level to global information resources and a transport system for the internal information of the university.

For the effective functioning of these components, it is necessary to use three levels of administration:

The lower level is network administration;

Middle level - administration of the distance learning system and administration of the document management system;

The upper level is the administration of the scientific and educational portal.

Conclusion

The transformations that have taken place in the last decade, attempts to carry out economic reforms, the involution of the administrative-command system - all this and much more were the prerequisites for the revival of interest in the rich world experience of management.

The current situation in the theory and practice of world management is characterized by the synthesis and development of the previously developed views of the main "schools of management", as well as the development of new ideas about management, based on the interaction of three main approaches: system, process and situational, according to which any organization is an open system, interacting with the environment.

We examined the characteristics of the university as an open educational system, as well as external and internal structure Of the university.

The intensive development of the university as an open educational system in modern conditions is facilitated by the widespread introduction of information technologies.

Literature

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2. Eliseeva LB Structural divisions of the university: legal aspects // University management: practice and analysis. - 1999. - No. 3-4. - P.27-31.

3. Klyuev A.K. Structural subdivisions of the university with the powers of a legal entity: strategy, problems, prospects // University management: practice and analysis. - 1999. - No. 3-4. - P.3-9.

4. Senashenko V., Senatorova N., Solntseva N. The education market needs professional managers // Paid education. - 2002. - No. 2. - P.14-16.

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The concept of "education system"

Regardless of the level of economic development, religious views, political structure, in each state a priority is to create conditions for the harmonious and comprehensive development of its citizens. Responsibility for the implementation of this task is assigned to the education system existing in this particular state.

Most often, an education system is understood as a social institution specially developed by a society, which is characterized by an organized system of connections and social norms that correspond to a given particular society, its needs and requirements that it imposes on a socialized person. But in order to understand more deeply what the education system is, you first need to analyze each component of this complex and capacious concept.

One should start with what is understood in pedagogical science by education. In the narrow sense of the word, education is the process of assimilating knowledge, learning and enlightenment. In a broader sense, education is seen as a special sphere of social life, which creates both external and internal conditions necessary for the harmonious development of an individual in the process of assimilating cultural values, norms, behavior patterns, etc. also education, self-education, development and socialization. Thus, we can say that education is a multi-level space, which is designed to create conditions for the development and self-development of an individual.

Analyzing the concept of "education", it is worth referring to the definition that was adopted at the XX session of the General Conference of UNESCO: "education is the process and result of improving the abilities and behavior of an individual, as a result of which he achieves social maturity and individual growth." In addition, education should also be understood as the formation of a person's spiritual image, which occurs under the influence of moral and spiritual values that are accepted and are standard in this particular society. It is also a process of upbringing, self-education and personal refinement, in which it is not so much the volume of knowledge, skills, and abilities acquired and mastered by a person that is important, but a skillful combination of them with personal qualities and the ability to independently dispose of their knowledge, directing their activities towards constant self-development and self-improvement.

As for the system, this is a set of some elements or components that are in certain relationships and connections with each other, as a result of which a certain integrity, unity is formed. That is why, considering education from the position social system, most often it is given the following definition: "a network of educational institutions of the country, namely preschool educational institutions, primary and secondary, specialized secondary, higher and postgraduate institutions, as well as out-of-school". Most often, the education system is understood as a model that unites institutional structures (preschool institutions, schools, universities, colleges, etc.), the main goal of which is to create optimal conditions for teaching students and their teaching, as an active activity of subjects of educational process.

Definition

So, the education system is the structure of educational institutions existing on a national scale. This system includes nurseries, kindergartens, primary and general education institutions, specialized and vocational schools, colleges and technical schools, extracurricular institutions, higher education institutions. Often, the education system also includes various educational institutions for adults ( postgraduate education, adult education) and cultural educational institutions.

The education system is based on:

preschool education (nurseries, kindergartens);
primary (or elementary) education, the duration of which in different countries varies from 5 to 9 years (in our country, this stage corresponds to a nine-year basic school);
secondary education, which is given by schools with 4-6 years of study;
higher education (universities, institutes, academies, higher technical schools, some colleges, etc.), the term of study in which is 4-6 years, sometimes 7 years.

Features of the educational system

The education system occupies a central place in the pedagogical process, because it not only ensures the transfer of formal knowledge about the surrounding reality and the laws, rules and patterns existing in the surrounding world, but also has a significant impact on the development and formation of a person's personality. That is why the main education system is the regulation and direction of communication, activities and interaction of all subjects of the educational process to promote such personal qualities and properties that are necessary for the self-realization of each person at this particular stage of the cultural and historical development of the state and society as a whole.

Any education system, regardless of when it existed and in what country, has undergone some transformations. But the development of the education system is always, including our country, influenced by certain factors, namely:

the existing level of development of social production and the improvement of its scientific and technical foundations, which leads to an increase in the requirements for the training (both general educational and specialized) of future specialists and the corresponding level of development (material and technical base, pedagogical experience, etc.) of educational institutions of the country. So, in countries where the level of economic and technical development is higher, respectively, the network of specialized educational institutions is larger, and the emergence of more and more improved types of educational institutions;
state policy in the field of education, which has a direct impact on the development of all types of educational institutions of the country and on the peculiarities of their functioning, as well as the interests of various classes;
historical experience, national and ethnic characteristics, which are reflected in the field of public education;
pedagogical factors, among which it is worth highlighting the early upbringing of children, for which preschool educational institutions were created (initially it was necessary to free women from the hassle of caring for their children in work time so that they can take an active part in socially useful work); vocational training, to prepare young people for future professional activities.

Each education system has a structure in which 3 large sections can be distinguished (see diagram 1).

Scheme 1. Sections in the structure of the education system

Presented in the diagram structural components educational systems are basic, but if special, vocational and additional education is not taken into account, the integrity of lifelong education would be destroyed. That is why the structure of education also includes out-of-school educational institutions and postgraduate education.

It should also be noted that the education system is designed to create optimal conditions for preparing young people for work, adequate perception of the surrounding reality, society and the internal life of the state, which is why the education system also includes:

educational organizations;
state educational standards and plans that coordinate the activities of educational institutions;
governing bodies.

Concerning existing systems education management, today there are three of them: centralized, decentralized and mixed. These educational management systems are described in more detail in Table 1.

Table 1

The structure of the educational system of Russia

The modern education system in Russia is represented by a set of interacting components, among which should be named:

successive educational programs (of various levels, types and directions);
federal state standards and requirements;
a network of educational institutions that implement the specified standards, requirements and programs, as well as scientific organizations;
persons carrying out teaching activities, parents, students, legal representatives of minors, etc .;
organizations that provide educational activities;
organizations that monitor the implementation of state standards, requirements, plans and assess the quality of education;
bodies that exercise management in the field of education, as well as institutions and organizations that are subordinate to them (advisory bodies, advisory, etc.);
association of legal entities, as well as public and state-public associations that carry out activities in the field of education.

Today, the Russian education system is rightfully considered one of the best in the world (it is included in the leading group of world educational systems and has not left the world top 10 over the past two decades). It should be noted that if earlier the educational system of Russia consisted only of educational institutions of the state type, today it also includes private and corporate institutions.

The education system in Russia is represented by general, professional, additional and vocational education, which ensures the possibility of realizing a person's right to receive education throughout his life, that is, to continuous education. More detailed information on the types and levels of education in Russia is presented in Table 2.

table 2

outdated. - public education, one of the main. social institutions, the most important sphere of personality formation, a historically established community. system educ. institutions and their governing bodies, acting in the interests of educating the younger generations, preparing them for self-reliance. life and prof. activities, as well as the satisfaction of the individual, educate. needs. Covers institutions of preschool education, general education., Prof. (primary or prof.-tech. secondary). and higher. uch. institutions, decomp. forms prof. training, retraining and advanced training of workers, extracurricular and cultural and educational. institutions.

The prototype of the school system can be seen in cf. centuries as a hierarchy of religions. schools (in Western Europe - monastery, cathedral and cathedral schools). Available to ordinary laypeople in Europe. parish schools pursued the goals of religions. nurturing and maintaining the unity of faith. Ch. family was the cell of socialization: here the child received basic education. information about the world around him, assimilated a certain set of social roles, predetermined by class origin, received practical. prof. skills.

In modern times, with the expansion of the social ties of the individual, the insufficiency of family forms of socialization and narrowly functional education, as well as the need to create a special society, a mechanism for general education, became apparent. and prof. training of appropriate age groups of the population. Previous forms of socialization could not solve such a problem.

One of the decisive factors in the formation of education. systems there was a transition from the religious-estate to the national-state. form of organization of societies, life. S. o. is closely related to industrialization and the further development of technology. progress. In the history of S. o. a special role was played by the stages of prom. revolution of the 18th-19th centuries, tech. coup at the turn of the 19th and 20th centuries. and modern scientific and technical revolution (from the middle of the 20th century). From the point of view, you must. general education. training received DOS. the mass of the population, these are the stages of universal literacy, universal incomplete cf. education and mass avg. education.

The spread of literacy in the general state. scale became possible with the creation of a wide network of bunks. schools, education in to-rykh was declared universal and compulsory by law (see. Universal education). Such schools either immediately became the object of the state. management, or created as municipal (communal). and church, which were under the state. control. In general, the implementation of universal education and the formation of S. o. were a long-term process that developed in decomp. countries at unequal rates and took the period of the 16-19 centuries. The first compulsory level is the beginning. learning, i.e. mastering literacy and skills of simple labor, became the first criterion for determining the content of the concept of "nar. education ": it is often associated precisely with the education system, with the sphere of mass early life. general education. schools.

However, in the 18-19 centuries. in S. o. more and more means. a special place was occupied by qualification training and prof. education. These functions, previously concentrated in the forms of apprenticeship directly on the production, began to be taken over by specialists. uch. institutions - prof. schools, colleges, etc. Although DOS. some of these schools were created by entrepreneurs, the formation of a network of prof.-tech. uch. institutions - an important stage in the development of the entire S. of the lake. generally.

The processes of becoming a citizen. society, the complication of social and production, its organization was characterized by the expansion of the scope of occupations associated with spiritual activities and with the growth of the scale of complex and intellectual work. This growing process of societies, division of labor and isolation of various. new fields of activity caused the emergence of new professions and specialties, demanded the differentiation of both general and prof. types of education. At the same time, earlier "non-mass" types of education turned into mass ones. This differentiation is associated with the division of cf. schools for humanitarian (classical). and real (from the 17th century). profiles, the formation of a link of specialists. prof. uch. institutions (from the 18th century), the separation of natural sciences. and tech. directions to higher. school (18-19 centuries). The processes of societies, the division of labor, determined both the sequence of cycles and the content continuity of the levels of education in general and prof. education: primary, incomplete secondary, secondary and higher. The nature of the training of workers, which means. and orientation of the account. establishments were not limited to the needs of the economy, although that means. degrees and depended on them. On S.'s development of the lake. influenced by socio-political, cultural-historical, military and other factors. For these reasons, even within the framework of one country, it turns out to be difficult to distinguish as an isolated candidate. stage of S.'s development of the lake. Even in the development of DOS. shk. compulsory education, there is a long-term trend of dividing education at the same level into options, most often on improved ("urban"). and deteriorated ("rural"). Capitalism has developed and complicated social differentiation in society. Receiving Wed and higher. education has become a factor in social careers.

Since the sphere of intellectual labor and management was the sphere of activity of the socially privileged strata of society, the path to the so-called. elective study institutions were constantly complicated by decomp. forms will complement, selection, designed to guarantee a certain elitism of the uch. institutions and the stability of their contingent.

From the 18th century. ch. engine in S.'s development of the lake. became the interest of the state. Starting with the organization of elementary education, the state then subordinated to itself other links of the school. systems. In the 19th century. to the greatest extent nationalization affected general education. school, in the 20th century. - the highest. Consolidation general education schools became an important milestone in the development of S. o .: schools were developed. legislation, uniform school. charters, uch. plans, etc .; began mass training of teachers for schools decomp. level. In the conditions of the emerging citizen. society through the efforts of the state-va the S.'s orientation of the lake was radically changed; the content and nature of teaching acquired a secular orientation, although this did not rid the school of religions. influence. State the school became ch. arr. interfaith.

Means. attention of the state to S. of the lake. determined and politico-ideological. reasons; the authorities were looking for ways to increase the impact of officers. ideology to the masses, including and through the S. o.

Creatures, an aspect of S.'s organization of the lake. by bourgeois. type was national. The era of the formation of the capitalist. way of life - this is the period of formation of the present. nations, strengthening and development of nat. cultures, nat. self-awareness. In these conditions S. of the lake. became a mass channel for the education of the intelligentsia, which developed the nat. culture. In mononats. state-wakh this process most often went without complications. In a lot of gonats. monarchic. state-wah (Austria-Hungary, Russia). centralized S. of the lake. became a dangerous instrument of assimilation of oppressed nations, an obstacle in the development of other peoples and nat. cultures. Specific. the importance was played by the state in S.'s organization of the lake. in the USA, where its tasks were determined not only by the rapid development of the economy, but also by the need for ideology. and cultural cohesion decomp. nat. flows in Amer. nation. This circumstance determined the high rate of development of S. of the lake. in the USA and that means. the proportion of subsystems in it cf. and higher. education. At the turn of the 19th and 20th centuries. for youth coverage cf. school S. o. The USA was far ahead of other countries. In terms of budgetary spending on education, the United States was also far ahead. In the future, these circumstances ensured means. the superiority of the United States in the level of education of the population, in some branches of production - in qualification. structure of personnel and influenced the technol. "Separation" of the United States from Western Europe. countries.

One of Ch. problems of S.'s organization of the lake. performed at 19 - early. 20th centuries availability of education. institutions for decomp. categories of the population. Under the influence of econ. factors and as a result of a long struggle for social rights in S. o. entered Wed and higher, as well as prof.-tech. education for women, and adult education and professional development. Organic part of S. o. gradually became doshk. upbringing. They are independent. branches were recognized as general education. and prof. preparation, education of children with physical disabilities. and mental development. The organization of specials began. training for gifted children, etc. Inclusion and integration of these elements in S. o. in decomp. countries were uneven.

Cultural transformations that began in Russia after the collapse of the autocracy and continued after the establishment of the Sov. authorities, were hampered by a heavy legacy: mass illiteracy of the population, undeveloped S. of the lake, in a cut even the beginning. only approx. 20% of children school. age. The introduction of free of charge all types of education, material assistance to students, the creation of a S. o. on the principles of a single school, teaching in the native language of students, the concentration of state. and societies, funds for the development of the school network and the satisfaction of its needs allowed in the shortest East. deadline to eradicate illiteracy, introduce universal education and set the task of transition to universal cf. education of youth. Relates, the ease and speed of achieving mass school literacy, however, gave rise to illusions about the possibilities of solving all problems at higher levels of general and prof. education.

A characteristic feature of the scientific and technological revolution period was the steady expansion of the scale of education. Back in the 1st floor. 20th century mass character education has ceased to be a problem, everyone who can. wants to study, get cf. education. School politicians have come to the conclusion that the former dualism of the school system has become an anachronism and needs transformation. Since the 60s. in Western Europe countries are introducing new types of schools for students cf. age groups (united schools in Great Britain, colleges in France, etc.), in which the division into streams is carried out before graduation in senior level Wed school, and not after graduation from early. schools. The possibility of obtaining general education within the school, taking into account prof. self-determination of students activates learning and focuses it on specific education. and social status parameters. Creatures, the moment of S.'s organization of the lake. was the introduction in some countries (in the late 60s.). obligatory. prof. training for persons not continuing education.

Means. the sphere of higher education has expanded significantly. schools: in the 80s. continued their studies at the universities of St. 45% of US school graduates, 38% - Japan, 25% - France, 19% - Germany. The share of scientific research has increased. workers trained in universities. This area is given special attention in the conditions of scientific and technological revolution.

Along with the quantity, the growth of the network will form. institutions are fraught with the danger of a decrease in the quality of education and the accompanying “devaluation cf. and higher. education ". The quality of education is negatively affected by the high unemployment rate among school leavers and even university graduates.

Main S.'s problems about. in Asia, Africa and Lat. America in the 60s - early. 80s were the spread of mass literacy and the creation of the structure of the S. of the lake, corresponding to the tasks of the nat. economy. In most Asian countries, early. training was proclaimed compulsory and free, but in the 1st half. 80s there were 9 states, where officers were not accepted. obligatory laws. early learning. Reaching children school age(5-13 years old). training ranged from 100% in Iraq, Jordan, Indonesia, Malaysia, etc. to 40% in Pakistan. In most countries, laws on universal education are not implemented due to the material difficulties of the families of students, which means. dropout and repetition. The quality of teaching remained low, with the transition to Wed. school exams become an insurmountable barrier for many students. Highest level student coverage cf. schools was in Yuzh. Korea (over 80% in the early 80s); in other countries - from 60% (Philippines, etc.). up to 5% (Yemeni Arab. Republic). Along with the state. Wed uch. institutions existed means. number of private individuals with high tuition fees. Wed school in most countries is multi-stage, which makes it difficult for students to obtain a complete cf. education. Means. scale reached prof. education, but most countries need qualifications. frames are not covered. The highest development reached the highest. school in India, the successes of universities in the South are noticeable. Korea and Thailand. In most states, Lat. America held (since the 60s). reform of the structure of schools: introduced a basic cycle of education (from 5 to 8-9 years, combined primary school and the first cycle of secondary), recognized in a number of countries as compulsory. On this basis, the institutions of prof. education and 2nd stage cf. schools, to-paradise prepares university entrants. Professionalization carried out on a large scale cf. schools contributed to the provision of personnel for the economy and involvement in education means. contingents of youth. There is a high increase in the number of university students, but higher. the school does not fully solve the problem of providing many specialists with specialists. industries, especially Ing. personnel.

In the beginning. 80s illiteracy of the population of African countries (age 15 years older). ranged from 30 to 95%, coverage early. training - from 13 to 100%. Despite the mean. increase in the number of schoolchildren, the development of early. and especially cf. education lags behind the pace of demographic. growth. Differences in S.'s development of the lake are essential. in decomp. Afr. countries. The organization of prof. and higher. education, especially training of teaching staff for the beginning. and cf. schools.

Historically, there have been three management systems for social security: centralized, decentralized, and mixed. Centralized management is carried out in France, Italy, Belgium, Lat. America. At the head of such a S. o. is the state, the body is most often the Ministry of Education. State publishes uch. programs, instructions, approves uniform requirements for obtaining educational documents. Centralization of S. o. in one department was, undoubtedly, a progressive phenomenon, but with the expansion of such S. about. growth is inevitable. center, administrative apparatus. Hypertrophied centralization fetters the initiative of the employees of the uch. institutions and regional administration, makes it difficult to find ways to improve the school. process, imposes an excessive monotony of forms and methods of pedagogical work.

In contrast to this system, stable tendencies have developed for the decentralization of the management of S. o. Counties in Great Britain, lands in the Federal Republic of Germany, states in the United States possess the meaning. autonomy in the organization of school affairs. Decentralized management of S. of the lake. in Norway, Sweden, etc. The state in the United States is divided into uch. districts. At the head of such a district is a committee, where representatives from the population are elected, as a rule, intellectuals and businessmen. The committee decides on the budget of the school, the recruitment and dismissal of teachers, recommendations on the use of textbooks, etc. In the FRG, each land has its own ministry of culture, which is in charge of educational issues at the same time. Against the background of strengthening regulation of econ. life, the general trend was the strengthening of the centralization of management of the S. of the lake. This is achieved by increasing the share of state. allocations for education from the general state. budget, as well as the adoption of specials. legislation on empowerment center, authorities in this area. An active search is underway for ways to create a general-nat. educated. standards. Most often, the decisions of the mines in charge of education. policy, do not have to. strength, but are in the nature of recommendations.

The mixed form of government is characterized by the division of functions between the center and local authorities. Usually the center, the authorities are in charge of general planning and control, as well as the financing of certain schools. institutions.

Management problems of S. o. - the subject of sharp controversy between dec. groups of educators and sociologists. These problems are not limited to purely managerial ones, but inevitably acquire polit. meaning: the question is about limiting the power of the state. bureaucracy and the establishment of a truly democratic. public control over the activities of uch. institutions.

Since education management has become the sphere of state. politicians, governments pl. countries are developing long-term and long-term programs for the development of S. o. In practice, the focus of such programs always turns out to be the problems of the economy, but in combination with them, they are considered and educated. tasks. Attempts are being made to create long-term qualification forecasts. the structure of the economically active population and tasks decomp. S. zveniev in the training of workers. In practice, this kind of programming does not go beyond the scope of recommendation.

Management S. o. in USSR. carried out in general. level centrally. In the republics there were min-va of education, higher. and cf. specialist. education and management bodies of prof.-tech. education. Historically, the so-called. polycentric control system, consisting of specialists. bodies: Ministry of Education of the USSR, Ministry of Education of the highest. and cf. specialist. formation of the USSR. and State. to the USSR. by prof.-tech. education. The creation of these departments reflected the need to strengthen the organizing influence on the relevant sub-sectors. But with such an organization, a single account. the process to which the state aspired. S. o., It turned out to be torn between departments, which caused a number of negative phenomena: general education undocking. schools and universities, incomplete cf. and subsequent levels of general and prof. education, etc. Departmental subordination of APN USSR. only the Ministry of Education, disunity of the rep. Scientific research institutes of pedagogy led to insufficient scientific. provision of account. process in decomp. links S. about. In the presence of a union min-v, the management of universities was dispersed between 70 min-you and departments, the system of advanced training was subordinated to 50 different. mines and departments. Non-specialized min-va and departments managed the institutions of the S. o. without their proper differentiation, without cadres of specialists in organizing the method. manuals. Departmental disunity led to uneven provision of teaching and education. institutions with personnel and resources, equipment, etc., as well as imbalances in the placement of educ. institutions.

Sectoral management principle dep. links of the management system, apparently, will remain in the near future. improvement of scientific. provision of each industry and the entire C about

The reforms carried out in the Russian Federation are based on the principles of democratization developed in the late 80s and developed in the early 90s (elimination of the state monopoly on education management, the transition to public-state. a swarm of personality, society and the state act as partners), decentralization of education management through its regionalization and municipalization, the independence of educational institutions in choosing the path of their development, the diversity and variability of C o (variety of forms of ownership of education and educational institutions, the choice of various channels and forms of education), granting the regions of Russia the right to choose their own. educated. strategies, creating your own. development programs in accordance with the con. specific features and conditions, nat. self-determination of the school, the openness of education (the school's appeal to a holistic and indivisible world, the humanization of education and the creation of the most favorable conditions for the disclosure and development of the abilities of each student, the humanization of education, the differentiation of learning and the mobility of education, developmental learning, lifelong education See also Russia

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