Why do we need an education quality management system? Management of the quality of education in an educational institution Concepts, goals, tools Moscow Center for Quality of Education Ivanov D.A.

The term “management” means to lead, direct the activities of someone or something; to direct the course or movement of someone or something. To successfully direct the activities of someone or something (that is, to manage) means, according to V.A. Sarapulov, to influence a certain object with certain, really existing qualities in order to change this object, that is, giving it other (changed or new) qualities and preserving those that are organically included in our idea of the new quality of the object. But this is possible if an optimal organizational structure for education quality management (hereinafter referred to as QM) has been developed, monitoring has been established and has appropriate monitoring tools, focused on information support and providing both operational quality management and the ability to forecast the development of the system.

What was the motivation for creating an education quality management system (EQM) in our school? Of course, dissatisfaction with the existing organizational structure of this system, which is no longer even a system, but some kind of “pile up” (I. McDermott, J. O'Connor). We were also not satisfied with the system of collecting, processing, storing and distributing information about the educational system of our school and its individual elements, about the ways of correction and development. At the same time, it was necessary to develop a unified measurement system for assessing quality control and its tools necessary for quality management. Thus, there was an obvious need to create an effective quality management system in which matrix organizational structures would become the leading ones. their role is explained simply: such structures, as a rule, are created when new problems have to be solved. The creation of a UCO system belongs to precisely this class of problems.

The existing linear-functional management structure has undoubted advantages: vertical connections are well established and functional responsibilities are clearly delineated, which specify the management functions of each department. But functional differentiation leads to the loss of a common goal, and it (the goal) appears out of sight structural divisions. As a result, each deputy director and structural divisions see only their part of the work. When solving non-standard tasks and constantly arising problems, the entire burden of performing the coordination function falls on the director and his deputies, resulting in work overloads and poor-quality solutions to such problems. Partial delegation of powers leads to formal horizontal connections due to poorly developed collegial bodies (pedagogical council, Moscow Region, Institutional Council). The fact is that these bodies, legally empowered to resolve important issues of school life, in fact exist formally. All this ultimately prompted us to look for ways to update the system and control mechanisms. This is how the idea of switching to a matrix management structure arose in our school.

The most important feature of such a management structure is that the same employee can be a subordinate or a manager in one structure, and in another - play other roles: be the leader of a group in which his traditional boss can be his subordinate. At the transition stage, the main divisions of the matrix structure became creative laboratories, the general management of which is carried out by the School Development Council, headed by the deputy for scientific, methodological and experimental work. Each creative laboratory is led by a coordinator (teacher or school head) who is interested in qualitative changes in the content of the school’s educational work. At our school, five creative laboratories have been created that work on the following problems:

Nurturing the civic position of schoolchildren based on the humanization of the educational process.
Formation of key competencies of schoolchildren based on modern educational technologies in the conditions of a self-determination school.
Formation of key competencies of teachers as a condition for improving the quality of education.
Formation of methods of mental activity in the system of person-centered learning.
Creation of a system for stimulating cognitive activity of students.

Thanks to the mechanism of delegation of powers, characteristic of the matrix structure, the school creates an intra-school system for the training of management personnel and the professional growth of teachers on specific problems. And one of the first steps in organizing a new management structure was the development of legal and regulatory support. In particular, the following provisions were developed: “Regulations on the creative laboratory”, “On the teacher researcher”. For the quality work of deputy directors, a job description for the ZNMR has been developed and the job descriptions for the ZUVR and ZVR are being revised. Instead of the Foundation Council, a new public council appears at the strategic level (director level) - the Constituent Council. It includes teachers, parents, students, as well as the head of the city administration, deputies of the district Duma, and other representatives. Its tasks are to develop school educational policy and create conditions for the development of state and public management in the field of education.

Thus, the matrix management structure combines well-developed vertical and horizontal management links. To ensure the organization of school work, a whole range of special actions is necessary, the implementation of which has retained a leading role among the main functions of the management system. But today this role is filled with new content. The process of collecting, storing, processing and transmitting information is becoming increasingly important, on the basis of which the functions of developing a UCO strategy, the function of implementing this strategy and the function of studying UCO objects are carried out (according to V.P. Panasyuk).

At the same time, at each level of management, its own system appears, each of the elements of which is either an object or a subject of management. For example, a teacher influences a student to change his qualitative characteristics, and in this situation the student is the object of control by the teacher. At the same time, in relation to self-education, self-education, self-determination, the student is a subject of management. Therefore, regulatory support had to be developed for each level of management, taking into account the characteristics of subject-object and subject-subject relations. At the student level, a “Regulation on the Portfolio” has been developed, and a “Regulation on the procedure for conducting current and final monitoring and assessing the level of educational achievements of students” is being developed. At the teacher level, “Regulations on the Teacher’s Portfolio”, “Regulations on the Work (Educational) Program”, “Regulations on the Incentive Bonus for Teachers” have been developed. Starting from the 2008/09 academic year, it is planned to transfer two MOs to the status of departments: foreign languages and technology. Therefore, at the level of the Moscow Region, “Regulations on the Department” and “Criteria for assessing the effectiveness of the activities of the Moscow Region (departments)” have been developed.

The leading task of the Ministry of Education (department) was to identify the professional gaps of each teacher and determine the necessary conditions without which these gaps cannot be eliminated. To do this, we use the following operating algorithm:

Based on observations and diagnostics, we identify the real state of affairs of each teacher;
Based on the data obtained, we determine the discrepancy between the real state of affairs and the predicted image of the desired future;
We formulate problems of results.

Thanks to this approach, a problem-oriented information base is formed for the creation of personalized programs for advanced training of teachers within the Moscow Region (department).

Of course, the UCO system would be incomplete without monitoring, which is carried out across three groups of processes. The main processes include educational, methodological, innovative (experimental). Management processes – personnel management, satisfaction measurements, development strategy; supporting processes – documentation management, data and information management, security management. Thanks to a systematic approach, education quality management, itself an innovation, creates the necessary prerequisites for the creation and implementation of a whole group of management innovations: a matrix management structure, a responsibility matrix, the formation of an educational system, including criteria for assessing the quality of work, at all levels of organization and management, transition to a departmental system of scientific and methodological work, organization of systemic (comprehensive) monitoring. In our school this is planned in the following form:

List of innovations	Purpose (why this innovation is being created)	Who is developing and in what time frame?	Where and by whom is the examination of innovation carried out?	What and how many resources will be required to introduce an innovation?	What will change from the introduction of innovation (forecast of results)
Matrix management structure
Responsibility Matrix
Formation of the CR system at all management levels
Transition to departments
Criteria and indicators for assessing CR at the level of teachers, MOs, and deputy directors
System (comprehensive) monitoring

Literature:

Panasyuk V.P. School and quality. – St. Petersburg, 2001.
Potashnik M.M. et al. Quality management of education at the municipal and regional levels. – M, 2000.
Sarapulov V.A. Theory and practice of quality management. Issue 3. – Chita, 2008.

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Ensuring accessibility to quality education is the leading idea in the modernization of Russian schools. Meanwhile, as practice shows, the increased accessibility of education without changing its content and forms of influence on the social status of people can reduce its quality. Opportunities for improving the educational preparation of students by increasing the duration of schooling while maintaining the volume and content educational material today are almost exhausted. Ideas about quality itself have changed. The institutional manifestation of this change is the transition from regulating the content and volume of educational material (Federal State Educational Standard 1992) to regulating the requirements for conditions, programs and results of education (Federal State Educational Standard 2008).

The Law of the Russian Federation “On Education” defines the quality of education as a complex characteristic “ educational activities and training of the student, expressing the degree of their compliance with federal state educational standards, federal state requirements and (or) the needs of the individual or legal entity in whose interests the educational activity is carried out, including the degree of achievement of the planned results of the educational program.” The definition is general in nature and requires clarification and specification for practical application.

The request for a new quality seems impossible to satisfy without targeted changes at all stages of management: planning, organization, motivation and control, determining the factors of this quality and actively influencing them. Effective management can be considered not as managing the transition of an object (education system) from one more or less stable state to another stable state, but as a continuous process, which for tactical purposes is divided into separate stages.

Russian education has a multi-level management system: the Ministry of Education and Science - regional ministries (committees) - municipal (city, district) governing body - educational organization. The effectiveness of such a system depends on the degree of unity of the educational sphere, the relationship between the distribution of powers and responsibilities. The limitation of management capabilities at each level is due to the transferred powers and available resources: administrative, financial, personnel, information. Important issue development of education quality management lies in the uncertainty of responsibility of each level for this quality.

The relevance of the study is due to:

The ambiguity of the concept of “quality of education” and the need to highlight the components and factors that ensure it in order to solve management problems at the level of a metropolitan area;

The uncertainty of the district's responsibility for achieving standard quality and the need for quality management at all levels of management;

The need for an objective assessment of quality management at the district level and the use of quality indicators that do not meet the authority and responsibility of the district for this quality.

The degree of development of the problem.

The nature of pedagogical research in the field of education quality management is significantly influenced by the general theory of quality management (V.I. Azarov, S.A. Voroshilov, S.D. Ilyenkova, G.Yu. Naumenko, etc.), the requirements of international quality management standards ISO 9000, principles of total quality management (TQM). Various aspects of the problem are considered in the works of V.A. Bolotova, E.M. Korotkova, O.E. Lebedeva, V.P. Panasyuka, M.M. Potashnik, G.A. Shaporenkova and others. Research by Yu.A. is devoted to issues of quality management in educational systems at various levels. Konarzhevsky, G.M. Polyanskoy, A.I. Subetto, S.Yu. Trapitsyna, E.V. Yakovleva. We did not find any specific issues related to education quality management at the district level in these sources.

The purpose of the study is to identify the applicability of modern criteria for assessing the quality of education in management at the district level.

Achieving this goal led to the setting of the following tasks:

1. Identify criteria and indicators of the quality of education in state programs for the development of education, regulatory documents at all levels of education.

2. Determine the compliance of the criteria and indicators identified in task 1 with the requirements that modern quality management methodology imposes on the criteria and indicators.

3. Identify limitations to the use of these criteria and indicators in existing system education management at the district level.

4. Propose possible criteria and indicators for solving the problems of managing the quality of education at the level of a metropolitan area.

Object of empirical research: the process of managing general education in St. Petersburg (using the example of 5 districts of the city).

Subject of research: features of the activities of district education departments in managing the quality of education.

The theoretical and methodological basis of the study was made up of the works of domestic and foreign scientists working in the field of research: A.A. Avetisova, D.A. Alexandrova, M. Alberta, V.I. Andreeva, M.P. Afanasyeva, Yu.K. Babansky, V.A. Bolotova, I.A. Waldman, M. Meskona, V.P. Panasyuka, M.M. Potashnik, S.G. Kosaretsky, N.V. Kuzmina, N.A. Selezneva, A.I. Subetto, S.Yu. Trapicina, P.I. Tretyakov, A. Fayol, I.D. Frumina, F. Khedouri.

The work used theoretical (analysis, synthesis) and diagnostic (document study, statistical analysis of monitoring research data, questionnaires, surveys) research methods

The research information base includes:

official statistical materials on various issues of the functioning of the educational industry;

federal laws legislative acts Russian Federation, Decrees of the President, resolutions of the Government of the Russian Federation on problems of educational development;

regulatory documents on education quality management at various levels of education management;

primary materials from educational institutions and organizations, including development programs and other documents.

data from surveys of district education management managers.

The scientific novelty of the research lies in:

application of the theory of education quality management to identify the compliance of the criteria and indicators of political and regulatory documents aimed at improving education with the requirements of unambiguity, clarity and controllability in management practice at the city district level;

systematization of criteria for assessing the activities of education authorities at the district level to improve the quality of education.

To specific elements of increment of new scientific knowledge The following results include:

the conceptual apparatus related to the research topic was clarified;

Possible criteria for assessing the activities of education authorities at the district level to improve the quality of education have been identified.

Key words. Quality of education, quality factors, quality components, quality management, powers of education authorities, quality indicators, concepts of education quality management.

The results of the work can be used in the process of course training and retraining (seminars) for managers (administrators) when considering issues of education quality management:

heads of the Education Departments of the district administrations of St. Petersburg when developing the Development Program for the district's educational system, analyzing the results of educational activities;

public authorities of St. Petersburg when assessing the effectiveness of education management at the level of city districts, when developing state and regional policies in the field of education;

researchers in the field of education quality management for further study.

Approbation of research results.

The obtained practical results of the step-by-step study of the problem were discussed at a video conference session “Quality assessment system in an educational institution” of educational institutions of the Krasnoselsky district with educational institutions of Russia in November 2013.

Publications on the research topic.

Materials on the topic of the dissertation are reflected in the article “The concept of “quality of education”: a variety of approaches” in the Collection of articles of master’s students “Education Management” NRU HSE St. Petersburg, 2013.

The main provisions of the work submitted for defense:

1. The criteria and indicators for managing the quality of education at the district level are determined by the logic of distribution of management functions between management levels and the ensuing restrictions on rights and resources this level management when performing the functions of goal setting, planning, coordination of activities and control of educational institutions.

2. The possibilities for managing the quality of education at the district level are determined by managing the quality of conditions (quality components): material and technical, organizational, personnel, information, and are practically not related to the goal-setting of the objectives of the educational process.

quality education area

1. QualityeducationAndtheorymanagementquality

1.1 Concept"qualityeducation":diversityapproaches

The quality of education is a particularly complex category due to its ambiguity, relativity, and variability. Its application for management practice is significantly complicated by its widespread use in political and ideological rhetoric, where the quality of education is recognized as a source of intellectual reproduction and development of society, the basis of the economy, a guarantor of maintaining the independence and integrity of the nation, an imperative of the time that determines the quality of life. This variety of connections allows us to consider many indicators that go far beyond the scope of education as criteria for the quality of education. Therefore, the condition for the transition to the practice of managing the quality of education is the definition of the concept of “quality of education”, which allows it to be measured and assessed.

What is “quality of education”?

The pedagogical dictionary interprets the quality of education as “a certain level of knowledge and skills, mental, moral and physical development, which students achieve at a certain stage in accordance with planned goals; the degree of satisfaction of the expectations of various participants in the educational process from the educational services provided by the educational institution.” The quality of education is, first of all, measured by its compliance with the educational standard. Let's clarify some points. In most of the definition, the criteria for the quality of education are associated with the completeness of students’ mastery of the set of knowledge and skills described in the standard. Thus, the possibility of assessing quality turns out to be a derivative of the specificity of the description in the standard of the requirements for knowledge and skills and the procedures for verifying the completeness of their mastery by students. It is logical to recognize educational professionals acting on the basis of regulatory legal acts as the subjects of such assessment. However, there is also a smaller part in the definition - the degree of satisfaction of various participants in the process with the educational services provided. There is a minimum of specificity here. It can be assumed that the circle of “process participants” does not include teachers (their criteria, by default, cannot differ from the criteria of the standard), but the remaining subjects and procedures remain undisclosed. These can be both the trained students themselves and, at the training stage, their legal representatives - parents with very different expectations (requests) for the result and process of training. Therefore, in this definition, the second part looks declarative.

The dictionary of agreed terms and definitions in the field of education of the member states of the Commonwealth of Independent States gives a different interpretation: “the quality of education is the compliance of education (as a result, as a process, as a social system) with the diverse needs and interests of the individual, society, and state; a systemic set of hierarchically organized, socially significant essential properties (characteristics, parameters) of education (as a social system, as a process, as a result).” Meeting needs determines quality. Since the needs are diverse among different social groups, different institutions of society and the state (family, world of work, defense of the fatherland, etc.), according to this definition, the quality of education cannot be determined unambiguously; it is always contextual. The proposed definition is not applicable to educational management.

M.L. Agranovich and P.E. Kondrashov propose to consider the quality of education as “the level of solving a complex of educational problems, including: educational results, socialization of graduates, including mastering the skills of orientation and functioning in modern society, the development of civic consciousness while complying with regulatory requirements for educational conditions; mastering the educational standard; compliance of educational services in composition, content and quality with consumer expectations.” Let's try to figure it out. The process of managing the quality of education involves setting a set of goals (tasks). To determine the level of their achievement, a system for assessing results and some kind of measurement scale is needed. And if the methods and procedures for assessing educational achievements are constantly being improved, then hardly anyone today knows how to measure the development of “civic consciousness” or “skills of orientation and functioning in modern society.”

According to A.I. Adamsky “the quality of education is the level of success, socialization of a citizen, as well as the level of conditions for mastering the educational program of a school (educational institution). The results that ensure a high level of quality are academic knowledge, social and other competencies, plus the social experience acquired by the student during the development of the educational program of the school (educational institution)." The requirements for the conditions for mastering the educational program are set by the federal state educational standard. Time will probably help assess the success and socialization of a citizen. Academic knowledge remains in demand, but quality requires mastery of “other competencies.” The competency-based approach establishes a new type of educational results, focused on the individual’s ability and readiness for activity, solving various kinds of real problems and tasks.

MM. Potashnik defines the quality of education as “the relationship between goals and results..., despite the fact that goals (results) are set only operationally and predicted in the zone of potential development of the student.” This approach to defining the quality of education makes it a “piece goods” that matters at the level of the individual student.

V. A. Kachalov considers the quality of education through the prism of educational services, identifying three groups of factors influencing quality:

The subject of receiving the educational service (student);

Object (management, structure and content of programs, resources: material and technical, methodological, personnel, financial);

Process (technologies and interactions, process and result control).

Quality management requires managing all stages of the service life cycle. The considered factors do not cover all stages and therefore need to be supplemented and clarified.

According to A.I. Subetto, the quality of education is “the unity of the qualities of education in the narrow sense as the transfer of knowledge, training (formation of skills, abilities, professional competencies, readiness for relevant types of activities) and upbringing.” Without quality education, there can be no quality education. It’s just that assessing the degree to which educational goals have been achieved is much more difficult.

International practice provides equally little for the specification of criteria and indicators of the quality of education. The Dakar Framework for Action, in an expanded definition of quality, sets out the desirable characteristics of students (healthy and motivated), processes (competent teachers, active pedagogies), content (relevant curriculum) and systems (good governance and equitable distribution of funds).

UNICEF calls five dimensions of educational quality: students, environment, content, processes, results.

UNESCO lists the following as key components of quality:

Individual characteristics of students (abilities, preparedness, obstacles);

Context (social values and attitudes, economic situation and social policy);

Resources (material and human);

Teaching and learning (time, technology, assessment, incentives, safety);

Outcomes (academic achievement, socio-economic gains).

Concluding the review of definitions of the quality of education, let us turn to the Law of the Russian Federation “On Education”. It defines the quality of education as “a comprehensive characteristic of education, expressing the degree of its compliance with federal state educational standards and federal state requirements and (or) the needs of an individual or legal entity in whose interests educational activities are carried out, including the degree of achievement of the planned results of the educational program.”

To summarize, we can say that today there is not and cannot be a single definition of the quality of education, since the authors of the above definitions formulate them for objects of different levels (from the education systems of countries as a whole to a separate class of educational institution). The basis for a set of such definitions can be the compliance of the educational system, the processes occurring in it and the results achieved with the requirements of the standard (invariant part) and the needs and interests of consumers of educational services (variable part). The characteristics and parameters of the quality of education require clarification and coordination at all levels, since they provide the criterial basis for constructing a quality assessment system in order to manage the development of education.

We accept the following as a working concept for solving the problems of this research work: the quality of education for management tasks at the regional level and below is a set of characteristics that express the degree of compliance of the created conditions and achieved learning outcomes with the requirements of federal state educational standards and other regulations in the field of education ( invariant part for the period of validity of these documents), and the requests of consumers of educational services (variable part).

1.2 ComponentsAndfactorsqualityeducationAndtheirinfluenceonresultsUnified State Examonleveldistrictmetropolis

Assessing the quality of education requires considering the totality of its components and factors, determining the main criteria and indicators of the quality of education.

Big encyclopedic dictionary defines a factor (from the Latin factor - doing, producing) as the cause, the driving force of any process, phenomenon, determining its character or individual features. We propose to consider the quality factor of education as a resource of educational activities that influences the result.

Component - (from Latin componens - component) component, element of something. For us, in this case, this means that it is logical to call the components the subject, meta-subject, personal results of students, consumer satisfaction with the quality of educational services.

The main indicator of the quality of educational results today is the Unified State Exam (USE). The average score in the subjects: Russian language and mathematics is most often used as an indicator, since they are mandatory and taken by all graduates. Introduction of the main state exam(OGE) for graduates of the 9th grade, compulsory in the same subjects, will allow the use of similar indicators in the quality assessment system at the level of basic general education.

The Olympic movement can serve as an indicator of the quality of the result. Since the number of olympiads offered is increasing exponentially, in order for the results to be comparable, it is rational to use the results of the All-Russian Olympiad for schoolchildren. An indicator of quality can be: the number of winners of the corresponding stage of the Olympiad.

The development of systems for assessing the quality of education involves the emergence of new assessment procedures: monitoring the educational achievements of students different levels education; monitoring the readiness of primary school students to choose a further professional and educational trajectory; monitoring the socialization of 16-year-old students. Along with them, the range of indicators of the quality of educational outcomes will expand.

Quality management requires the determination of its components, which together determine the result, and the objectivity of the assessment presupposes the need to take into account factors that limit quality. The conditions of the educational process have a direct impact on the result.

Afanasyeva M.P., Keyman I.S., Sevruk A.I. The conditions of the educational process include the type and type of educational institution, the professional level of teaching staff, the characteristics of the student population, educational and methodological, material, technical and financial support of the educational process. At the same time, the limiting factors at the district level are: legal and financial support for the educational process, as well as the characteristics of the student population. The selection of criteria and indicators of the quality of education proposed in the work is based on the research of M.L. Agranovich, D.A. Aleksandrov, I.A. Valdman, D.L. Konstantinovsky, S.G. Kosaretsky, M.A. Pinskaya, Frumina I.D. .

The type and type of educational institution determine the specifics of the educational programs being implemented, influence the organization of the educational process, the student population and, ultimately, the achieved educational results. As a rule, socially disadvantaged groups of the population choose “cheaper” schools that implement general education programs basic level. When analyzing the quality of education, comparison and comparison of results is possible only in a group of institutions implementing similar educational programs.

The institutional prerequisites for the development of the Russian education system are:

Concept of the Federal Target Program for the Development of Education for 2011 - 2015;

Federal law“On Education in the Russian Federation” N 273-FZ;

State program of the Russian Federation "Development of Education" for 2013-2020;

Federal State Educational Standards (FSES);

- Federal Law N 83-FZ “On amendments to certain legislative acts of the Russian Federation in connection with improving the legal status of state (municipal) institutions”;

- National educational initiative “Our New School”;

- Order Ministry of Education and Science of the Russian Federation dated March 24, 2010 No. 209 “On the procedure for certification of teaching staff of state and municipal educational institutions”;

- Order of the Government of the Russian Federation of December 30, 2012 No. 2620-r “On approval of the action plan (“road map”) “Changes in sectors of the social sphere aimed at increasing the efficiency of education and science”;

- Decree of the Government of St. Petersburg dated November 12, 2012 N 1200 “On the Main Directions of Activities of the Government of St. Petersburg for 2013 and for the planning period of 2014 and 2015” (with amendments and additions).

Formal institutions regulate the activities of educational institutions, but are not evaluated in the general education system. Their assessment can be carried out at the international level when comparing the quality of education in different countries.

Features of the student population include socio-economic characteristics, ethnic composition, and health indicators of schoolchildren. According to a study conducted by the National Research University High school Economics (NRU HSE) in 2012, low educational results are shown by schools where students study:

- children from low-income and single-parent families;

- children for whom Russian is not their native language;

- children with special needs.

Significant Impact The quality of education is influenced by teaching staff. This influence is determined by a number of factors: level of education, length of teaching experience, degree of motivation, teacher workload. Workload affects quality professional activities, the ability to provide an individual approach to the student, independent professional development. Research by the National Research University Higher School of Economics proves that schools that are consistently successful in terms of Unified State Examination indicators are characterized by a higher-quality staff. There are more teachers of the highest category and fewer young specialists. At the same time, in schools experiencing problems with the Unified State Examination, the percentage of teachers with higher education and the highest category is lower. The influence of the qualifications of teaching staff on the Unified State Examination indicators in general education institutions of the Krasnoselsky district of St. Petersburg is not entirely obvious (Table 1). Thus, in schools No. 247, 380, 383, 394, 549, the proportion of teachers with higher qualifications is higher than in other institutions, however, the Unified State Examination indicators in both mathematics and the Russian language are at the level of the average for the region (43.71 and 62.9 respectively) or even slightly lower. High Unified State Exam results are demonstrated by school No. 568, where the share of teachers with the highest category is 32%.

The following can be used as indicators characterizing various aspects of teaching staff:

Share of teachers with higher education vocational education from the total number of teachers;

Proportion of teachers with the highest qualification category;

The share of young specialists from total number teachers;

Number of students per teacher.

To evaluate educational and methodological support, you can use the following indicators:

- “the number of units of literature in the school library” (turned out to be significant when assessing the quality of schools according to Unified State Exam results) ;

Proportion of students provided with textbooks from the school fund.

Logistics support is associated with the presence of equipped classrooms: physics, chemistry, biology, sports and assembly halls, equipping the educational process with laboratory equipment, robotics, information technology, and providing access to the Internet. Comparison secondary schools Krasnoselsky district of St. Petersburg by availability of units computer equipment and the Unified State Examination indicators shows that there is no direct relationship (Table 1). The maximum number of computer equipment units in educational institutions is No. 247, 252, 291, 394. None of the listed schools demonstrates high Unified State Examination results. The highest USE scores in mathematics and the Russian language are in schools where the provision of technology is below the district average (OU No. 382) and average (OU No. 568). The insignificance of the influence of material and technical equipment indicators on the quality of results is confirmed by research from the National Research University Higher School of Economics. We propose not to consider them among the significant components of the quality of education at the present stage.

Table 1. The influence of the qualifications of teaching staff and the amount of computer equipment on the Unified State Examination indicators in schools in the Krasnoselsky district of St. Petersburg

Name of institution	Qualification of teaching staff	Availability of computer equipment	Average test score Unified State Exam
	Share of teachers with the highest category from the total number of teachers		mathematics	Russian language

Financial support can be assessed by the consolidated budget expenditures on general education per student and by the share of the teachers' wage fund in the total payroll.

To provide up-to-date and sufficient information to the decision-making processes of education authorities at the district level, we propose to use following criteria and education quality indicators (Table 2).

Table 2. Education quality factors at the district level, their criteria and indicators

Quality factors	Criteria	Indicators
Organization of the educational process	Implementation of advanced education programs.	Share of students in advanced education classes of the total number of students, %
	Duration of study (time spent in an educational institution)	Average number of hours spent in compulsory and additional classes per year by 15-year-old students, hour.
Contingent of students	Family income	Share of students from low-income families of the total number of students, %.
	Parents' education	Proportion of mothers with higher education from the total number of students, %.
	Availability of students for whom Russian is not their native language	The share of children with foreign backgrounds from the total number of students, %.
	Schoolchildren's health	The share of children of the first and second health groups from the total number of students, %.
Teaching staff	Qualification	Share of teachers with the highest qualification category from the total number of teachers, %.
	Experience	Share of teachers under the age of 30 from the total number of teachers, %.
	Education	The share of teachers with higher professional education from their total number, %.
Educational and methodological support	Availability of textbooks	share of students provided with textbooks from the school fund, %.
	Library book collection	number of literature units in school libraries, pcs.
Financial support	Budget expenditures on education	Consolidated budget expenditures on general education per student, rub.
	Teachers' salaries	Share of the wage fund (payroll) of teachers in the total payroll, %.

To determine the influence of the listed quality factors on the quality of education, a statistical analysis of the express analysis “General education in St. Petersburg: 2001 - 2011” was carried out. (based on the results of monitoring education in St. Petersburg).

The districts of St. Petersburg were compared according to the following indicators:

The share of students in advanced classes from the total number of students;

The share of children with foreign backgrounds from the total number of students;

Consolidated budget expenditures on general education per student;

Proportion of teachers under 30 years of age;

Percentage ratio of the number of students to the number of places in an educational organization;

The share of children of the first and second health groups in the total number of students.

The average score of the unified state exam in Russian language and mathematics in the regions of St. Petersburg was adopted as the main indicator of the quality of educational results.

The results of comparison of districts of St. Petersburg are shown in Table 3.

The analysis shows that the quality of general education is significantly influenced by the presence in the area of organizations of an advanced level of education: lyceums, gymnasiums, schools with in-depth study of individual subjects. Thus, in the Kronstadt district of St. Petersburg there are no organizations of an advanced level of education. The average score of district graduates in Russian language and mathematics is the lowest in the city. At the same time, graduates of the Vasileostrovsky, Petrograd and Central districts, where the share of students in schools of advanced education is large, demonstrate comparable high results on the Unified State Examination. The highest Unified State Exam results in mathematics are in the Petrodvortsovo district, with a relatively small number of schools at an advanced level of education. This is probably where other factors come into play. The results of the Unified State Exam in mathematics in the Petrodvortsov and Petrograd regions are comparable. With the same workload of schools and the level of health of students, attention is drawn to the proportion of students in high-level schools, which in the Petrogradsky district is twice as high as this figure in the Petrodvorets district. At the same time, the share of children who are foreign citizens in the Petrogradsky district is four times greater than in the Petrodvortsovo district. It is likely that the national composition of students can influence the quality of education. In Krasnogvardeisky and Kurortny districts, the proportion of children who are foreign citizens is almost the same. Better results Unified State Exam graduates The Krasnogvardeisky district can be explained by the large number of schools with an advanced level of education, and the relatively small difference in these results can be influenced by the consolidated budget expenditures per student, which in the Kurortny district are the highest in St. Petersburg. If we compare the Moskovsky and Nevsky districts, where the share of children are foreign citizens is the same, then the higher quality of education demonstrated by students in the Moskovsky district may be associated with a large number of schools with an advanced level of education, higher education costs per student, and a higher level of health students. The picture is similar in the Vasileostrovsky and Vyborg districts.

The share of young specialists from the total number of teachers in the district may be an indirect indicator of the level of qualifications of teachers. It can be assumed that young specialists have a lower qualification category than experienced teachers. It is not possible to trace the dependence of the quality of education on the share of young specialists. The highest proportion of young specialists is in the Kirov, Krasnogvardeisky and Central regions. The Kirov and Krasnogvardeisky districts demonstrate similar USE results. More schools of an advanced level of education in the Krasnogvardeysky district and high costs per student, compared to Kirovsky, are neutralized by a larger share of children - foreign citizens. In the Krasnogvardeisky and Tsentralny districts, with the same proportion of students in advanced schools, the higher results of graduates of the Tsentralny district may be associated with a smaller number of foreign-born children. The lowest percentage of young specialists is in the Krasnoselsky district. It also has the lowest costs per student. With an average number of advanced schools and an average proportion of children who are foreign citizens, graduates also demonstrate average Unified State Exam results for the city.

The dependence of the quality of education on the health group of students cannot be established. The fewest healthy children in Central region, at the same time, the demonstrated quality according to the Unified State Examination results is one of the highest.

There is no clear dependence of quality on the workload of schools.

Conclusions on the paragraph:

1. The quality of educational outcomes at the district level of St. Petersburg is influenced by:

The nature of the educational programs being implemented;

Features of the student population;

Professionalism of teaching staff.

2. Logistical and financial conditions do not provide direct influence on the quality of educational outcomes.

Table 3. Influence of education quality factors on Unified State Examination indicators at the district level of St. Petersburg.

	Share of students in advanced classes of the total number of students (%)	The share of children is foreign. citizens from the total number. students (%)	Expenses cons. budget for general education in race per student (thousand rubles)	Proportion of teachers under 30 years of age	Percentage of. Col. students to the number of places in the image. organ. (%)	The share of children of the first and second health groups in the total number. training (%)	Average Unified State Examination score in Russian. language	Average Unified State Examination score in mathematics.
Admiralteysky
Vasileostrovsky
Vyborg
Kalininsky
Kirovsky
Krasnogvardeisky
Krasnoselsky
Kolpinsky
Resort
Kronstadt
Moscow

Petrodvortsovy
Petrogradsky
Seaside
Pushkinsky
Frunzensky
Central

1.3 Evolutiontheoriesmanagementquality

Until the mid-60s of the 20th century, the main role in ensuring product quality was played by control and rejection of defective products. Quality control system and structure production process organizationally consistent with each other. The combination of acceptance and operational control made it possible to reduce production costs through early detection and removal of defective products. Incoming control of the raw materials used played an important role. Ensuring quality only by means of control required a large number of controllers, the number of whom became commensurate with the number of production personnel. The emergence of sampling control based on statistical methods has made it possible to increase the efficiency of quality control and reduce time costs.

The concept of control is being replaced by the concept of quality management, one of the founders of which was A.I. Feigenbaum. He proposed analyzing production stages, identifying the causes of defects and developing measures to prevent them. The overall quality assurance system included several enlarged stages:

Market analysis;

Forecasting and planning the quality level;

Development of standards;

Quality design in the technological process;

Quality control of raw materials and starting materials;

Operational control during the production process;

Acceptance control;

Product quality control during operation;

Analysis of customer reviews.

The next step in the development of quality management theory was a comprehensive quality management system based on the Shewhart-Deming cycle: PDC(S)A (“Plan-Do-Chek (Study)-Act” - “Plan-Do-Check (Study)-Act" "). The system was practically implemented in Japan.

A further development of the theory and practice of modern quality management was the development of international quality standards ISO 9000.

The main result of the evolution of quality management is quality assurance: the creation and operation of a quality assurance system, quality compliance modern conditions and requirements.

Quality management and general management are interrelated.

F.U. can be considered the founder of both general management and quality management. Taylor. In 1905, to establish product quality criteria, he proposed using maximum tolerance fields: upper and lower, and for qualitative measurements - pass and fail gauges. Quality management system F.U. Taylor was built on the functions:

Quality planning through establishing boundaries of tolerance fields or calibers;

Meeting quality requirements during the production process;

Checking product compliance with established requirements;

The administration's reaction to the result: reward or punishment of the employee, correction or removal (disposal) of defects.

At the same time, management functions were assigned to different performers. Quality planning was carried out by design engineers, workers fulfilled the established requirements, quality control was the task of the technical controller, decision-making was the function of the administration. F.U. system Taylor led to a conflict of relationships associated with the difference in interests of those who set the requirements, who fulfill them, and who checks the fulfillment.

From the 20s to the 50s of the last century, the quality problem was perceived mainly as a scientific and technical one, related to quality control and regulation technological processes, and the problem of management is both organizational and socio-psychological. The convergence of general management concepts with quality assurance methods begins in the 50-80s. Organizational issues of quality assurance were first paid attention to by E.W. Deming and D.M. Juran. In 14 famous postulates of E.W. Deming's engineering and organizational methods of quality assurance are interrelated.

Expanding ideas about quality and ways to influence it, the development of intra-organizational management required the creation of an organizational structure that included all departments, each employee at all stages of the product life cycle. Against this background, the concept of TQM (Total Quality Management) appears - total quality management. The philosophy of total quality management TQM is based on the idea of continuous improvement.

TQM is based on the following principles:

Focus on the consumer, since it is the consumer and only the consumer who sets the level of quality;

Executive Leadership;

Involving staff, working together to achieve goals;

A process approach with a precise definition of all actions, their sequences and relationships;

Systematic approach to management: horizontal process interaction of hierarchically subordinate units;

Continuous improvement;

Making decisions based on facts;

Mutually beneficial relationships with suppliers.

A key feature of the TQM system is participation in improving the quality of the entire team, joint analysis of problems and the search for solutions. At the same time, the importance of continuous personnel training increases significantly.

While quality management was acquiring new elements of the production system, general management was breaking up into a number of disciplines: personnel, finance, marketing, innovation... The theoretical development of the general theory of management is associated with the emergence of the concept of management by objectives (MBO - Management by Objectives). The essence of the concept is the formation of a “tree of goals”, design of an organization system and motivation for achieving them.

At the same time, management based on quality (MBQ - Management by Quality) was formed, which includes 24 international standards ISO 9000. The emergence of ISO 9000 standards is associated with the development of quality management and the protection of consumer rights to reliable information about the quality of goods.

Conclusions on the paragraph:

1. Quality is one of the fundamental categories that determine the way of life, the social and economic basis for the development of man and society.

2. Quality is determined by the action of many random, local and subjective factors.

3. To prevent the influence of these factors on the quality level, a quality management system is necessary.

4. In the history of the development of quality systems, five stages can be distinguished: product quality as compliance with standards; product quality as compliance with standards and process stability; quality of products, processes, activities as compliance with market requirements; quality as meeting the requirements and needs of consumers and employees; quality as meeting the requirements and needs of society, owners (shareholders), consumers and employees.

5. Quality as an object of management is characterized by all the components of management: planning, analysis, control.

1.4 Modernconceptsatboardqualityeducation

The basis for the management of general education in domestic practice until the 80s of the last century was school science. It was limited to preparation practical recommendations on organizing activities based on generalizing the experience of the best school leaders. The beginning of the use of new methods in education management is associated with the implementation of the ideas of a systems approach (Yu. A. Konarzhevsky, V. S. Lazarev, M. M. Potashnik, P. I. Tretyakov, P. I. Khudominsky, T. I. Shamova etc.). The systems approach allows us to consider the control object as an integral structure consisting of individual interconnected elements (subsystems) integrated into the environment. System components include: goals, objectives, structure, resources, technologies. The unifying factor that determines the integrity of the system is goals. The systematic approach is based on the use of both external and internal control mechanisms. The basic principles of the systems approach include:

Integrity: considering the system as a whole and as a subsystem for a higher level;

Hierarchy, subordination of lower-level subsystems to higher-level subsystems;

Structuring: analysis of the interrelations of subsystems within a certain organizational structure;

Plurality: Use various models to describe both individual elements and the system as a whole.

Like any open system, the educational system has an input, transformation processes and an output. Entrance refers to students, personnel, logistics, educational and methodological, financial conditions and restrictions (regulatory requirements). The process as an educational subsystem has a complex structure and consists of various subprocesses:

The educational process as a unity of teaching and upbringing;

Educational work and extracurricular activities;

The educational process in general;

Training by educational level;

Training by classes and parallels;

Training in areas of knowledge and individual subjects.

The results of educational activities represent the output of the education system.

The concept of management by objectives is based on the definition of goals agreed upon at various levels of the education system, ways of achieving them and evaluating them. The effectiveness of management based on this concept is determined by the quality of goal setting and planning. The goal, “performing motivational, control and system-forming functions, becomes the main criterion for selecting the content, methods, forms and means of implementing the educational process.”

The concept of results-based management is based on the ideas of the procedural approach to management and describes a process that includes the stages of planning the result, determining the directions of activity and control. Planning of the result is carried out on the basis of a comprehensive analysis of external and internal factors of the organization's activities. Control allows you to determine the degree to which the planned result has been achieved and the need to adjust activities. In relation to education management, the concept of results-based management was implemented by P.I. Tretyakov.

IN lately An approach focused on the development of an educational institution based on the introduction and use of innovations has become widespread in educational management (M.M. Potashnik, P.I. Tretyakov, O.G. Khomeriki, etc.).

N.A. Seleznev and A.I. Subetto consider quality management, on the one hand, as the impact of the “subject of management” on the processes of formation, provision, development of the quality of objects and processes in the chain of life cycles, on the other hand, as the organization of control, analysis and evaluation of the achievement of set goals and established standards.

In a broad sense, education quality management is understood as managing the compliance of educational standards and social quality standards with the requirements social development. In a narrow sense, this is management of the quality of student training.

The concept of dual education quality management, developed by N.A. Selezneva, proceeds from the need for two interacting management channels: a quality management channel for the functioning of the system (quality assurance) and a quality management channel for the development of the system (quality improvement). The quality of a system is determined by the quality of all its components: resources, potential, processes (technologies), results. Educational resources are: the content of education, material, technical and educational equipment, personnel, finance. The potential of the educational system includes: economic, technological, pedagogical, administrative, educational and others. Management of the quality of functioning of the educational system is aimed at the current support of the educational process and the formation of potentials. Development quality management involves increasing the potential quality of the system. This model considers the quality of the result in conjunction with the components that provide it.

In the studies of A.A. Avetisov considers the concept of functional-systemological management of the quality of education. According to the concept, the processes occurring in any educational systems are considered as controlled dynamic processes that obey general laws. The main systemological attributes of educational systems are: goal (program), structure, process (algorithm) and quality (efficiency) of functioning. The quality of education within the framework of this concept is a comprehensive characteristic of the functioning of the educational system and expresses the degree of compliance of the achieved results of educational activities with the normative level.

The concepts of education quality management can include the theory of optimization of the educational process by Yu.K. Babansky. The theory is based on the idea of managing the quality of education through managing the quality of components of the educational process. Basic provisions of the theory:

The quality of education is ensured by the optimization of the educational process and its elements;

The strategy for optimizing the educational process is being implemented...

Quality concept

This article fully examines the concept of quality of education, its essence and fundamental features. First you need to define what the concept of quality means in in a general sense this word. The quality of education is what's happened?

The most striking interpretation of this term is the definition of quality as a combination of a number of properties, characteristics, attributes of products, certain categories of goods, services, materials or works, which fully serve as a determining factor in relation to their ability to meet the needs and demands of society and compliance with their own purpose , as well as the requirements. The considered measure of compliance is formed on the basis of specific standards, contracts or agreements. It is important to note that the creation of this measure can also occur in close connection with the needs of the population or its specific segments. How can we relate this concept to the educational category?

Quality of education

The quality of education is the most important component of the social sphere, which absolutely accurately determines the state, as well as the effectiveness of the educational process in society, the degree of its compliance with the needs and even expectations of society (and its various groups, in particular) in terms of the development and creation of both civil and professional competencies of a person as personality. It is important to note that the indicator under consideration in the process of detailed analysis breaks down into smaller ones, each of which can fully characterize one of the aspects of the educational activities of a particular educational institution. Among these, the main ones are the following:

Content of the educational process.
Methodology developed in relation to training standards.
Forms of training.
Material and technical base.
Composition of the personnel structure.

Absolute and relative concept of quality

It is important to note that the concept of quality ( the quality of education is very important indicator ) are often attributed to a variety of, usually contradictory, meanings. The point is that analysis can be carried out both in absolute and relative order. Thus, absolute concept implies a demonstration of superiority and a certain status, which naturally has a beneficial effect on the image of a particular educational institution.

The relative concept does not perceive quality as an attribute of an educational service and can be considered in two aspects: as compliance with a certain state standard or as compliance with the preferences of service consumers. It should be added that the first aspect reflects the point of view of the manufacturer, and the second is interconnected with consumer views. However, often the opinion of the manufacturer is not equivalent to the opinion of the consumer, therefore it is customary to consider the issue of the quality of education by one or another educational institution from two sides.

Complex indicator

Monitoring the quality of education indicates that the analyzed indicator is endowed with a complex nature. In accordance with this fact, it would be advisable to re-list its main aspects:

The relationship between learning goals and results.
Ensuring absolute satisfaction of society with certain educational services.
Decent level of knowledge and skills; beneficial development of personality - mental, moral and, of course, physical.
Providing all conditions for healthy self-esteem of the individual, self-government, as well as self-attestation.
Creating Diverse Environments cultural character for education in terms of political culture, spiritual enrichment and, of course, a person’s readiness to live fully in modern society, and so on.

Monitoring concept

In accordance with the above aspects, it can be defined as a system of continuous collection of information regarding its most significant properties, its subsequent qualitative processing, analysis and, of course, interpretation, which is necessary to provide the field of education and society as a whole with reliable, complete and classified by levels application of information on the compliance of processes, as well as the results of educational activities, with certain standards, on current changes and relevant forecasts. The main goal of creating a monitoring system is to improve the quality of educational services.

Education quality management through monitoring has a number of advantages and disadvantages, but in order to eliminate the latter, it is only necessary to provide all the conditions for the effective implementation of this event. The main ones among them are the following:

Application of a systems approach.
Collection of quantitative and qualitative methods into one set.
Competent interpretation of information obtained as a result of monitoring.
Using only high quality tools.
Help from management bodies in methodological and, of course, material terms.

Monitoring as the main condition for the quality of education and its types

It is important to note that the classification of monitoring can be based on various factors: the purposes of its implementation, key functions, the scope of use of information, and others. The most popular is the division of types of monitoring in accordance with the functions they perform. Thus, quality of education (this the most important component of the social sphere) is regulated through monitoring of the following types:

Information monitoring.
Diagnostic monitoring.
Comparative monitoring.
Predictive monitoring.

It is important to note that the use of the presented types of monitoring in pure form quite rare. Thus, today such an event as conducting comprehensive monitoring, which competently combines all the elements listed above, has become popular.

Education quality management

The concept of monitoring discussed above is directly related to education quality management, which should be understood as a certain system of both strategic and operational decisions (and then actions), the implementation of which occurs in a planned manner. It is aimed at full provision, significant improvement, strict control, as well as competent assessment of the quality of educational processes or services.

It is important to note that in almost every country (Russia is no exception) there is a continuous operation that ensures and controls the implementation of the above operations. This subject of the educational process also deals with additional issues, including, for example, planning the educational process and the accompanying assessment of factors that reduce the quality of education. Among such factors, some defects of an internal or external nature can be identified.

Quality of education and school

To date quality of education at school determined by the following factors:

Mathematization of educational processes.
Creation of historical identity.
Continuous training in the native language and history of the state.
Education of the individual as a patriot of his country (in accordance with national culture and language).
Formation of a real defender of the Fatherland (for guys).
Fostering absolute respect for work, because work itself is the main condition for personal growth in creative terms.
Installation on harmonious development person in relation to creativity.
Improving the quality of vocational education.

Quality of education and university

In the system of modern higher education, the main indicators of its impeccable quality are:

Absolute compliance of the structure of educational programs with the requirements of customers, which can be, for example, the state, business or individual, as well as with established educational standards.
High degree of satisfaction of stakeholders (for example, employers or students) with the quality of education.
A high degree of satisfaction with the work of employees of a higher educational institution.
A beneficial effect on society, raising the level of culture in the general sense of the word.

Ways to improve the quality of education

Today this is the most important task, because the well-being of a particular country depends on the productivity of its implementation. Thus, the most significant conditions The following points serve as its achievements:

Activation of the state's educational standards, as well as the basic plan for the learning process.
Optimization various types student load (psychological, physical and, of course, educational).
If necessary, provide training according to an individual program.
Development of a distance education system.
State support for schools for gifted individuals.
Formation of a state system in relation to assessing the quality of the educational process.
Significantly strengthening the role of disciplines that can ensure the socialization of students and so on.

Measuring the quality of education is also important to ensure individual satisfaction with their educational preparation. Moreover, the quality of education allows us to state the extent to which human rights to receive an education that corresponds to the world level are ensured.

Quality is the standard level that an education product must meet. It is generally accepted that this category embodies the social order of society for the educational activities of an educational institution.

It should be noted that the quality of education is not only a RESULT, but also a CONDITION and a PROCESS.

The quality of education includes:

Quality of final results

Quality of the educational process

Quality of conditions

Quality of norms and goals

Students in the educational process study a system of knowledge from different scientific fields and the result of this process is their mastery of scientific knowledge. But the level of this development varies, i.e. having a different set of properties.

We highlight three main qualities of knowledge.

The first quality is systematic knowledge.

(facts → concepts → laws → theory → consequences and applications).

The second quality is the effectiveness of knowledge.

The third quality is the strength of knowledge

Assessing the quality of the educational process is based on the following criteria:

Criterion for the quality of the content of the educational process;

Quality criterion for educational technologies.

The criterion for the quality of the content of the educational process can be represented by a number of indicators, which, in turn, are grouped by levels of presentation of the content of education. These levels are:

Invariant level; (fundamentality of content)

Variable level;

Personal level.

Assessing the quality of conditions

In assessing the quality of education, an important role is played by assessing the quality of the conditions of the educational process, among which the leading place is occupied by management conditions.

Assessing management conditions involves tracking the final results of management and identifying the effectiveness of types of management activities: motivational-target, information-analytical, planning-forecasting, organizational-executive, control-regulatory and evaluation-effective activities.

In addition, personnel conditions, scientific and methodological conditions, psychological conditions, etc. should be subject to qualitative assessment.

44. Education quality management

Practical experience in implementing education quality management systems in developed European countries allows us to identify the main stages of management:

1. Design of school education quality management systems

(ShS UKO) and planning for education quality management - the formation of normative, organizational, methodological and instrumental

basis for carrying out activities to achieve the required quality).

2. Education quality management is a process of quality formation, representing a set of systematic actions to study the needs of customers of educational services, the development and implementation of basic and additional educational programs, and the provision of resources.

3. Process monitoring and correction - the process of assessing and comparing the achieved level of quality with the given one, providing feedback to all stakeholders, making adjustments to the activities and management system.

Thus, education quality management is a continuous closed process consisting of interrelated and interdependent elements.

The purpose of creating an education quality management system in an educational institution is to provide the necessary conditions for the provision of high-quality educational services that meet the needs and expectations of consumers.

In addition, a quality management system is necessary for a modern educational institution for:

 increasing the efficiency of the educational process in achieving the requirements of state educational standards;

- development of a creative and active atmosphere in the institution, activation

professional activities of employees;

 improving the overall management system in a general education institution;

 optimization of financial, resource and personnel support of the educational process;

 increasing the competitiveness of a general education institution;

 creating modern safe conditions for educational activities;

- ensuring broad public participation in the management of educational institutions.

The functions of the ShS UCO are:

 determination of the criterial basis for the quality of education in an educational institution;

 preparation of analytical reports and public reports on the quality of education in educational institutions;

 stimulation of innovative processes in an educational institution

to maintain and continuously improve the quality of education;

 determination of directions for the development of an educational institution, advanced training of teaching staff.

All possible objects of the ShS UKO can be divided into three:

The first group includes those objects that must be identified and installed by the management of the management organization:

- policy in the field of quality of education; - organizational structure;

 maintaining contacts with external expert organizations, which include the licensing and accrediting body, institutions that carry out external audit of the quality of education, expert associations and individual experts, etc.

The second group is objects related to the design, planning, content and organization of educational and work processes:

 educational programs of educational institutions (main and additional);  curricula and programs;  forms, methods, technologies of training;  extracurricular activities.

The third group includes elements related to resources and outcome assessment:

 maintaining records and monitoring quality documentation;

support of educational activities (legal, organizational and administrative, financial, logistical, personnel, etc.);

 education quality assessment system.

Management of the infrastructure.1. Theoretical level—idea about the product as a system, its driving forces and patterns. Role of the manager: knows the theory of the process; Provides assistance to teachers in developing knowledge about the educational process. The role of the teacher Masters knowledge in the field of OP theory. The role of the student Gradually accumulates knowledge about the pr-s of his own teaching and the educational pr-s .2. project level plan and curriculum The role of the leader 1. directs the collective activities of teachers to develop the school component of the curriculum. plan, familiarization with the curriculum. school plan, study of school. programs, textbooks. Role of the teacher 1.Participates in the development of the school component of the curriculum. 2.Selects and studies educational programs. The role of the student Makes a choice additional. arrangement, profile. Declares his general needs .3. level of creation of a project for a specific educational project in the form of its planning for the academic year, topic, separate lesson The role of the leader 1. organizes the planning activities of teachers. 2. Stimulates teachers for long-term planning of EP in the form technological map. The role of the teacher Draws up educational plans for the school year, topic, and lesson. Student's role Participates in EP planning when developing training sessions. Expresses his wishes. 4. level of real production The role of the leader 1. studies the progress of education in the school. 2. Analyzes the product and evaluates its results. 3. Plans for the development of education in the school. The role of the teacher 1. implements the educational process during the lesson. 2.reflects his ped. activities 3. Builds a program for the development of his teacher. activities Role of the student Actively participates at all stages training session. Reflects on his educational and cognitive activities.

1 In-school education quality management system in an educational institution: design, evaluation Moscow Center for Education Quality Poroshinskaya L.G year 1

America had military heroes in the 1940s; in the 60s, astronauts were role models. Today, quality professionals should be considered heroes, since their contribution to future development and prosperity may be even greater than outstanding personalities past." J. Harrington, 1990 "Quality Management in American Companies" 2

3 State education policy must guarantee necessary conditions for a full-fledged quality education, take into account the interests and abilities of the individual, ensure the achievement of a competitive level for all levels of education. The main task of the Moscow educational policy is to ensure high quality education based on maintaining its fundamentality and compliance with the current and future needs of the individual, society and the state. "Quality Russian education is a key aspect of its development strategy” -A. Fursenko Quality education is a resource for sustainable development of society.” Quality of life and quality of education are the main policy guidelines of UNESCO and the UN. The Berlin Declaration (d) defines what should be ensured by a national system of guaranteeing the quality of education

4 TRENDS IN THE FIELD OF ENSURING THE QUALITY OF EDUCATION TRENDS IN THE FIELD OF ENSURING THE QUALITY OF EDUCATION Development of uniform criteria and standards for the quality of education Development of uniform criteria and standards for the quality of education Creation and development of national accreditation systems for educational programs of European countries Creation and development of national accreditation systems for educational programs of European countries countries Construction of quality management systems for the educational process on the principles of quality management Construction of quality management systems for the educational process based on the principles of quality management Development and implementation of educational quality control systems based on various quality system models, including the requirements of International standards Development and implementation of educational process quality management systems based on various models quality systems, including the requirements of International Standards A shift in the center of gravity from external quality control procedures will form. process and its solutions based on a system of certification and accreditation for internal self-assessment of the OU Shifting the center of gravity from external quality control procedures will form. process and its solutions based on a system of certification and accreditation for internal self-esteem of the educational institution

6 To manage means, first of all, to purposefully influence all components of the managed system to achieve predetermined results. In other words, managing an organization as a process includes people, material, financial and other resources. Administration is the style of activity of any body, official, characterized primarily by the publication of directive acts, orders, instructions. Leadership is the influence on people, the goal of which is to ensure that they do the work efficiently, in accordance with the standard, i.e. to manage people but not resources

7 The purpose of management is to change existing conditions (processes, mechanisms) to achieve set goals - new results. Objects of management - processes of activity. Management goals (idea, plan, mission, strategy) - which set the vision of future results, the purpose of the organization, the content of its activities. The main functions of management: analysis, planning (setting strategic goals, developing a development program, implementation plan), organization (distribution of powers, consolidating the functions of joint activities, motivating personnel) and control.

Planning organization Management leadership control 5 Analysis 5 Analysis of goals goals goals Information support for management Management decision

13 How do you understand the essence of the concept of “intra-school education quality management?” The education quality management system is the management of the quality of the educational process and other activities that ensure the formation of competencies of students and school graduates. Education quality management is the management of quality assessment and control mechanisms. An education quality management system is organized intra-school control and planning of school work on issues of education quality. A quality management system is a set of organizational structure, methods, processes and resources necessary for the implementation of overall quality management.

14 Management of the educational process information about the progress of the process Indicators of the educational process Indicators of the educational result Consumer satisfaction Resources Main activity of the process control consumer result Control points of the process correction input Scheme of the educational process

15 What ensures the educational result of a schoolchild in the quality management system Organization of the educational process Improving the competence of teachers Educational, methodological and material technical resources Public management Independence and openness of the educational institution Implementation of the mission, goals and objectives of the development program Organizational culture of the educational institution aimed at supporting the strategy of the educational institution Social partnership New approaches to the system for assessing the quality of education The essence of the result Social order: successful graduate control External and internal examination

16 New accents in the assessment system Transition from assessment as a control tool to assessment as a tool for managing the quality of education Transition from ascertaining assessment to formative, programming self-development of the student, teacher, school Transition from assessment of exclusively subject learning to assessment of educational results as a whole

The in-school education quality management system is a mechanism for internal guarantee of the quality of education as a whole. The requirements for the national education quality system are determined by directives and quality standards in the European region and can be considered as basic for educational institutions. When developing an in-school quality management model, it is recommended to use: PRACTICAL RECOMMENDATIONS FOR SELECTION OF A TYPICAL MODEL OF EDUCATION QUALITY MANAGEMENT SYSTEM FOR UNIVERSITIES AND SECONDARY CAREERS" (Federal Education Agency 15% of quality deviations depend on the performers and 85% of defects are determined by management deficiencies Edwards Deming 15% of quality deviations depend on the performers and 85% of defects are determined by management deficiencies Edwards Deming 18

19 concept integrated management quality (Totel Quality Control), proposed by Armand Feigenbaum - Methods for improving personal quality, proposed by Klaus Möller: Basic principles of AQI: Joseph M. Jurana “Handbook of Quality Management” Recommended for use in developing an Education Quality Management System Recommended for use in developing an Education Quality Management System Principles of Quality Management Theory of American Edward Deming

20 Fundamentals of process management Determining the desired result, measuring the “input” and “output” of the process; Attention on the stages of the process, its resources and evaluation Attention on the decision-making process Consistency with the capabilities of the organization Assessing barriers and failures Clear distribution of powers and responsibilities The concept of integrated quality management

21 Factors determining the success of educational institutions (research by the European Commission) Financial independence High level of autonomy of educational institutions High level of competition within the system High level of management in educational institutions High level of quality control of education

22 Research that determines the effectiveness and quality of impact on education Strength of effect Overall effect Average value Satisfying the student’s personally important expectations with high-quality task performance 1.13 Student motivation (value orientations towards achievements) 1.04 Educational effectiveness of educational elements (educational process) 1.00 Educational space that allows organizing the student’s self-education in accordance with his capabilities 0.84 Direct influence of the teacher through direct teaching instructions 0.82 Intensification (inclusion of additional programs, increased pace of completion of programs) 0.72 Home factors (living conditions, parental influence) 0. 67 Availability of feedback and corrective support (performance results, which initiates special assistance) 0.65 The work combining the research was published by the University of Auckland

23 Research determining the effectiveness and quality of impact on education Strength of effect Attitude to learning 0.61 Classroom environment (favorable atmosphere, support, high level of expectations from the student) 0.56 Formation of goals (goals formed in joint activities with the teacher, as their own educational goals student) 0.52 Equal tutoring (successful students provide assistance to weak students) 0.50 Improvement of teacher qualifications (training in new methods) 0.49 Parental involvement 0.46 Homework 0.43 Quiz-exam (provided it helps students think about what they're learning) 0.41

24 Education quality management is the management of the quality of the educational process and other types of activities that ensure the formation of competencies of students of educational institutions. Each educational institution, depending on its goals in the field of quality and available resources, chooses its own organizational structure of the quality system. Quality service Functions: educational quality planning. process, conducting monitoring studies, developing preventive and corrective measures, developing IC documentation, etc. The activities of the service are regulated by: the Charter, regulations on the service, orders and instructions of the director, orders and instructional documents of the Ministry of Education and Science of the Russian Federation, etc.

25 Options for building an organizational structure for managing the quality of education of an educational institution Council for the quality of education under the director of the educational institution Deputy director of the educational institution for the quality of education Service for the quality of education of the educational institution Laboratory for the quality of education of the educational institution Department for the quality of education of the educational institution

26 Objectives of the education quality service of the educational institution Development and implementation of the organizational and functional structure of the educational institution’s IC Conducting internal audits and self-assessment of the educational institution Development of a draft policy of the educational institution in the field of education quality Development and maintenance of documentation sK educational institutions Preparation of proposals from the administration to improve the quality of education in educational institutions Determination of measurable characteristics of the quality of education and methods for measuring them Organization of work to improve quality : planning, collection and analysis of information, monitoring and control operations, etc.

28 What types of activities are covered by the internal school quality management system of education Analysis of the quality of education (subject, supra-subject results, personal development) Work processes for quality management Information support for management decisions on problems of improving the quality of education; Implementation of the quality policy:. planning the quality of the educational process; organization of work to improve quality; development of preventive and corrective measures; Expertise diagnostics, assessment of the quality of education System for improving the professional competence of teaching staff Material and educational and methodological support of images. process Carrying out various monitoring operations of the quality of education

29 Work processes for managing the quality of education Contents of work processes Analysis of the quality of education Analysis: - HSC; - Final certification; - External control; - Comparative analysis of external and internal control-Conditions ensuring the educational process (quality of lessons, professional competence, educational and methodological support, etc.) Planning the quality of the educational result Planning the quality of conditions for achieving the planned result, including the use of resources to achieve it

30 Organization of work to ensure the quality of education Creation of conditions necessary to ensure the quality of education (personnel, educational and methodological, material, technical, financial) Areas of activity for studying the child’s personality, identifying the abilities of schoolchildren of all age groups(Individual assessment of the capabilities and abilities of children, diagnostics of professional guidance, etc.), Areas of activity for the development of professional competence of a teacher (systematic activity approach, new approaches to assessing educational achievements, etc.) Motivating all participants in the educational process for its quality Activities on the organization of preventive and corrective measures Creation of a system of measures to monitor and stimulate improvement; clear distribution of powers and responsibilities in the organization of quality assurance work. Organization of quality control work Development of criteria and indicators for examination and evaluation. Development of control and measurement materials, etc. Activities for the organization of Higher School of Management Organization of work to determine the measured parameters of the quality characteristics of the educational process Preparation of documents reflecting records on quality assessment Preparation of documents reflecting records on assessment of the quality of education Regulatory consolidation of procedures for assessment, collection, storage of data about the quality of education, etc.

31 Monitoring the quality of education Determine and include in the HSC the necessary types of monitoring for the identified indicators. Determine the subjects of monitoring (consumers of information) and possible forms of providing them with information. Determine the frequency of monitoring, assign those responsible for its collection, storage, processing and analysis. Information support for management - the progress of schoolchildren and the level of academic performance; - competitiveness of schoolchildren in terms of studying at universities, participation in competitions - satisfaction of schoolchildren training programs; - teaching effectiveness; - composition of schoolchildren and its analysis; - available training resources and their cost, etc. Management decisions Determination of information flows necessary for making management decisions on issues of quality of education Determination of a specific object of management influence and certain performers and those responsible for its implementation;

32 The quality of the education system cannot be higher than the quality of the teachers working in it! The only way to improve learning outcomes is to improve the quality of teaching! Conditions for improving teaching - a mechanism for improving teaching Results of an international study of the factors of successfully functioning schools (Mc Kinsey, 2007) The role of the quality of teacher performance

33 Every child should have access to high-quality teaching Effective teacher preparation Teachers must be “the right people” Factors critical to improving the quality of education (based on an international study of the top 25 school systems) Attracting strong candidates to the teaching profession Mechanisms for candidate selection Comrade Tightening the academic requirements for the education received. Annual professional development courses Each teacher must be provided with all available materials, knowledge, and abilities to improve the child’s level Implementation of processes that guarantee quality improvement

34 Areas of activity for the formation of a new formation of teachers Using the mechanisms of Priority national project“Education” to identify and support the best teachers A new system for confirming the level of professionalism of a teacher Development of a professional standard for teacher activities in line with the competency-based approach Updating the system of training and advanced training of personnel Development of public participation in the assessment of performance results teachers

36 Complete the task and answer the questions: Describe the system for managing the development of teachers at school. What analytical information do you use at school to assess the quality of education and make management decisions? Describe the structure, areas of activity and assessment of the effectiveness of the intra-school education quality management system.

37 literature PRACTICAL RECOMMENDATIONS FOR SELECTING A STANDARD MODEL OF EDUCATIONAL QUALITY MANAGEMENT SYSTEM FOR UNIVERSITIES AND SECONDARY SCHOOLS St. Petersburg State Electrotechnical University "LETI".) METHODOLOGICAL RECOMMENDATIONS FOR ORGANIZING AND CONDUCTING SELF-ASSESSMENT OF FUNCTIONAL EFFECTIVENESS ESTABLISHING MANAGEMENT SYSTEMS IN THE FIELD OF QUALITY MANAGEMENT BASED ON THE PERFORMANCE IMPROVEMENT MODEL (St. St. Petersburg State Electrotechnical University "LETI".) 2005 Monitoring of general educational achievements of graduates of the primary school Polivanova K.N. Kasprzhak A.G. Wenger A.L. M. 2006 Monitoring of general educational achievements of primary school graduates Polivanova K.N. Kasprzhak A.G. Wenger A.L. M. 2006 Quality monitoring: statistics and sociology of education M.L.Agranovich O.Ya.Dymarskaya et al. M. 2007 Quality monitoring: statistics and sociology of education M.L.Agranovich O.Ya.Dymarskaya et al. M. 2007