| # | Description | Website URL |
|---|---|---|
| 1. | Directory of the head of the educational institution | / |
| 2. | News | /news |
| 3. | Articles | /art-ticle |
| 4. | Questions and answers | /question |
| 5. | Templates | /forms/all |
| 6. | Refresher courses | /school |
| 7. | Free webinars | /art-ticle/65511-vebi-nary-2018 |
| 8. | Magazines | /products |
| 9. | Enter access code | /user/code |
| 10. | Control | /rubric/2134-control |
Website Links and Social Media Presence
A total of 11 references were found from other websites to the website Menobr.ru. At the same time, the most common concepts in link texts are Portal information support heads of educational and Portal. Such keywords, how education, Resources, ICFER and Help, are very commonly used when linking to a website. The most important links to the website come from Fid.su and Mcfr.ru. Most often, Menobr.ru refers to the main page and to the page /news/45968/ other websites.
The most important links to this site
| # | Domain | Link text | Link score |
|---|---|---|---|
| 1. | www.fid.su | ICFER Education Resources | |
| 2. | www.mcfr.ru | "Help your school!" | |
| 3. | www.fid.ru | ICFER Education Resources | |
| 4. | maykchitatetocruto.blogspot.com | Education Manager | |
| 5. | umc-met.blogspot.com | Journal "Regulatory Documents of an Educational Institution" | |
| 6. | www.detnadzor.ru | ||
| 7. | www.dsad1.ru | Executive Information Support Portal educational institutions |
Pages that are most often linked from external sources
The table lists the websites of Menobr.ru, which are very often referred to by other websites, and which, therefore, form an important part of its content.
Comment: The analysis of external links is based on the most recent data received.
Technical information
The web server for Menobr.ru is run by KPN Spain IPv4 Assigment and is located in Spain. This web server hosts 9 other websites where the predominant language is Russian.
The Nginx web server serves the Menobr.ru web pages. The metadata of a website does not provide guidance on how to discover its content in search engines. Therefore, the content will register with the search engines.
Viktor Bolotov, Vice President Russian Academy education
The 83rd federal law provides for the transition of educational institutions to the status of state, budget or autonomous. The process should be completed by mid-2012. By this time, every principal of the school should become a manager in the full sense of the word. First of all, he will have to plan the work of his institution as an independent financial structure.
- Viktor Alexandrovich, how can you define the essence of the profession "principal of the school"? Is it a senior teacher - the first among equals in his team - or a specially trained manager who does not have to be a "come" from the pedagogical environment?
- The discussion about who is the director of the school - he is a senior teacher or a manager - was not so long ago all over the world, and in Russia it continues today. There were times when the first position won, but now we are more and more leaning towards the second.
After the adoption of the 83rd federal law on the transition of educational institutions to the status of state-owned, budgetary or autonomous in the period up to 2012, the headmaster must become a manager in the full sense of the word. He will, first of all, plan the work of his institution, subject economic activity as an independent financial structure, determine the development steps.
In this situation, the same professional managers all employees of educational authorities should become - for example, employees municipal departments education, in the old way - RONO.
- If we analyze the work of a school director, what are its fundamental differences from the work, for example, of a director manufacturing enterprise or shop? What scientific knowledge does he need to have in order to lead teachers?
- With teachers, it seems to me that the current headmaster knows how to cope without any science. Another question is that, with the exception of the Unified State Examination and the final exams for the basic school, the director has no other sources of objective information about the teacher's work. Judging by the reports, everything is fine, but what is the reality? It is often said that there are still results of the Olympiads, but if children from difficult families study at school, they often do not care about the Olympiads at all.
Therefore, one of the director's tasks is to create a system for evaluating the effectiveness of the teacher's work at the school. If the director is experienced, he understands everything anyway, but does not articulate, does not systematize. The main thing that the director needs to consider is the "added value": what exactly a particular teacher gave to a class or a particular student. The children were like that, then they learned from him, and there are such and such changes. Technological approaches to such an assessment are known.
- The school has a certain budget, which the director must properly manage. How to do it to take into account all aspects educational process in a situation where money, as always, is not enough?
- The new standards involve both education and upbringing of children, and the formation of their thinking skills, and much more. But the director, when planning expenses, proceeds, first of all, from the number of lessons that each teacher spends with the class, there are even corresponding tables for this. If the school should not only teach children, but also educate them, where will they get the money for this, if only lessons are financed?
This is a difficult question for a manager, and they are now trying to find answers to it. It is assumed that there will be a transition from financing lessons to financing orders, but there is no entry in the order that 100 math lessons and 100 Russian language lessons are needed for the money received. The money is given to the work of the school as a whole, and the director needs to understand how to spend it. A purely managerial task: you won a government order and plan your work. Today's school director has never had to solve such problems.
- There is also the so-called off-budget money. It is unlikely that there is such a school director whom parents do not accuse of extortion behind their backs. In some cases, it comes to the fact that the prosecutor's office also makes such accusations ...
— Not a single educational institution in any country can live without extrabudgetary money, except for very difficult subsidized situations. There is always one or another amount of parental money, and the director must make decisions on how to collect it wisely, how to use it wisely - both in the sense that you are not held accountable for the fees, and that they are most effective in achieving the goals worth before school. This is also a question that our directors have today and the answer to which most of them also cannot give, again due to the lack of managerial training.
By the way, many directors already have a broader managerial problem - interaction with the public, which is based on parents.
- It is clear that teachers are trained in pedagogical universities. And for an education manager - a school director, a management employee - where can you learn?
- Traditionally, education managers are not trained in Russian pedagogical universities. There are only a few examples when such training was carried out within the framework of the second higher education, including using distance forms, but the quality of training was often criticized.
Recently, the Moscow Higher School of Social and Economic Sciences also took over the training of managers in the field of education within the framework of the joint master's program "Education Management". I believe that thanks to this program, the problem of managerial personnel for schools in Moscow and the Moscow region will be resolved in the next few years. The secret of success here is that representatives of various branches of knowledge are involved in teaching - at the Higher School of Economics, these are professors from the faculties of management, economics, state and municipal administration.
To what extent, when training managers in education, would it be worthwhile to involve school directors in teaching, whose experience is generally recognized?
— Of course, it is impossible to do without it - it is impossible to teach a school principal without analyzing real stories, cases. Educational managers with work experience are involved in teaching at all master's programs of the Institute for the Development of Education of the Higher School of Economics, and master's theses should be devoted not only and not so much to abstract research as to field work, field practices.
When preparing directors, the experience of our most successful schools is important - everyone knows, for example, the Education Center No. 548 "Tsaritsyno" by Yefim Rachevsky. The practice of this school needs to be analyzed, and Rachevsky will only be grateful if students of the master's program do this, because he is constantly discussing the next step in development, does not stop there, thinks how to make the school better. There are at least three dozen more schools in Moscow with positive experience, where undergraduates could have an internship, on the basis of which master's theses can be written.
On the example of the Rachevsky Center, in my opinion, it is especially interesting to analyze how the dialogue between parents and school management is built. This is, in fact, a dialogue in the course of which a consensus is developed, sometimes a compromise. There, a lot of attention is paid to the formation of individual educational programs, and for the director this is not an easy task both financially and organizationally. There is such an informal concept as the spirit of the school: the director, teachers, schoolchildren, many parents live in the same space, work as a single team. This, of course, is no longer management - it is an art, but it also needs to be studied.
- The sphere of education is not the most highly paid, and the manager one way or another has a problem of retaining qualified personnel. Is there a risk that graduates of master's programs in the field of education - whether they are directors, or subject teachers, or specialists in measurements in education - having improved their qualifications, will “sell” it expensively somewhere outside the school? Are there universal recipes for this?
- How to keep young people in the general education system at current salaries is a difficult story for a manager. Yes, a person can go into business and earn the same amounts, but only in dollars or euros. Both the federal government and Moscow are trying to solve this problem. The salary must be decent, and until this problem is resolved, there will be an outflow of talented people. It is known that after graduation foreign languages or faculties related to computer science and computer science, few people go to schools from pedagogical universities. A systematic solution to the problem has not yet been found. And in the case of the programs of the Institute for the Development of Education at the Higher School of Economics, there is a risk that they will not only work for the school, but simply train competent managers in the social sphere. There are also not enough of them.
- And for high school Is the problem of training managers as acute as for the average?
— To be honest, I think that most of our universities do not need management.
- Why? After all, the need to expand the independence of universities has been discussed for more than a year ...
- Only a few have so far moved to the status of an autonomous institution. And if the university remains traditional budget institution, then the estimate “comes from above”, and the money earned is distributed not like a normal business entity, but according to the principle of patching holes: mathematicians do not earn money - let's take and buy textbooks for mathematicians from lawyers ... This is Trishkin's caftan, no planning.
The problem is elsewhere. In Russia, many competitions are held for universities, according to the results of which they receive serious additional funding. I had to read more than half of the applications for participation in such competitions - these are tracing papers from their English counterparts, and no one understands what they mean, for example, at the faculty level. There are no answers to questions about who your competitors are in the field of education, in terms of scientific grants.
Last year, the HSE Institute for Educational Development launched the Governance in Higher Education program, and this is a program for ambitious universities that think about what will happen the day after tomorrow - not even tomorrow. And the current vice-rector of a traditional university will not want to study to be a manager. What for? He is doing well as it is. The training of higher school managers is for young people who expect that the knowledge gained will allow them to take the next step in the development of the university. But I foresee difficulties in how they will take root in their universities - I'm afraid they will seem too smart to most current leaders.
Interviewed by Ekaterina Rylko
Read more about master's programs in an interview with Viktor Bolotov on the RIA Novosti portal.