According to the Law of the Russian Federation "On Education" (Article 8) education system is a set of interacting:
● successive educational programs and state educational standards different levels and direction;
● networks of educational institutions implementing them, regardless of their organizational and legal forms, types and types;
● educational authorities and subordinate institutions and organizations.
Purpose of the education system- ensure the human right to education. The criterion for the effectiveness of such a system is the level of education of citizens - upbringing and training. The right to education - the basic and natural right of a person - is realized by him throughout his life. With the help of education, the maximum development of the huge intellectual potential of a person is possible.
The right to education aims to satisfy the human need for information and directly in training and education. The needs for information and education are on a par with the primary human needs: physiological, safety and security.
All components of the education system are constantly changing and developing. One of the important changes is the development State Educational Standards (SES). Among the draft laws being developed is the draft law “On State Minimum Social Standards”, which is planned to include standards in the field of education: a set of public and free services provided by educational institutions; norms and standards for the maximum occupancy of classes and groups in state and municipal educational institutions; norms and standards of social support for students; the standard for the number of students receiving free higher professional education in state higher educational institutions; the level of compulsory education that every citizen of the country must receive.
Educational programs are mastered taking into account the needs and capabilities of the individual in the following forms: full-time, part-time (evening), part-time; in the form of family education, self-education, external studies. A combination of various forms of education is allowed. Regardless of the forms of education, for an objective assessment of the level of education, the State Educational Standards are used, which are established by federal law. It should be noted that strict observance of the principle of continuity between educational programs of different levels ensures the integrity and continuity of the entire education system in Russia and the absence of dead-end educational branches in the educational space of this system.
The educational minimum of the content of each main general education program or the main professional education program (for a specific profession, specialty) is established by the relevant State Educational Standard (Article 7).
The most important role participants (subjects) in the process of managerial interaction are the founders, customers, users, representatives of power structures, partners, competitors.
The main customer of educational institutions is the state and its departments, which:
● form educational policy;
● register, license, certify, accredit educational institutions;
● define State educational standards;
● carry out an examination of their subordinate institutions.
The founders of educational institutions in accordance with the Law of the Russian Federation " About education» (Article 11) may be:
● public authorities and regional (local) self-government;
● domestic and foreign organizations of all forms of ownership, their associations (foundations, unions, associations);
● public and religious organizations registered on the territory of the Russian Federation;
● citizens Russian Federation and foreign citizens.
The founders of educational institutions are endowed with broad rights and powers. In the event of reorganization of public authorities, educational authorities and (or) local governments, the rights of the founder are transferred to the respective legal successors.
Only the Government of the Russian Federation can be the founder of educational institutions of all types and types that implement military professional educational programs.
The founder of a special educational institution of a closed type for children and adolescents with deviant (socially dangerous) behavior can only be federal executive authorities and (or) executive authorities of the constituent entities of the Russian Federation.
In accordance with the Law of the Russian Federation "On Education" federal authorities and educational authorities must:
● formulate and implement the federal policy in the field of education;
● regulate legal relations in the field of education;
● develop and implement federal and international programs for the development of education, taking into account socio-economic, demographic and other conditions and characteristics;
● to form federal state and departmental educational authorities;
● coordinate the appointment of heads of educational institutions of federal subordination (unless otherwise provided by law and model regulations on educational institutions of the relevant types and types);
● establish the procedure for the creation, reorganization and liquidation of educational institutions;
● establish a list of professions and specialties for which professional training and vocational education;
● develop and approve model provisions about educational institutions;
● establish the procedure for licensing, attestation and state accreditation of educational institutions;
● regulate labor Relations and etc.
Administered subjects of the Russian Federation in the field of education are (art. 29):
● defining and implementing an education policy that does not contradict the education policy of the Russian Federation;
● legislation of the subjects of the Russian Federation;
● determination of the specifics of the procedure for the creation, reorganization, liquidation and financing of educational institutions;
● implementation of the federal policy in the field of education;
● development and implementation of republican, regional education development programs;
● Formation and management of state education management bodies;
● creation, reorganization and liquidation of educational institutions of appropriate subordination, licensing of educational institutions;
● establishment of national-regional components of the State Educational Standards;
● formation of the budgets of the constituent entities of the Russian Federation in terms of expenditures on education and the corresponding funds for the development of education;
● establishment of local taxes and fees for education purposes;
● establishment of republican, regional standards for financing education;
● organizing funding for local education authorities and educational institutions;
● organization of training, retraining, advanced training teaching staff;
● Ensuring compliance with the legislation of the Russian Federation in the field of education and monitoring the implementation of the State Educational Standards;
● Edition normative documents within its competence, etc.
Organs local government (Article 31) are responsible for the implementation of the right of citizens to receive the mandatory basic general education; annual publication of statistical averages on compliance with federal and local requirements for implementation conditions educational process in educational institutions located in the territories under their jurisdiction.
The exclusive competence in the field of education of local self-government bodies includes:
● planning, organization, regulation and control of the activities of local (municipal) education authorities, educational institutions in order to implement the state policy in the field of education;
● formation local budgets in terms of spending on education and related funds for the development of education, the development and adoption of local standards for financing the education system;
● providing citizens residing in the respective territories with the opportunity to choose general educational institution;
● regulation within its competence of property relations in the education system;
● creation, reorganization and liquidation of municipal educational institutions;
● creation and liquidation of local (municipal) education authorities and (or) self-governing school districts, determination of their structure and powers, appointment and dismissal of heads of local education authorities in agreement with state education authorities;
● appointment of heads of municipal educational institutions, unless otherwise provided by the model regulations on educational institutions of the relevant types and types or by a decision of the local government;
● construction of buildings and structures of municipal educational institutions, arrangement of territories adjacent to them;
● control of the terms of lease of buildings, premises and other objects of property by educational institutions;
● use of state and municipal educational institutions, cultural and sports facilities for the benefit of education, etc.
Competence and responsibility educational institution (Article 32) consist in the fact that it is independent in the implementation of the educational process, the selection and placement of personnel, scientific, financial, economic and other activities within the limits established by the legislation of the Russian Federation, the Model Regulations on an educational institution of the appropriate type and type and the Charter of the educational institutions.
The competence of the educational institution includes:
● material and technical support and equipment of the educational process;
● attracting additional sources of financial and material resources for the implementation of activities provided for by the charter of this educational institution;
● submission to the founder and the public of an annual report on the receipt and expenditure of financial and material resources;
● selection, hiring and placement of personnel, responsibility for their level qualifications ;
● organization and improvement of the methodological support of the educational process;
● development and approval of educational programs and curricula;
● development and approval of work programs training courses and disciplines;
● development and approval, in agreement with local authorities, of annual calendar training schedules;
● establishment of a structure for managing the activities of an educational institution, staffing, distribution of job responsibilities;
● setting rates wages and official salaries of employees of an educational institution within their own financial resources and subject to restrictions established by federal and local regulations;
● establishment of allowances and additional payments to official salaries employees of an educational institution, the procedure and amount of their bonuses;
● development and adoption of the Charter of the educational institution;
● development and adoption of the internal regulations of the educational institution;
● independent formation of a contingent of students, pupils;
● independent implementation of the educational process;
● implementation of ongoing monitoring of progress and intermediate certification of students of an educational institution;
● control over the timely provision of certain categories of students, pupils with additional benefits and types of material support;
● ensuring that in an educational institution of a boarding school the conditions for keeping pupils are not lower than the normative ones;
● creation in an educational institution of the necessary conditions for the work of departments of organizations Catering and medical institutions, control of their work in order to protect and promote the health of students, pupils and employees of an educational institution;
● promoting the activities of teachers' (pedagogical) organizations (associations) and methodical associations;
● coordination in an educational institution of the activities of public (including children's and youth) organizations (associations), not prohibited by law, etc.
An educational institution shall be liable in accordance with the procedure established by the legislation of the Russian Federation for:
● failure to perform the functions within its competence;
● incomplete implementation of educational programs in accordance with the curriculum and schedule of the educational process; the quality of education of its graduates;
● life and health of students, pupils and employees of an educational institution during the educational process;
● violation of the rights and freedoms of students, pupils and employees of an educational institution;
● other actions stipulated by the legislation of the Russian Federation.
Management of state and municipal educational institutions is carried out on the basis of the Law of the Russian Federation "On Education" and Charter of the relevant educational institution. Management is built on the principles of unity of command and self-government. The forms of self-government of an educational institution are the council of the educational institution, the board of trustees, general meeting, pedagogical council, etc.
The direct management of a state or municipal educational institution is carried out by a head, director, rector or other head of the relevant educational institution who has passed the appropriate attestation.
Let's present the main functional responsibilities some heads of educational institutions.
Director of General Education educational institution performs the following functions:
● manages the educational institution jointly with the school council in accordance with the School Charter, the legislation of the Russian Federation, normative legal acts;
● provides state registration schools, licensing of educational activities, state certification and accreditation of schools;
● creates an atmosphere of common understanding and joint formulation of goals, values and objectives, prospects for the development of an educational institution by all participants in the educational process, forms an intra-school pedagogical culture, responsibility for common work and its results. Regulates relations in the team, maintains a favorable moral and psychological climate, encourages and stimulates the creative initiative of employees;
● is responsible to the state and society for compliance with the requirements of protecting children's rights, plans and organizes the educational process, exercises intra-school control, is responsible for the quality and efficiency of the educational institution;
● represents the interests of the educational institution in state and public bodies;
● carries out the selection and placement of the teaching staff of the educational institution, the admission of children to school, dismisses the pedagogical, administrative, teaching and educational and service personnel of the educational institution;
● organizes in in due course rational use budget appropriations allocated to the educational institution;
● coordinates the management activities of his deputies, heads structural divisions schools, distributes functional responsibilities between them;
● approves curricula, educational programs, class schedules, exams, teaching load and work schedules of teachers and technical staff of the school;
● supervises the state of teaching and the results of education and upbringing of students;
● manages activities school pedagogical council ;
● takes measures for the safe operation of buildings, equipment, compliance with internal regulations, labor protection, sanitary and hygienic regime, safety and fire protection;
● together with medical workers organizes activities to improve the health of children and adults, optimize the regime of work and rest;
● ensures timely and correct record keeping, accounting, statistical reporting.
The specified functional duties of the school principal are significantly supplemented in the Charter of the school, depending on the type of school, territorial location, composition of students and characteristics of the teaching staff, the existing system in working with parents and the public, etc.
Deputy directors for educational work responsible for organizing pedagogical process, for the implementation of educational programs and State educational standards; monitor the quality of students' knowledge and their behavior; draw up a class schedule; supervise methodological work in the school.
Describing the main directions management activities It should be noted that in recent years there has been a delimitation of competence between the school and the governing bodies. Schools say:
● increasing the level of autonomy;
● an opportunity to formulate one's mission, strategy, moving from the position of a user of existing control systems to the position of a designer and creator of new systems;
● release of creative energy, innovative potential of educators;
● development of pluralism;
● attraction of qualified specialists from universities;
● obtaining additional sources of financing;
● change in staffing.
These directions are presented in various models of self-government. Along with the traditional bodies of school-wide management (pedagogical council, parent committee, student council), the following have now appeared: the School Council, Board of Trustees, School Strategic Development Development Authority, Board of Founders, Innovation Council, Expert Council, Selection committee(selection), the Scientific and Methodological Council, the Council of Lyceum Students, the Council of Gymnasium Students, the School Parliament, etc. The composition of these bodies in different types of schools and the scale of their activities are not the same, the degree of participation of members and bodies school organization also unequal. But it is these management units that develop and approve the school development strategy.
Developing schools, implementing strategic plans, rebuild the management structure based on the search for a "golden mean" between centralization and decentralization of management. Groups of innovations have been introduced in developing schools, project teams, development groups, expert groups. The introduction of elements in the school management contributes to the process of democratization and humanization of school life, good governance schools, teachers and students.
1. Management of the education system is carried out on the principles of legality, democracy, autonomy educational organizations, information openness of the system of education and accounting public opinion and is public in nature.
2. Management of the education system includes:
1) formation of a system of interacting federal bodies executive power, executive power bodies of the constituent entities of the Russian Federation and local self-government bodies exercising management in the field of education;
2) implementation strategic planning development of the education system;
3) acceptance and implementation government programs Russian Federation, federal and regional programs aimed at developing the education system;
4) monitoring in the education system;
5) information and methodological support for the activities of federal state bodies, executive authorities of the constituent entities of the Russian Federation exercising state administration in the field of education, and local governments exercising management in the field of education;
6) state regulation of educational activities;
7) independent evaluation quality of education, public and public-professional accreditation;
8) training and advanced training of employees of federal state bodies, state authorities of the constituent entities of the Russian Federation exercising state administration in the field of education, local governments exercising management in the field of education, heads and teachers of educational organizations.
3. State administration in the field of education is carried out within the limits of their powers by federal state authorities and state authorities of the constituent entities of the Russian Federation. AT municipal areas and urban districts, management in the field of education is carried out by the relevant local governments.
4. The federal executive authorities exercising state administration in the field of education are the federal executive authority, which performs the functions of developing and implementing state policy and legal regulation in the field of general education, the federal executive authority, exercising the functions of developing and implementing state policy and legal regulation in the field of higher education, the federal executive body exercising the functions of control and supervision in the field of education, as well as federal state bodies that have educational organizations in their jurisdiction.
The development of the education system is determined by the qualitative improvement of management, since it is education management that predicts ways to improve the educational system, the direction of its activities and the quality of education. Legal basis management of education are the Constitution of the Russian Federation (Article 72), the constitutions and charters of the constituent entities of the Federation, the Federal Treaty, international acts (“The Universal Declaration of Human Rights”, “European Convention for the Protection of Human Rights and Fundamental Freedoms”, “Convention on the Rights of the Child” and etc.), federal laws, decrees and orders of the President of the Russian Federation, decrees and orders of the Government of the Russian Federation, regulations on educational authorities, model regulations and charters of educational institutions.
Article 72 of the Constitution of the Russian Federation assigns issues of education to the joint jurisdiction of the Russian Federation and its subjects, which means both joint actions of federal and regional bodies, and shared responsibility. The scope and limits of these powers and responsibilities are established in the Law of the Russian Federation "On Education". System Basics government controlled education in the Russian Federation are defined by the Decree of the Russian Federation of January 9, 1992. In accordance with this Decree, the following system of state education administration bodies has been formed in the Russian Federation:
Ministry of Education of the Russian Federation;
ministries of education of the republics within the Russian Federation;
administrations (main administrations, committees, departments) of education of territories, regions and autonomous formations;
committees (departments) of education of the cities of Moscow and St. Petersburg.
Education management bodies of districts, cities (districts) in the city can be created by decision of local governments.
The named decentralization of education management in the Russian Federation has led to changes in the control subsystems, in the objects of influence, in the content management decisions.
If in the former system of education management, the manager was only the federal level, at which goals were set, tasks were set and their implementation was monitored, then at present, in accordance with the procedure determined by the Law of the Russian Federation “On Education”, the delimitation of the competence of federal state authorities, federal educational authorities and public authorities of the constituent entities of the Russian Federation, there is a gradual redistribution managerial functions between different levels of education management.
The results of the analysis of the relationship between different levels of education management indicate changes in their nature: with an increase in the level of management, the share of direct influences decreases control system to managed and the share of indirect ones increases.
This is the main change in the nature of relations between the levels of education management as a result of the reform of the decentralization of management. The center of gravity in education management is increasingly moving to the regional and municipal levels.
This is explained by the fact that territorial education systems are formed under the influence of processes, the result of which is the emergence of population communities that have and are aware of their interests. The similarity of living conditions is enough common place residence, a variety of forms of social ties objectively determine independent and specific educational interests for each such community.
Success in the realization of these interests depends on many reasons, but first of all on a properly created education management structure, selection of managerial personnel, and distribution of appropriate functions between them.
There can be many options for creating structures for education management bodies. It depends on regional and national characteristics, the socio-economic conditions of the region, the network of educational institutions, the diversity and variability of education.
What is common is that the structure staffing regional educational authorities are approved by the decision of the head of the administration of the subject of the Russian Federation. It also determines the range of issues to be resolved by the governing body, its tasks and functions, and approves the Regulations on the education governing body.
The list of tasks facing the regional education authorities is defined by the Law "On Education". Among them, the most important is the task of ensuring conditions that allow students to receive an education that is not lower than that provided for by educational standards; providing opportunities for students to realize their natural inclinations and abilities in accordance with their cognitive needs and capabilities. The latter is directly related to special education, the relevance of which in modern conditions extremely high.
This is due to a significant increase in the number of children with developmental problems and children with disabilities in particular (there are currently about 2 million such children in the Russian Federation, which is almost 5% of their total number), the emergence of children with complex, complex types of deviations in development, with various forms of mental retardation, children with autism, disorders of the musculoskeletal system, etc. and the need to create for them a special correctional and developmental educational environment that provides adequate conditions and equal opportunities with ordinary children for education within special educational standards, as well as treatment, rehabilitation, correction of developmental disorders, social adaptation.
The complex of these problems should find its solution primarily at the regional level in the form of:
Creation of a regional legislative and regulatory legal framework for the functioning of special (correctional) educational institutions, a system of correctional and developmental education for children with mental retardation and learning difficulties, creating conditions for the development of this category of children, supporting families with a child with disabilities and children - disabled people;
Purposeful work on training specialists to work with children with certain developmental disabilities, improving their skills;
Development of methodological and organizational bases for identifying children with developmental problems and, based on the analysis of data, designing the development of a network of special (correctional) educational institutions;
Creation of prerequisites for the development of a system of psychodiagnostics and prevention of developmental disorders in children from infancy (early intervention);
Management decisions that contribute to the transfer of corrective psychological and pedagogical work into the system before school education;
Organization of conditions for the systematic development of the system of professional training of disabled adolescents and adolescents with developmental disorders, creating conditions for their employment, integration into society;
Quality control of special education, development assistance innovative forms activities in the system of special education, support for rehabilitation institutions of a new type, introduction of the achievements of science and best practices into practice;
Search and development of models of integrated education of children with special needs in a mass school;
Involvement in the work on solving the problems of children with deviations in physical, mental health, intellectual development, regional health authorities, social protection population, employment and employment of the population, public organizations.
The role of the regional level in the management of special education is extremely important for a number of other reasons.
First, as no other field of education, special education is acutely lacking qualified personnel(on average in the Russian Federation, the number of defectologists is only 9% of their required number). Therefore, the organization of a targeted recruitment for defectological faculties of pedagogical universities and universities, the organization of course retraining of personnel on the basis of regional institutes for advanced training of educators (IPK) in accordance with the needs of the region, the creation and coordination of the activities of regional methodological associations of defectologist teachers, assisting them in training and certification is a significant part of the activities of the regional body for the management of special education.
The second feature is as follows. For subjects of the Russian Federation in to a large extent characterized by instability and large qualitative differences in the development and functioning of the network of special (correctional) educational institutions (by type, location, etc.). Traditions that have developed over the years have led to the fact that in a significant number of municipalities there are no educational institutions for teaching children with problems even in intellectual development. And educational institutions for the deaf and hard of hearing, for blind and visually impaired children, for children with severe speech disorders, disorders of the musculoskeletal system in the regions are presented, at best, in single copies. The problem is exacerbated by the fact that all these educational institutions have lost their federal status in recent years, the Ministry of Education of the Russian Federation does not resolve the issues of their staffing. Under these conditions, the regional education authority should in practice ensure that every child with developmental problems has the right to receive an affordable education, timely correction of psychophysiological and cognitive processes. This is achieved by improving and developing the network of special (correctional) educational institutions, staffing them with children only in accordance with the conclusion of the psychological, medical and pedagogical commissions and the consent of the parents, solving the issues of teaching children with developmental problems outside the region, etc.
The variety of types of special (correctional) educational institutions (eight types) creates the third feature of the management of special education at the regional level. It consists in the fact that regional educational authorities, institutions for advanced training of educators become the main organizers and coordinators methodical work in the field of special education of the regions, centers for the generalization and dissemination of best practices, the implementation of advanced pedagogical technologies for special education, innovation, including the formation of a new type of rehabilitation institutions (permanent psychological, medical and pedagogical commissions, centers for psychological, pedagogical and medical social assistance, early intervention centers, etc.).
In the same connection, due to the lack of the necessary qualified personnel (especially scientific) in the municipal educational systems, it is complicated expert review experimental activities, implementation of regional educational programs and standards, etc. Therefore, such work - at the regional level - can be made purposeful, scientifically substantiated and, no less important, quite effective.
And the last. Despite all the specifics, the system of special education is not isolated. It is directly related to preschool, general, additional, primary vocational education. And if in the first three cases it is possible to improve contacts and relationships at work on different levels management, then the establishment of permanent partnerships between special (correctional) educational institutions and institutions of primary vocational education, involving the latter in assisting special (correctional) schools in matters of pre-vocational training, creating conditions for students in the system of special education to receive primary vocational education accessible to them is the prerogative of the regional education authority.
To implement these tasks, special departments (departments) are created within the regional education authorities in accordance with their structure: special education, rehabilitation institutions, special education and social and legal protection of childhood, etc. Regulations on them, functional duties of specialists are approved by order of the head of the regional education authority. Being a structural subdivision of the regional education management body, the named departments (departments) in their work are guided by the current legislation of the Russian Federation and the constituent entity of the Russian Federation in the field of education, resolutions and orders of the Government of the Russian Federation and the regional administration, regulatory legal documents of the Ministry of Education of the Russian Federation, regulations on the regional educational authority. Professionals involved in the management of the special education system should know and be able to apply in practice:
"Convention on the Rights of the Child" (UN);
the Constitution of the Russian Federation;
Law of the Russian Federation "On Education" as amended by Federal Law No. 12-FZ dated January 13, 1996;
Fundamentals of the legislation of the Russian Federation on the protection of the health of citizens;
Law of the Russian Federation "On Psychiatric Care for the Population";
Family Code of the Russian Federation;
Decrees of the President of the Russian Federation: “On measures to create an accessible living environment for the disabled” dated 02.10.92 No. 1156; “On measures for vocational rehabilitation and employment of disabled people” dated 25.08.93 No. 394; "About scientific and information support problems of disability and the disabled” dated December 27, 1992, No. 802; "On the prevention of neglect and delinquency of minors, the protection of their rights" dated 06.09.93 No. 1338;
Decree of the Council of Ministers of the RSFSR dated May 24, 1991 No. 278 “On measures to improve the work of special educational institutions for children and adolescents with disabilities in physical or mental development”;
Decree of the Council of Ministers of the RSFSR dated June 20, 1992 No. 409 “On urgent measures for the social protection of orphans and children left without parental care”;
Model regulations on educational institutions approved by the Government of the Russian Federation;
Normative legal documents of the Ministry of Education of the Russian Federation on issues of special education.
Generally speaking, it is the specialists of the regional education authority who oversee the issues of special education that in practice implement the four main functions of managing education in general and special education in particular. These include:
management- constant work to maintain the internal conditions of operation existing system special education in the region;
organization- ensuring the constant compliance of the system of special education in the region with the changing external and internal conditions of its functioning;
administration- construction of new elements (norms of functioning) of the system of special education in the region;
control- forecasting the new framework of the system of special education, changing its current state in accordance with the trends in the development of special education in the Russian Federation, the demands of society, the demand for certain special (correctional) educational services.
Departments (departments) of special education of regional educational authorities are called upon to implement the state policy in the field of special education of children with developmental disabilities and children with disabilities; ensure the implementation of federal and regional targeted programs aimed at social support and rehabilitation of children and adolescents in need of state assistance and protection; to carry out the development of regional systems of social and psychological, medical and pedagogical rehabilitation of children in need of it.
In practice, this is achieved through:
development of legislative acts (introduced to the legislative body by the administration of the region), resolutions and orders of the administration of the constituent entities of the Russian Federation, normative legal documents regional department of education, which determine the main approaches to the implementation of the goals of special education in the region and eliminate the gaps in federal legislation in this area;
implementation of constant monitoring of the implementation of legislation in the field of special education by objects of the educational process, the implementation of regulatory legal assistant professors, curricula, state educational standards, which is implemented with a comprehensive (frontal) "teaching of the management activities of municipal bodies of etching by education, attestation of special (correctional) educational institutions, conducting thematic inspections and other inspection activities;
permanent job on the analysis of the situation related to meeting the needs of the population of the region in special (correctional) educational services on the basis of data from psychological, medical and pedagogical commissions, requests and proposals from public organizations (especially those related to the life of disabled people), parent associations, appeals from individual citizens, the results of the work of special (correctional) educational institutions and other institutions (rehabilitation of the education system, and also on the preparation of proposals for consideration at the boards of the regional department of education, meetings with the head of the regional department of education (industrial, apparatus), meetings with heads of municipal education authorities, meetings of councils of heads of special education institutions, scientific and methodological councils for special education, etc. .;
assistance to municipal educational authorities in matters of timely detection, diagnosis, psychological, medical and pedagogical rehabilitation of children and adolescents with disabilities in physical and mental development, by increasing the competence of specialists of municipal management structures in matters of special education, conducting scientific and practical conferences, meetings, seminars on topical issues correctional pedagogy, the introduction of new forms and methods of teaching and educating children with developmental problems, giving a positive result;
licensing, certification (is the competence of the regional department of education), accreditation of special (correctional) educational institutions;
carrying out work on the acquisition of state special (correctional) educational institutions;
determining the need for personnel of teachers-defectologists, teachers-speech therapists and coordinating on this basis the work of pedagogical institutes and universities of the region, the institute for advanced training of educators in training, retraining, and advanced training of teachers of narrow specialties;
organization of work (together with the IPK) on certification of heads of special (correctional) educational institutions, teachers-defectologists, teachers-speech therapists for higher qualification category, and in the presence of state institutions of special education, the absence in municipalities of specialists of the required level of qualification, and for the first qualification category;
implementation of measures aimed at developing the service of practical psychology of education, psychological, medical, pedagogical and diagnostic service, creation of rehabilitation centers for disabled children.
Special place in the activities of regional education authorities, it occupies control as one of the four main management actions (along with planning, organization, leadership). Whatever the interpretation of certain articles of the Law of the Russian Federation "On Education", it is necessary to understand that only control makes the management of the development of special education in the region tangible, only control allows you to carry out the necessary correction, coordination, regulation in the work. This follows from the theory and evidence-based practice of management: management actions are a closed cycle, an interconnected closed system. When any part is removed from this cycle, from the system, the latter is destroyed, ceases to exist, since management (due to lack of control) becomes blind, and the development process becomes unmanageable.
In practice, control is carried out in the course of inspection and certification of educational institutions.
Under inspection is understood as the conduct by the regional education department of inspections, observations, surveys carried out in the order of supervision and control within its competence over compliance municipal government education, subordinate educational institutions and their officials of the legislation and other regulatory legal acts of the Russian Federation and the subject of the Russian Federation in the field of education.
The objectives of the inspection are:
implementation of the principles of state policy in the field of education;
ensuring the constitutional rights of citizens living in the territory of a constituent entity of the Russian Federation to education;
compliance with state educational and minimum social standards, standards in the education system of the subject of the Russian Federation;
execution of normative legal acts regulating the activities of educational authorities and educational institutions;
protection of the rights and freedoms of participants in the educational process;
improvement of the education quality management system (formation of conditions and learning outcomes);
analysis and forecasting of trends in the development of the education system of the subject of the Russian Federation and its components.
When inspecting in the form of supervision, the activities of the heads of municipal education authorities and subordinate educational institutions are checked in order to establish the legitimacy of their actual actions in the implementation of legislative norms of direct action or the compliance of the issued regulatory legal acts with the current legislation in the field of education in general and special education in particular.
When inspecting in the form of control, the results of the activities of municipal educational authorities and special (correctional) educational institutions, their officials in order to establish the implementation of legislation and other regulatory legal acts, to study the consequences of making managerial decisions in the field of special education. The methods of inspection control are: documentary control, examination, examination, questioning, questioning of participants in the educational process, control sections of the assimilation of educational programs, etc.
Inspection can be carried out in the form of scheduled, operational inspections, monitoring.
Inspection as scheduled inspection is carried out in accordance with the work plan of the department of special education, correlated with the work plans of other departments of the regional education department, which ensures periodicity and eliminates irrational duplication in the organization of inspections.
Operational inspection is carried out in order to establish and verify information about the violations indicated in the appeals of citizens and organizations, in the event of conflict situations etc.
Of particular relevance for specialists of the regional education department is inspection in the form of "monitoring", which involves constant monitoring of the normalized activities of special (correctional) educational institutions, the collection, systematization, analysis, accumulation and updating of information about the activities of the special education system, without which it is impossible to adopt timely, legal and effective management decisions.
As a rule, inspection is carried out by specialists of the regional department of education, who must have the appropriate qualifications in the field of correctional pedagogy and management, and their official duties should include inspection functions. However, third-party (competent) organizations and specialists may be involved as experts.
Inspection checks can be complex (two or more areas of activity are being studied), thematic (one area of activity is being studied), frontal (all normalized activities are being checked). In terms of duration, thematic, comprehensive checks should not exceed 5-10 days, frontal - two weeks.
The competence of the department of education of the subject of the Russian Federation in the implementation of inspections in the field of special education includes:
1. Control over the execution of those normative value provisions:
the Law of the Russian Federation "On Education", the laws of the subject of the Russian Federation in the field of education;
decrees of the President of the Russian Federation in the field of education and the creation of conditions, living environment for children in need of special support from the state and children with disabilities;
resolutions and orders of the Government of the Russian Federation, the head of the regional administration in the field of education of children with special needs and their social and legal protection;
normative legal acts of the Ministry of Education of the Russian Federation on issues of special education.
2. Control over compliance with federal legislation and legislation of the constituent entity of the Russian Federation:
regulatory legal acts of managers municipalities and their educational authorities;
constituent documents of special (correctional) educational institutions and other institutions for the rehabilitation of children and adolescents of the education system;
local acts of municipal education authorities and subordinate educational institutions on issues of special education.
3. Control over the results of the activities of municipal educational authorities on the following issues:
observance of the rights of citizens to education and the creation of the necessary correctional and developmental environment for children and adolescents in accordance with their needs;
implementation of the provisions of the regional program for the development of education and targeted programs (“Disabled children”, “Orphans”, etc.), in which the regional education authority is a participant;
compliance by subordinated special (correctional) educational institutions with the control standards and indicators specified in the annex to the license;
compliance with regulatory requirements for student health, sanitary regulations maintenance of educational institutions;
ensuring social rights and guarantees for children in need of state assistance.
The Department of Education of a constituent entity of the Russian Federation, as a founder of state institutions of special education, has the right to inspect the activities of educational institutions established by it on the following issues:
the use of financial resources allocated by the Department of Education of a constituent entity of the Russian Federation for the maintenance of an educational institution, as well as financial resources received by an educational institution from other sources;
the safety and efficiency of the use of property located in operational management an educational institution, including on the terms of the lease of buildings, premises, structures and other property;
the results of the activities of the head of the educational institution;
compliance with other requirements established by the charter and other founding documents educational institution.
According to the results of the inspection, issued in the form analytical reference, memo, report, depending on its form, goals and objectives, taking into account the real state of affairs, board meetings can be held, pedagogical councils, production and working meetings with the teaching staff, meetings of the heads of special (correctional) (educational institutions), orders are issued, letters and other inspection materials are sent to the competent authorities, decisions are made on re-inspection or (bringing to disciplinary responsibility of officials, etc.
The form of state-public control over the quality of education is certification of educational institutions. Without disclosing the very procedure and content of certification in this chapter, we note once again that in accordance with Art. 33 of the Law of the Russian Federation “On Education” as amended by Federal Law No. 12-FZ of 13.01.96, taking into account the Decree of the Government of the Russian Federation of 12.03.97 No. 288 “On Approval of the Model Regulation on a Special (Correctional) Educational Institution for students, pupils with developmental disabilities” it is held by the state (regional) department of education once every five years. In accordance with this, the issues of organizing the certification of special (correctional) educational institutions require constant attention from the regional department of education and its specialists in the form of planning this activity, developing special test tasks, control and qualifying works, summarizing certification materials, identifying emerging trends and problems in the field of special education, making adequate managerial decisions, encouraging and disseminating identified pedagogical experience and progressive pedagogical technologies. Of no small importance in this regard is the problem of selecting and training an appropriate circle of experts (depending on the type of correctional educational institutions), since when certifying special (correctional) educational institutions, along with general questions attestation (completeness of the implementation of basic educational programs, the maximum volume study load students, compliance of the content, level and quality of training of graduates with state educational standards, etc.) purely specific issues should also be studied: the organization of correctional and treatment-and-prophylactic work, labor and social training, the compliance of educational programs being implemented with the possibilities of psychophysical development and the state of health of pupils .
One of characteristic features The current state of education in the Russian Federation lies in the fact that many educational institutions are moving into development mode, organizing experimental sites, filling gaps in pedagogical theory with evidence-based practice, and looking for new effective ways to organize the educational process. These trends are also characteristic of special education. On the one hand, the existing approaches to the development of children with special needs are analyzed from new positions, on the other hand, there is a search for more advanced this moment system solutions.
Educational institutions of a non-traditional type are emerging, in which educational organizers are trying to solve the problem of guaranteeing rights and coordinating measures to improve the social, organizational and cultural environment of children and adolescents with disabilities. The functions of the specialists of these non-traditional correctional and educational institutions include: diagnostics, development of teaching aids for teachers, monitoring, counseling, psychological training, work with parents of disabled children, etc. The end result of their activities is the creation of conditions for the development of the personality of children and adolescents with disabilities different kind and degree.
From the point of view of revising the subject-centric orientation of special education, changes are being made to the curricula and programs of special (correctional) educational institutions. The subject of study is not only basic concepts, but also moral concepts, moral relations as a psychological and pedagogical phenomenon.
Formation market relations enhances the importance of the system of training graduates of special (correctional) educational institutions for work. Therefore, the process of determining new ways of pre-professional and labor training presupposes not only a high level of professional competence, but also a certain degree of adaptation of a disabled teenager in a new socio-economic situation.
All this deserves a deep analysis, the formation of new areas of activity and from the side of the regional education authorities, that the regional education authorities have great opportunities to involve scientists involved in the problems of special pedagogy and psychology, methodologists-practitioners, uniting them into creative groups, laboratories to solve certain problems, connecting them to the expertise of innovations, developing ways to develop and improve the system of special education.
In recent years, one of the forms of public participation in managing the development of special education in the regions has become scientific and methodological (methodological) councils on correctional and pedagogical problems of special education, created under the regional education authorities.
They may include scientists, heads of educational institutions, experienced practicing teachers, representatives of public health and social protection authorities, specialists in the main areas of special (correctional) pedagogy and special psychology. The composition of this council and the regulation on it are approved by the head of the education department of the constituent entity of the Russian Federation. Proper organization The work of the council can provide significant assistance to the regional department of education in matters of:
Forecasting the ways of development and improvement of the system of special education in the region;
Planning and coordinating the development of scientific, software and methodological support for correctional and pedagogical activities in the region in the field of preschool and school education; development and approbation of programs for a comprehensive differentiated psychological, medical and pedagogical examination of children and adolescents, content and organizational components of programs;
Expertise and support of experimental sites and copyright programs, authors innovative technologies in the field of special (correctional) pedagogy;
Scientific and methodological consulting of heads of special (correctional) educational institutions on the problems of special (correctional) pedagogy and special psychology;
Facilitating the continuity of preschool and school education for children with developmental problems.
The education system in the Russian Federation is:
- a set of successive educational programs, state educational programs and state standards of various levels of focus;
- networks of educational institutions of various organizational and legal forms, types and types that implement them;
- educational authorities and their subordinate institutions and organizations.
Education management functions are performed by various state and municipal bodies.
The legislation of the Russian Federation refers to the state educational authorities:
- Government of the Russian Federation;
- federal (central) educational authorities;
- federal departmental educational authorities;
- state authorities of the constituent entities of the Russian Federation.
within the competence of state educational authorities in without fail, according to Art. 37 of the Law of the Russian Federation "On Education" of 1996, includes:
- development and implementation of targeted federal and international programs in the field of education;
- development of state educational standards and establishment of equivalence (nostrification) of education documents;
- state accreditation of educational institutions, promotion of their public accreditation;
- establishing the procedure for attestation of teaching staff of educational institutions;
- formation of the structure of the education system; development of lists of professions and specialties for which vocational training and vocational education are conducted;
- direct financing of the activities of educational institutions established by them;
- creation public funds stabilization and development of the education system;
- development of state standards for financing educational institutions, as well as the material and technical security and equipment of the educational process;
- forecasting the development of a network of educational institutions, preparing proposals for the allocation of targeted subventions from the federal budget for the development of education in the regions;
- control over the implementation of the legislation of the Russian Federation in the field of education, state educational standards, budgetary and financial discipline in the education system, etc.
Powers of the Government of the Russian Federation in the field of education.
Within the framework of the functions of state bodies in the field of education defined by law Government of the Russian Federation ensures the implementation of a unified state policy in the field of education, the development and improvement of general and vocational education, the development of a free education system (Article 17 of the Law "On Government"). The powers of the Government of the Russian Federation in the field of education are also determined by the law "On Higher and Postgraduate Professional Education" of 1996.
These include:
- participation in the development and implementation of policies in this area;
- preparation of relevant sections of the Federal Program for the Development of Education and control over its implementation;
- finalization of draft laws and adoption, in accordance with the laws, of normative acts that determine the functioning of the system of higher and postgraduate professional education;
- establishing the procedure for licensing the activities of higher educational institutions, their certification and state accreditation;
- determining the procedure for the development, approval and introduction of state educational standards for higher and postgraduate professional education;
- determination of the procedure for establishing a list of areas of training (specialties) of higher and postgraduate professional education, etc.
Exercising the powers determined by law, the Government of the Russian Federation approved the Regulations on the Ministry of Education of the Russian Federation of March 24, 2000, the Regulations on state accreditation of a higher educational institution of December 2, 1999, the State educational standard of higher professional education, model provisions on the establishment of primary vocational education, on general education institution, on an educational institution of secondary vocational education (secondary specialized educational institution), on an educational institution of higher vocational education (higher educational institution) of the Russian Federation, etc.
Ministry of Education of the Russian Federation.
The federal state body specially formed to manage education in the Russian Federation is the Ministry of Education of the Russian Federation (Ministry of Education of Russia). It is called upon to conduct state policy, manage and coordinate the activities of other federal executive bodies in the field of education, scientific and scientific-technical activities of institutions of higher professional education, training and certification of scientific and scientific-pedagogical personnel of the highest qualification.
The Ministry of Education, as the central federal body for managing education, solves a whole range of specialized tasks, including:
- implementation of state policy in the field of education, ensuring the necessary conditions to implement the constitutional right of Russian citizens to receive education and meet the needs of the state and society in skilled workers;
- development of a system for managing and coordinating research and development work in educational institutions and organizations of the education system;
- implementation of the state personnel policy in education and scientific activity educational institutions;
- development and approval of federal requirements for the content of education;
- creation of a system for evaluating the activities of educational institutions;
- improvement of the organizational and economic mechanism for the functioning of the education system;
- implementation of informatization in the field of education;
- ensuring the legal regulation of relations in the field of education;
- organization of state certification of scientists and specialists of scientific organizations and scientific departments of higher educational institutions.
In accordance with the tasks assigned to it, the Ministry of Education of Russia implements numerous specialized functions.
The Regulation on the Ministry of Education of the Russian Federation defines 75 of its functions, in particular:
- it implements federal targeted programs in the field of education;
- carries out complex analysis and forecasting trends in the development of education;
- acts as a founder and exercises the powers of the founder in relation to the educational institutions and organizations under his jurisdiction;
- annually establishes for the educational institutions under the jurisdiction of the Ministry of Education the target figures for the admission of all categories of students, total number students accepted for education at the expense of the federal budget, and the structure of their admission; considers and agrees on the number of citizens accepted for training in state institutions primary, secondary, higher and postgraduate professional education at the expense of the federal budget;
- establishes the procedure for the admission of citizens to state institutions of secondary and higher professional education and the transfer of students from one educational institution to another;
- determines, within its competence, a list of educational and educational literature for educational institutions that ensures the implementation of the federal components of state educational standards, develops and approves long-term and short-term programs for the production of educational and educational literature, technical and other teaching aids;
- participates in the development of the implementation of the state financial, tax, investment and innovation policy in the field of education; carries out the development and control over the implementation of state standards for the material and technical support of the educational process in state educational institutions.
The functions of the Ministry also include the assignment of the academic title of professor, associate professor to scientific and pedagogical workers of educational institutions of higher additional professional education and the academic title of professor to scientists of scientific institutions and organizations.
It creates voluntary councils for the defense of doctoral and master's theses (dissertation councils), controls their activities, approves the personal composition of the councils and establishes lists of scientific specialties for which they are granted the right to accept dissertations for defense. The Ministry awards, in accordance with the established procedure, scientific and scientific-pedagogical workers scientific degrees, selectively checks attestation cases and dissertations of applicants for the degree of candidate of sciences. It can hear the reports of the heads of dissertation councils in order to study and generalize the experience of their work.
In order to implement its functions, the Ministry of Education has the right to issue, within its competence, including jointly with other federal executive bodies, normative legal acts in the form of orders, orders, rules, instructions and regulations that are binding on all federal executive bodies, in which are in charge of educational institutions, by the executive authorities of the constituent entities of the Russian Federation, educational institutions and organizations under the jurisdiction of the Ministry, to give explanations on them.
It has the right to inspect, within its competence, on the territory of the Russian Federation, any educational institutions, any educational authority in the exercise of supervision. The Ministry has been granted the right to request, in accordance with the established procedure, from federal executive authorities, executive authorities of the subjects of the Federation, local authorities of educational institutions and organizations, regardless of their legal form and departmental affiliation, information, materials and documents necessary for the implementation of the tasks assigned to the Ministry.
In order to carry out its functions, it can create scientific, scientific, technical and other councils and commissions, temporary scientific (creative) teams, expert and working groups to address issues of the development of education and scientific activity under the established procedure under the Ministry.
The head of the Ministry of Education of Russia is the Minister, who manages the Ministry on the basis of unity of command and bears personal responsibility for the fulfillment of the tasks and functions assigned to the Ministry. He heads the collegium of the Ministry, which includes ex officio deputy ministers, as well as heads of structural subdivisions of the central office of the Ministry, leading scientists, specialists and public figures.
The collegium is an advisory body, its decisions are formalized in protocols and implemented, as a rule, by orders of the minister. The Higher certifying commission Ministry of Education of the Russian Federation.
The Minister of Education, as the head of the Ministry, submits to the Government drafts of legislative and other regulatory legal acts on issues within the competence of his department; approves the statutes of educational institutions under the jurisdiction of the Ministry and, in accordance with the established procedure, approves and dismisses the heads of these institutions. He issues orders, directives, gives instructions that are binding on employees of the Ministry and educational institutions and organizations under its jurisdiction; approves the structure and staffing of the central office of the Ministry, approves regulations on its structural divisions, etc.
The Ministry has more than thirty structural divisions that ensure the implementation of its main tasks and functions. They include departments (departments of higher professional education, secondary specialized vocational education, education development departments, licensing, accreditation and attestation departments, etc.), departments (of educational programs and standards of general education, state attestation of scientific and scientific and pedagogical workers, etc.) , departments (nostrification, informatization of educational institutions, a special department, etc.).
The Ministry of Education of the Russian Federation carries out its tasks and functions in cooperation with departmental state educational authorities and educational authorities of the constituent entities of the Federation.
Federal departmental educational authorities.
The group of these bodies includes ministries and departments that have sectoral educational institutions in their jurisdiction and create specialized subdivisions (main departments, departments, departments) in their structure to manage them. Sectoral educational institutions (military, medical, legal, musical, agricultural, etc.) train specialists mainly for one industry. Such specialized educational institutions have the Ministry of Defense, the Ministry of Internal Affairs, the Federal Security Service, the Ministry of Foreign Affairs, the Ministry of Justice, the Ministry of Health, etc.
The competence of these ministries and departments includes issues of planning the training of specialists, the procedure for appointing or electing the heads of these institutions, the procedure for their financing and other types of support, the procedure for admitting and enrolling citizens in these institutions, etc. At the same time, for all these departments, the legal acts of the administration of the Ministry of Education of the Russian Federation concerning the content side of education are binding.
State administration at the level of subjects of the Federation is carried out by their executive authorities of general and sectoral competence. The bodies of sectoral competence include: in the republics - ministries or committees, in other subjects - departments, main departments, departments of education. These bodies are not directly included in the system of bodies of the Ministry of Education, but the appointment of their heads is carried out in agreement with the Minister of Education.
The competence of the educational authorities of the constituent entities of the Federation includes:
- implementation of federal state policy in the field of education;
- development and implementation of regional programs for the development of education, taking into account national, regional features, development and approval of national and regional components of state educational standards;
- creation, reorganization and liquidation of educational institutions subordinate to them;
- licensing of educational institutions (with the exception of universities);
- organization of the publication of educational literature, development of exemplary curricula and programs of courses, disciplines;
- ensuring compliance with the legislation of the Russian Federation in the field of education and monitoring the implementation of state educational standards;
- publication of normative documents within its competence, etc.
In order to specify the main tasks of the Federal Program for the Development of Education, put into effect federal law dated April 10, 2000, the bodies of the subjects of the Federation adopted the relevant regional programs that take into account the socio-economic, cultural, national and other characteristics of a particular region. As part of the implementation of these programs and state policy in the field of education, executive authorities in the subjects of the Federation closely cooperate with the Ministry of Education of the Russian Federation.
This interaction is carried out in several directions..
Firstly, through the formation of coordination plans for annual joint actions of the Ministry of Education and the executive authorities of the subjects of the Federation, as provided for by the Federal Program.
Secondly, through the provision of methodological assistance by the Ministry of Education of the Russian Federation in normative work. Thus, in order to increase the effectiveness of control over compliance by education authorities, the Ministry of Education developed an Approximate regulation on the inspection activities of the education administration of a constituent entity of the Russian Federation, Sample instruction about the procedure for inspection, etc.
Thirdly, an important form of interaction is the activity under the Ministry of the Council of Heads of Educational Authorities of the Subjects of the Russian Federation, which performs advisory and coordinating functions.