Using the opportunities of social partnership in education. Social partnership in the field of education - types, tasks

The term “social partnership in education”, as well as the activity itself, received full recognition in modern Russia several years ago. Few doubt that education is one of the most significant values ​​in society. However, everyone also knows that society is heterogeneous, and, therefore, partnerships are not always possible between education and various sectors of society. I would like to introduce you to the experience of the work of the children's creativity center of the city of Serdobsk in solving the problems of social partnership, and this today, perhaps, is one of the few ways to preserve the system of additional education, and directly each taken UPOD, in their social and historical mission, occupied a niche in market of educational services, social significance in the entire structure of existing interactions.
An assessment of the experience of interaction showed that social partnership helps to direct resources to the development of joint activities of any educational institutions, their social self-organization and self-government, regardless of their type and type. It attracts society's resources for the development of the educational sphere. It helps to accumulate and transfer life experience of both the educational community and its partners to form among community members the ability for long-term survival in the educational services market. Social partnership allows you to act effectively and successfully, keeping in mind a priority perspective common to all partners, effectively coordinating joint activities with a clear understanding of your responsibilities. These activities provide the most effective and cost-effective assistance to community members in need who participate in the partnership, while remaining different and recognizing the differences of individuals and organizations.
Opportunities for the development of education in Russia through partnerships are built on the following mechanisms: openness and cooperation, emphasis on development, communication and exchange of ideas; developed educational philosophy and approach to community development; an opportunity for local residents, socially active educational institutions of all types and types, local organizations to become active partners in solving problems in education and the community; presenting parents with the opportunity to become a “good travel companion” on their child’s educational route; collaboration with volunteers to increase the number of services provided in the community.
MOUDOD CDT is an open social and pedagogical system that closely interacts with all types of educational institutions of the city, region, public institutions, and families of students. The market for additional educational services in Serdobsk is quite saturated and competition between institutions is high. In the city, cultural institutions (children's art and music schools, the City House of Arts, houses of culture), sports (3 children's sports schools), and education (a center for additional education for children, a station for young naturalists) operate successfully in this area. All of them, to one degree or another, provide variable multi-level education.
Currently, the teaching staff of the children's creativity center cooperates with more than 40 different organizations in our city.
Involving the public in managing the development of education is a task outlined by the presidential program “Our New School”, one of the goals of which is the creation of a qualitatively new level of relations, interaction in solving problems of educational development among a range of stakeholders capable of reaching a constructive agreement and developing a unified educational policy.
Changes in socio-economic life that have occurred in recent decades have led to significant changes in the education system and the institution of the family. The scope of additional education has expanded. All this provided the family with real opportunities to choose the type of educational institution and the range of educational services it provides.
The parent community today proposes to build relations between family and educational institution at the level of social partnership. These are educational services that comply with the social order for the education of children. We conduct monitoring among parents throughout the year. We analyze the composition and structure of families of studying children. It turns out that the overwhelming majority are interested in children receiving high-quality additional education, upbringing and development, and further continuing their education in educational institutions of higher and secondary vocational education.
In this regard, new associations were opened at the children's creativity center: “School of Young Entrepreneurs,” where teenagers receive knowledge in law, accounting, and economics; "Lawyer", "Young Programmer"; associations of journalists “Trying the Pen” and “Light Pen”.
Cooperation with general education institutions based on the integration of general and additional education makes it possible to create a unified educational environment at school and bring additional education services as close as possible to the student. It allows you to optimize the use of the material base of partner institutions, develop it in a targeted manner, implement the program-methodological and organizational-methodological potential of institutions as effectively as possible, coordinate the educational process at all levels of interaction, making it more mobile and student-oriented. The importance of such cooperation in the context of the implementation of a new educational concept with modern tasks of specialized, developmental training and socialization during the transition to a competency-based approach in organizing the educational process cannot be overestimated! In schools in the district, this cooperation allows not only to meaningfully organize leisure and employment in the countryside at a higher level, but also allows for the organization of pre-vocational training and the implementation of professionally oriented programs. Of the 1,600 students at MOUDOD CDT, only 700 students are currently studying in 9 schools in Serdobsk and Serdobsky district.
In order to provide effective assistance to the family in raising a harmoniously developed personality, capable of adapting to the changing conditions of society, establishing relationships of trust and cooperation between the family and the educational institution, the “Family World” program was created, which is aimed at creating conditions for cooperation between children and adults.
The teaching staff today is looking for any opportunities and means to help the family, provide psychological and pedagogical assistance, and teach how to raise a child. To educate without the appropriate knowledge, guided only by blind instinct, means risking the future of a growing person. Therefore, teachers study themselves and share their knowledge with parents. After all, no matter what parents do, no matter what their specialty is, they are always educators of their children.
It is important for us to achieve an active life position of parents, to make them want to get to know their child, to evaluate their relationship with him. And we use many forms and ways that have been tested by practice and time. These are parent meetings, but they take place in the form of gatherings and conversations “Let's think together”, “CDT, family, society”; parent-teacher councils; trainings, discussions, round tables. Parents discuss during the “Commonwealth” lecture classes, participate with their children in socially significant activities such as improving the building, collecting research material, etc.
Parents hope that the center will teach their child not only to dance, sing and design. They want their children to develop sustainable, creative interests, which will help them in choosing a profession in the future.
Joint recreation and family holidays are enthusiastically accepted by children and their parents. The partnership nature of relationships brings adults and children closer together, making them allies in creative work.
The main result of the interaction of this chain “Child-family-teacher” is the final result. Parents finance and go with their children on trips to regional and All-Russian competitions, exhibitions, and competitions. They purchase dance costumes, video equipment, and provide financial assistance in renovating practice rooms.
The role of the institution of additional education is great in organizing the information that bombards the child from the media: radio, television, the Internet. By organizing work to shape the aspirations and interests of children, interacting with local press organs, local television, we effectively solve the problems of educating the general culture of young citizens, their attitude to the world, to themselves, and the results of their creative activity.
Our teachers and students actively use thematic pages of the newspapers “Serdobskie Novosti”, “Alliance”, “Lyubimoya Gazeta”. But the most tireless correspondents are activists of journalist associations (based on Municipal Educational Institution Secondary School No. 10 and Municipal Educational Institution Lyceum No. 2). Their materials about the life of children's associations are constantly published on the pages of school publications “Ten” and “Lytseist”. In addition to collecting and disseminating information, publishing materials about events at the Moscow Educational Inspectorate for Children and Children, young correspondents participate in socially significant projects. For example, the “Firebird” project to create a regional children’s and youth newspaper was presented at the regional stage of the All-Russian action “I am a Citizen of Russia”. As a positive trend, it can be noted that teachers themselves began to actively promote their experience of working with children and look for new forms of cooperation with the media. Thus, the city is forming an effective system of informing citizens about problems in children and youth. This allows not only to solve the problems of education and socialization of students, but also to actively promote their “product” in the market of educational services and solve the image problems of UPSC.
Cooperation with educational and public institutions develops most actively and productively during the period of preparation for mass events: “Let's join hands, family!”, “Successful family”; socially significant causes: actions in support of children with disabilities “Kind Heart” and “Lend a Hand to a Friend” (this action took place during October, where the teaching staff involved social services, the administration of the Serdobsky district, and individual entrepreneurs); scientific and practical conferences “Economic education of adolescents”, held jointly with teachers of the Serdobsk multidisciplinary and agricultural technical schools.
The Center for Children's Creativity has been collaborating with the Kirsanov College of Civil Aviation for many years. We understand this educational partnership as cooperation between absolutely equal partner institutions and as a constructive unification of teachers around one big cause - creating conditions for a young person to acquire a profession, making an informed choice with a sense of conscious responsibility, realistically assessing their potential and prospects for social and professional integration in modern society. All aspects of interaction are stipulated in agreements on joint activities. This gives our graduates an advantage when entering major specialties at this educational institution.
For many years, our teachers have been working with children with disabilities. They develop and implement new programs for the social adaptation of children through their creative activities. Now 6 teachers of the Center work with such children at home, collaborating with a psychologist, social service - the Center for Social Protection, and parents.
The result of this great painstaking work is the performance and victory of children with disabilities at regional competitions, the “Under the Sail of Hope” festivals, and the All-Russian children's creativity competition “Open Heart”. And most importantly, children develop a desire for life, self-confidence, self-realization, and the fact that they are not alone. High results of socialization of such children can be achieved when they, studying in the same group with healthy children (in some cases, indicating leadership positions), achieve success in festivals and competitions without a “discount” on the level of health.
Of course, the introduction of new state educational standards (FSES) in secondary schools will make significant adjustments to the entire system of interactions in the Russian market of educational services. And in this regard, we hope that the existing experience of social partnership will allow institutions of additional education not only to survive, but also to develop in the modern market of educational services in accordance with the expectations of society and the state.

according to the educational program of additional professional ABSTRACT education “Modern educational management. The principle of public and public management in education” “The phenomenon of “social partnership” in education” on the topic:

Table of Contents Table of Contents................................................... ........................................................ .............2 Introduction................................... ........................................................ ..........................3 1 Features of social partnership in education.................. ........................5 2 Types and essence of social partnership at school.................. .......................11 Conclusion......................... ........................................................ ..................................18 List of used literature................. ........................................................ .....19 2

Introduction The progressive school is increasingly becoming a full-fledged component of the social sphere of society. It now displays the characteristic indicators of modernity; broad abilities for the personal implementation of a person’s professional and other choices and needs; the growing role of the subject in ensuring their own interests and abilities, the diversity of activity models. The main task of the progressive school is the formation of a person’s worldview, a broad system of his views on the world of people and phenomena as the basis of external and internal culture. A worldview is formed not so much through the transfer of cultural skills from one generation to another, but through the acquisition of social and moral (diverse real) experience by a growing person. The solution to this problem depends on many reasons, namely on the development of the possibility of active sociocultural adaptation. When studying the development program, scientists were faced with the problem of a political and legal culture that had not been formed in children. Pedagogical practice shows that schoolchildren do not have a specific life position or skill in interacting with the outside world. When determining the goal of the program, it should be taken into account that we need to create a set of measures that will allow students to develop a value-based attitude to the world and social experience. The purpose of the work is to study the phenomenon of “social partnership” in the field of education, and in particular, schools. 3

Based on the foregoing, the following work objectives were set: to study the features of social partnership in education; analyze the types and essence of social partnership in school. The structure of the work consists of an introduction, main part, conclusion and list of references. 4

1 Features of social partnership in education Modern trends in socio-economic development associated with the emergence of new labor markets, globalization of the economy, transformation of traditional formats of using labor resources, wider use of intellectual and information technologies, focus on the development of human capital, intensify the processes of creation and support in various areas of social partnership systems. This concept was initially used only in sociology and economics, describing the process of interaction between workers and employers; therefore, authorities, business representatives and trade union organizations were put forward as the main partners. Currently, increasingly, this phenomenon is being considered more broadly and is presented as a complex, multifaceted social process, where jointly distributed activities of social elements represented by representatives of various social groups are carried out, the result of which are positive effects accepted by all participants in this activity. In this logic, social partnership is a certain type of interaction of subjects united by common efforts, ways of solving pressing problems of joint life, aimed at maximum coordination and realization of the interests of all participants in this process. Partnership ensures that subjects overcome differences in their understanding of methods for solving common problems, harmonize social relations, prevent conflicts, harmonize and increase the effectiveness of actions. 5

Social partnership is a productive cooperation of all subjects of development of the territory for its sustainable socio-economic development and concomitant improvement in the quality of life of the population, improvement of social and industrial infrastructure, the system of municipal government and local self-government and personal freedom. By considering social partnership in a broader context, one can obtain a significant tool that allows one to design, test and install a new, modern education system that meets the requirements of the time. In the context of educational policy, “social partnership is interpreted as: a special type of interaction of educational institutions with subjects and institutions of the labor market, state and local, aimed at authorities, public organizations, maximum coordination and implementation of the interests of all participants in this process; a special type of joint activity between subjects of the educational process, characterized by trust, common goals and values, voluntariness and long-term relationships, as well as recognition of the mutual responsibility of the parties for the result of their cooperation and development. According to I.M. Remorenko, social partnership in relation to education should be understood as: partnership within the education system between social groups of a given professional community; a partnership into which education system workers enter into contact with representatives of other spheres of social reproduction; 6

a partnership that is initiated by the education system as a special sphere of social life that contributes to the formation of civil society. At the present turn, the role of education in Russia is determined by the tasks of its transition to a democratic and rule-of-law state, to a market economy. A developing society needs modernly educated, enterprising people who can independently take on serious decisions in a situation of choice, predicting their likely results, can discover a constructive solution to difficulties, are ready to work together, are distinguished by their mobility, and have a developed sense of responsibility for what is happening. In this regard, it is necessary to overcome pressing social and financial difficulties on the basis of the advanced development of education, considered as an investment in the future of the state, in which the state and society, companies and organizations, and residents all interested in quality education will take part. It is necessary to ensure a rapid increase in spending on education, a significant increase in wages for education staff and increased incentives for the quality and effectiveness of teaching work. Measures of state assistance to education will be combined with strengthening the role of state power and education management in providing, in combination with the population, a decent level of education on the basis of maintaining its fundamentality and compliance with the timely and future needs of the person. Modernization of education should not and cannot be carried out as a departmental project. Active subjects of educational policy should be all residents of Russia, the family and parental community, federal and regional university authorities, local authorities 7

self-government, professional teaching community, scientific, cultural, commercial and public institutions. The task of modernizing education is to create an adaptation for the stable development of the education system. The main problem of finding a conceptual space arises from the difficult complex nature of social partnership, associated with various types of human activity and branches of scientific knowledge and drawing from there the components of a personal conceptual apparatus. Most often, public partnership is considered in the focus of social and labor relations. In this area, it is understood as a method and mechanism for regulating social and labor relations, resolving contradictions between employees and employers, as relations between representatives of business, trade unions and the state, as a complex social phenomenon, a versatile contradictory process. The role of the three parties in matters of resolving labor legislation and reconciling interests in the field of labor is a traditional form of public partnership. Major domestic studies of the problem of public partnership in the field of social and labor relations include the works of V.N. Kiselev, V.A. Mikheev. Gordon L.A., Klopova E.V., Vetrova A.V. In a number of economic works, public partnership is characterized as a legal form of organizing the joint financial activities of several individuals or legal entities; it is a transitional form between a private, family enterprise and a limited liability company. It is created on the basis of an agreement that regulates the rights and obligations of partners, participation in common costs, distribution of profits, and division of property. Exactly at this 8

At the moment, partnerships are common in the field of small business and services. If you look at it from a different angle, partnership is the actual form of joint work of firms and companies. The document confirming this relationship is traditionally a cooperative partnership agreement. Social partnership is a combination of actions of different public institutions, which is expressed in the self-actualization of participants in the educational process, seeking positive changes in the educational sphere, in other words, transferring possible forms of the education system to their important state. With all this, the degree and process of such self-actualization may be different in different social institutions. In educational institutions they are more focused, reasonable and professionally verified in nature, while other participants in partnership relationships are more characterized by elements of spontaneity, unforeseenness and, at the same time, specific alignments and decisions. The more the goals of public partners are harmonized, the more effective their practical influences become in solving educational problems. For effective social interaction, on the one hand, it is necessary to form a common “space of meaning” regarding the goals and possibilities of education; if you look at it from a different angle, in the course of the action itself there is a change in the “mentality” of individual social institutions, which are increasingly closer to understanding and comprehension problems of education, show readiness to contribute to their resolution and joint work in general. At the same time, social partnership in education, from our point of view, has a number of fresh features that reflect progressive social 9

economic and political features. Social partnership initiates the activity of professional pedagogical associations and promotes openness and rationality of financial flows in education. Social partnership is a means that is focused on transmitting positive, fruitful and promising ideas about education to the population. Consequently, social partnership in education implies the free expression of one’s own interests and the finding of mutually acceptable methods for their implementation by institutions, groups, and individuals. 10

2 Types and essence of social partnership in school At the beginning of the 21st century, the need of man and society for consciously different information-emotional, mental and behavioral strategies, information and ethical behavior both at the level of a person’s own inner world and at the level of social relationships was quite clearly identified. Progressive trends in the formation of education are determined by the processes of configuration of key paradigms of perception of the world: instead of conditional stability, permanent changes, geographical distance is not a barrier to communication; local practices absorb global ones and give birth to the latest multicultural traditions. The term “partnership” in education represents an emphasis on the equality of participants in interaction. From this we can conclude that the single task of the activity does not infringe on the personal needs of its participants, but, on the contrary, fully reflects them. In other words, in order to enter into a partnership, the person interested in the partnership will need to assure the other that the proposed interaction will provide an opportunity to solve his difficulties and, moreover, in the absence of such interaction, they have no opportunity to be resolved. eleven

This means that we are talking about equal benefits of interaction, which is, from our point of view, a significant feature of social partnership in education. Taking into account the opinion of Gonchar M., social partnership is an intergroup form of interaction. And it arises in those cases when social categories understand the impossibility of achieving mass goals in the absence of cooperation with other societies. The main role in the partnership is played by the mutual support of the subjects. It can be assumed that social partnership is intergroup interaction for the implementation of jointly produced goals that unite the goals of the groups participating in the interaction at a new qualitative level. Consequently, since the classical interaction of the school with society was distinguished by a significant degree of directiveness, the presence of external ideological and political pressure, then social partnership is characterized, first of all, by voluntariness, the parity nature of the relationship, the balance of interests of institutions, groups, and individuals entering into partnership relationships. As a result, in the research process we will adhere to the position that social partnership in the field of education can be considered as voluntary and equally beneficial interactions and mutual support of various entities, carried out on the basis of interdepartmental relationships that exclude departmental isolation and isolation. The structure of the fundamental social partnership strategy is extremely identical to the fundamental educational systems. Social partnership, built on the principles of mutual interest of the parties and the voluntary acceptance of responsibilities and responsibility for the outcome of work, is becoming an economically important area of ​​education. 12

A modern educational institution cannot successfully implement its activities and develop without broad cooperation with society at the level of social partnership. “Social partnership is an acceptable option for social actors to relate their needs, interests, and value guidelines, based on the principle of social justice.” In addition, the school and the governing council act as an active assistant to the family in providing a unified educational space “school-family-society”, which contributes to the high-quality preparation of the child for school, education, development of his individual capabilities and health improvement. A modern school is a center of social action, an open space for interaction with social institutions in the “child-teacher-family” system, for constructive, creative initiatives designed to develop the spiritual and intellectual potential of all participants in the pedagogical process. Currently, the basis for ensuring the quality of school education can be: interaction between participants in the educational process, which is the main component of the internal environment of a school educational institution; social partnership in the form of diverse sociocultural ties. The nature of interaction between school and society depends on the personal and professional qualities of teaching staff, the individual and age characteristics of children, and the pedagogical culture of parents. Unfortunately, in pedagogical practice, limiting interaction between teachers and parents prevails. 13

It is characterized by clear boundaries and formality of communication, which makes it difficult to develop relationships with family. Social partnership creates favorable conditions for the development and socialization of participants in the educational process at school. Such work helps to destroy the usual stereotype and public opinion about the work of a school institution only with the families of its students. Develops a positive public opinion about the institution, increases the demand for educational services for children, ensures the availability of quality educational services for families, and improves the preparation of children for easier adaptation to a new social environment. Social partnership in education is still too little developed, if you look at it from a different angle, various types have been in practice all the time. Among the different types of social interaction, they recognize such as charity, cooperation, investment, and partnership itself. All these concepts came into education from the socio-economic sphere and are increasingly occupying a place here. Areas of work with society include: charity, investment. sponsorship, cooperation (joint work), Charity voluntary free and selfless investment of labor or material and financial resources. Sponsorship differs from charity in the extent to which the parties participate. The sponsor transfers the very funds (labor, financial, material) that the educational institution requests for specific activities known to both parties. Unlike charity, which is usually one-time in nature, this interaction can be periodic and even regular. 14

Cooperation, in other words, joint work in the same or different, although interconnected, labor processes, translated from Latin means cooperation. The parties enter into cooperation by mutual consent. The possibility and extent of participation are determined by each party personally, determined by the extent of its interest and, in most cases, secured by oral agreement. Interaction is one-time or periodic, however, becoming systematic, it serves as the basis for subsequent partnerships. An investment is a contribution made by individuals or legal entities at their own discretion, in accordance with their vision and based on individual interests. An agreement or contract is a mandatory fundamental one. Nowadays, quite often, guardians become investors in an educational institution and create a fund, using the collected funds for the development of educational institutions. They decide to make the institution a progressive example, a specialized office, speech therapy and others. Social partnership in education is the path to its democratization and renewal. Nowadays, all types of social interaction are implemented in education, although it is undeniable that direct partnership gives the greatest result, since it implies the most absolute, interested and long-term involvement in solving social educational problems. which initiates the education system as a distinctive sphere of social life, allows you to change, Partnership, design, establish new socially important functions. Other types of work with society can also be very useful in a particular situation, although more locally. This is a technology of social partnership - the order of certain actions of partners, techniques of data influence and practice of social 15

partnerships in specific territories, as well as examination and assessment of the results and results of social partnerships. The philosophical and methodological foundations of social partnership are a methodology that combines, on the one hand, a systemic layout, and, if you look at it from a different angle, everything related to the theory of self-organization. The ideology of social partnership is a combination of the following principles. The principle of complementarity: people come together because each individual is insufficient, and then each does what he has the opportunity to do better. The principle of boundaries: the ability to work without the help of others, self-determination in one’s position, determination in the context of other positions. The principle of exchange of products of activity presented in one or another “commodity” form. Interaction occurs when there is something to exchange. When the question of partnership between partners is raised, the question arises: what whole are they part of? In whose name is this whole proclaimed? In what common context do they perform? A specific identification of the fundamentals from the perspective of which social partnership is considered allows us to move on to the most in-depth identification of the components of the social partnership system in education: goals, subjects, meanings, objects, mechanisms, implementation operations. The task of social partnership. The goal of social partnership is to create intersubjective interaction leading to positive changes that are predictable by all subjects. As follows from the importance of the concepts “interaction”, “subject-subject interaction”, “system of inter-subject interaction”, which are basic for defining SP. 16

In the interaction of people, there is and remains activity on both sides, although the extent of its manifestation is different. Social and labor practice should be a component of a democratic school and a democratic way of life, introduced as an independent educational field, an independent educational space. Social practice not only guarantees that students master the social environment, that they gain real practical skills in social activities, including work to help the elderly, veterans, and the disabled, but also certainly causes an increase in students’ self-awareness, their self-determination in the social sense of the word. Joint activities of the team - plans, promotions, games, holidays - all that has recently gained recognition as the key activities of the school. With all this, schoolchildren must certainly be involved in the planning and preparation of such events (creation of organizing committees, distribution of responsibilities, etc.). By uniting with common goals and common action different age educational categories, classes, clubs, circles, scientific and other societies, the main school affairs give a distinctive character to the relationships in the team, forming its independent, humane, tolerant way of life - an invaluable source of real democratic experience and democratic practice for children and teenagers The school is truly being transformed into a living social organism, whose full-blooded, activity-intensive life pulsates, obeying its own internal rhythms, providing almost limitless abilities for the self-development of students, their mastery of social and civic positions. The bearer of the way of school life is, first of all, the teacher, therefore the possibility of its implementation depends on his attitude to this idea. 17

The result of the teacher’s assignment of the latest professional values ​​is personal variability and flexibility. Thus, the above principles of interaction contribute to the formation of motivational readiness of teachers and school administration to expand the circle of partnership subjects, thanks to which schoolchildren can maximize their own abilities of self-realization, and also improve the organization of training of teaching staff to solve the problems of individual socialization based on the ideas of social partnership in education . Conclusion Education has at all times been an enduring value, because it is the basis of the economic development of society, one of the reasons for social stability, a source of growth in the intellectual resource and spiritual and moral potential of the population. The educational needs of the population are growing, the number of candidates for higher, special, and additional professional education is increasing. Achieving high quality education implies an organic combination of educational traditions and innovative directions that have received recognition in world and domestic practice, creatively 18

meaningful in comparison with domestic pedagogical reality and strategic goals of the sociocultural development of society. Partnership relations can be considered in the form of intersubjective interactions, the effectiveness of which is determined by the common value-target aspirations of all its participants, their mutual enrichment, in other words, the joint formation of a value system. List of used literature 1. The concept of civic education. Project // Civic education in Russian school / Comp. T.I. Tyulyaeva. M.: Astrel Publishing House LLC: ACT Publishing House LLC, 2013. 605 p. 2. The concept of modernization of Russian education for the period until 2010. // Civic education in Russian school / Comp. T.I. Tyulyaeva. M.: 000 “Astrel Publishing House”: LLC “ACT Publishing House”, 2013. 605 p. 19

3. Korovkin V.Yu. The joint activities of the school and parents as a state and public management condition for education. Abstract of Ph.D. Dissertation. St. Petersburg, 2012. formation 4. Korovkin D.V. Pedagogical conditions for including a teacher in school management. Abstract of Ph.D. Diss. St. Petersburg, 2011. 162 5. Korsunov A.V., Litvinova N.P., Safina Z.N. Social partnership in adult education. Veliky Novgorod St. Petersburg Kazan, 2012. 188 p. 6. Nikitin M.V. Modernization of management of the development of educational organizations: monograph. M., 2011 7. Piskunova E.V., Kondrakova I.E., Soloveikina M.P. and others. Technologies of social partnership in the field of education: Educational and methodological complex. SPb.: Publishing House of the Russian State Pedagogical University named after. A.I. Herzen, 2008 8. Remorenko I.M. “Social partnership” in education: concept and activity // New City: education to change the quality of life. M.; St. Petersburg: Yugorsk, 2013 20

The state is responsible for ensuring a unified educational space in the country (goals, objectives, standards) and providing the education system with the necessary resources, but it is unlikely to cover and take into account the complexity of the tasks and conditions of specific communities. This particularly applies to local sectoral proportions in the structure of jobs, the dynamics of youth groups, unemployment, environmental and historical circumstances, differences in the family living conditions of children, etc. These differences have led in many countries to a wide variety of “political relations” in the education system and the involvement of various civil society institutions in the life of educational institutions.

Social partnership means the practice of joint decision-making and balanced, shared responsibilities. Ordinary people often have the opinion that the composition of participants in management is not so important - as long as the manager himself is strong-willed, and as for responsibility, how many would be willing to share it in a “poor” and not very prestigious education system? And yet they are there and acting.

It should be noted that the need for broad social partnership in education is also provided for by modern theoretical views on education. It is considered as one of the leading social institutions, closely connected with the main spheres of society - the economy, social structure, culture and politics. In Russian sociology, a concept of the functions of education is being developed, which in a certain sense is ahead of similar ideas in foreign science. The formulations of functions in our concept are systemic in nature, operational and amenable to empirical interpretation, and therefore not only outline the areas of responsibility of the education system, but also more clearly identify dysfunctional areas in it and clarify the priorities of sectoral and macro-social management.

Is it possible from a scientific perspective to promote the establishment of social partnership in education, and what are the main guidelines for analysis?

In modern developed industrial countries, the organization of general and vocational education systems and the development of educational policies are increasingly based on dynamic and surprisingly flexible social partnership. The vital need for social partnership in the field of education has not been disputed by anyone here for a long time.

In our literature there are attempts to analyze the structures of social partnership in education in EU countries (see, for example,). In particular, types and models of social partnership are highlighted, but their description does not at all imply the possibility of direct applicability of certain examples of foreign experience. This kind of information is clearly not enough. First of all, foreign experience is by no means universal, and a deeper social and historical-comparative analysis is required. Discussions of this problem also rarely take into account the dependence of existing forms of partnership on the level of social integration achieved in foreign countries.

Thus, we have to better master the theoretical developments of foreign colleagues on the problem of social partnership in education. In turn, the wide variety of local conditions in modern Russia will require linking any scientific and practical development to the typical situations of regional and local communities. The steps taken by Russian scientists in this area are still insufficient and undoubtedly deserve special support.

More recently, from the position of an ultra-reformist approach, it was assumed that in the field of education it would be possible to quickly build a new system of partnership to replace the old practice of patronage relations. Since the second half of the 1990s. Advisory and coordination councils were created in the regions of the country, but they did not change the situation for the better. Among educational management, commercial interests and the desire for corporate survival or expansion turned out to be stronger than the motives of social responsibility. Meanwhile, distortions in the vocational education system as a whole continued - a shortage in the training of workers, hypertrophied volumes of higher education contingents against the backdrop of a decline in contingents in secondary and primary vocational education programs, low employment rates in the acquired specialty.

At the same time, with the support of international centers in the north-west of Russia, already in the 1990s. An experiment began to “cultivate” partnerships “from below” - at the local industry level. Today we can talk about some signs of the sustainability of such a partnership, but they were found only in profitable (most often not systemically important) sectors of the economy. It is unlikely that any region of the country or city can boast of having a well-functioning system of social partnership in the field of education. So there is no need to talk about achieving the social effect of partnership in Russia yet. It is likely that the establishment of partnership systems will take more than a decade, but society and the state are interested in stimulating and adjusting this process, especially since it is among the priority national projects.

In Western European countries, the organizational structures of social partnership were formed mainly in the post-war period and are now represented in a whole complex of institutions, interdepartmental organizations, a series of documents and regulations. The key responsibility in such structures is played by the so-called social state, although, strictly speaking, social partnership is based on much more complex, often informal (but therefore no less influential!) socio-ideological structures. It is accompanied by processes of strengthening civil society, the roots of which are in earlier periods of socio-historical development of the EU countries. Social partnership in education is developing as social integration increases, primarily at the national level.

The economic prerequisite for strengthening social integration of many European societies is the specific function of the state. We are talking about a large-scale redistribution of the social product through the taxation system into gigantic social programs in terms of funding for maintaining employment, social protection, pensions, as well as programs in the field of education. Democratic redistribution of financial resources does not mean that in Western European economies there are no ultra-high incomes of top managers or owners, but the decile coefficient of inequality in developed countries is 5. In Russia it is officially 14, and according to expert estimates - 25. At the same time, studies indicate a deep economic stratification of the Russian population, in which the majority feels like the “lower classes” of society. A circumstance that partly mitigates economic stratification and social schism is the relatively high level of qualifications (including educational qualifications) among the adult population. It allows us to hope for effective interaction of potential external social partners with the education system in the future.

In the meantime, the immaturity of the Russian elites, their unpreparedness for a sustainable social partnership is manifested in the fact that they, in essence, do not share responsibility for the development of society, but are focused only on their own reproduction in the economic and political life of the country, even at the expense of the low standard of living of the main strata population.

Another component of social partnership is developing just as slowly - the social organization of civil, professional and settlement groups. In the case of the education system, we are talking about the weak participation of citizen communities in local self-government, the lack of sufficient economic and legal resources at their disposal, the underdevelopment and poverty of most trade unions, the absence or instability of industry associations and associations of student parents. The Russian state has recently been allocating grant funds on a competitive basis to generally stimulate the activities of public organizations, but the sphere of social partnership in education loses out to other sectors in this competition and, as a result, does not receive much-needed targeted support.

Turning to foreign experience is useful for identifying existing subjects of partnership in the field of education.

At its grassroots level, the actors most often are specific educational institutions, local enterprises, special groups of the local population (ethnic, religious, age), as well as specialists from various government services (social protection, security, health care, labor and employment) and public activists. organizations. Two-way interaction is typical here. Partnership is manifested in the joint setting of development goals, in the preparation and implementation of specific activities (most often extracurricular), in the distribution of responsibilities and coordination of efforts in equipping or renovating educational premises, and providing assistance to real families of students. It is difficult to find an educational institution that does not have a board of trustees, uniting specialists, activists, representatives of local authorities, and business leaders. Research shows that regional and federal authorities, as a rule, have strong tools at their disposal to influence the education system. They can be grouped into two main directions of influence:

1. Using civil society institutions to regulate the education system (optimizing its standards and structure) in order to achieve social goals and meet the specific needs of local communities.
2. Ensuring the optimal functioning of civil society institutions as independent and socially useful participants in the partnership system.

Government influence on the education system includes “direct” and “indirect” regulation. “Direct” implies the imposition of organizational and legal restrictions, the establishment of industry standards and evaluation parameters, the implementation of more or less systematic control (inspections), the setting of certain financing conditions, etc.

“Indirect” regulation provides for the widespread use of civil society institutions, or more precisely, reliance on their interested attitude towards the education system.

A number of countries, following the positive experience of social partnership in the Dutch education system, have created special independent agencies structured by large industry sectors - National Organizations for Vocational Education. They have the right (with responsibility) to examine the vocational school's curricula, programs and standards in terms of their relevance to the requirements of jobs in these sectors. Such organizations, uniting on a permanent basis representatives of business, science, management, and trade unions, take on the function previously traditionally performed by the Ministry of Education.

Another example of indirect state, or more precisely, public regulation of education is the mechanisms of accreditation and public assessment. The programs under which an educational institution operates may be subject to external examination, and the institution as a whole (its personnel, equipment, security systems, etc.) may be subject to accreditation. Accreditation commissions, as a rule, include representatives of reputable non-governmental organizations, and not just departmental inspectors at various levels.

It is significant that in a number of EU countries, the conditions of remuneration for staff of state (municipal) educational institutions are no longer established by the national government. They are determined through negotiations between teachers' unions and school principals' associations (or boards of trustees). Following this path, teachers' unions acquire a more significant role in indirect regulation of education (staff payment conditions, workers' rights, etc.). But at the same time, they assume a number of obligations that are valuable for ensuring the overall quality of the education system (mutual social control in work teams, social and moral mutual support and cohesion of work colleagues, etc.).

A funding mechanism is another regulatory tool that can encourage educational institutions to adapt to community needs. This mechanism often includes civil society institutions. If vocational schools, for example, receive funding based on the number of students, then it is in their interest to increase the number of students. That is why they try to look attractive and pay attention to marketing.

If a professional school is funded based on graduation rates (for example, when the volume of funds depends primarily on the “success” of graduates), then it will try to increase success in those parameters that are significant for participants in the partnership system. If “success” is interpreted as a graduate finding a job, then universities will strive to pay more attention to the selection of applicants and everything that helps prevent dropouts and obtain decent jobs. That is, the financing mechanism can encourage an educational institution to involve civil organizations and local employer associations in the educational process. The analysis shows that their involvement in cooperation (and not just improving teaching methods) helps reduce attrition in universities and optimize the content of curricula and programs.

Another tool that the state can use is to encourage certain civil society groups by providing them with financial support to cooperate with the school. Thus, in the process of implementing the Russian-Dutch cooperation project in the field of general and primary vocational education in the Novgorod region, stable partnership networks were formed at the level of municipal districts. They brought together schools, vocational lyceums, local employment departments, product associations (or industry organizations) to jointly discuss the problems and needs of certain training profiles and the relevance of their curricula/programs. In some cases, this led to a revision of the previous profiles of schools and lyceums, to the modernization of their curricula and programs.

In higher education the situation is different. The known autonomy of a university objectively limits the circle of potential partners capable of qualified dialogue on issues of university curricula or, say, the content of research training for university students. However, this only reinforces the need to encourage existing partners (primarily employers) to join the dialogue.

These are the main aspects of the process of formation and functioning of social partnership in the field of education. It is important not only to keep the above-mentioned aspects of partnership in the field of view of the management personnel of institutions and educational authorities, but also to create a sufficiently sensitive information system that helps regularly analyze the state of real and potential partners, identify contradictions that arise in the interaction between them, and select ways and means strengthening the position of educational institutions in a particular community.

LITERATURE

1. Law of the Russian Federation “On Education” / Collection of Legislation of the Russian Federation, 2011.

2. Matvienko V. Educational policy of Russia at the present stage (abstract of the report) // “Alma Mater (“Bulletin of Higher School”). – 2001. - No. 9. - P. 17-21.

3. Russia and the countries of the world / Statistical collection. - M., State Statistics Committee of Russia. - 2002.

4. Higher and secondary vocational education in the Russian Federation. - M., 2002. / NIIVO, Laboratory of Higher Education Statistics.

5. Sadovnichy V.A. Higher school of Russia: traditions and modernity

6. Main directions of socio-economic policy of the Government of the Russian Federation for the long term

7. The concept of modernization of Russian education for the period until 2010. Appendix to the order of the Ministry of Education of Russia dated February 11, 2002 N 393 8. See:

8. Osipov A. M. Sociology of education: Essays on theory. - Rostov n/d, 2006.

9. Oleinikova O., Muravyova A. Social partnership in the field of vocational education in the countries of the European Union // Higher education in Russia. -2006.-

10. See: Pruel N.A. Education as a public good. - St. Petersburg, 2001; Pugach V.F. Russian students: statistical and sociological analysis. - M., 2001;

11. Education We May Lose / Ed. acad. V. A. Sadovnichy. - M., 2002;

12. Plaksiy S.I. Shine and poverty of Russian higher education. M., 2004.

13. See: Rutkevich M. N. Social structure. - M., 2004.

14. Reports of the All-Russian Sociological Congress “Globalization and social changes in modern Russia.” - M., 2007.

15. Oleinikova O., Muravyova A. Social partnership in the field of vocational education in the countries of the European Union // Higher education in Russia. -2006.-No.6.

Social partnership in education is a sign of new times. A modern school is in conditions where it is impossible to survive and develop without establishing a mutually beneficial social partnership. An educational institution should become an open system, expanding cooperation with various social institutions. Children need adults to share responsibility for their education and upbringing.

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Performed: course participant

“Social and pedagogical partnership

In solving current problems of education"

Mesyats Yulia Vasilievna

Course curator: associate professor of the department

socio-pedagogical

APPO Education

St. Petersburg

Stepikhova Valentina Anatolevna

Saint Petersburg

2012

Social partnership as one of the tools for ensuring the socialization of students

Yulia Vasilyevna Mesyats, Deputy Director for HR

GBOU school No. 600 with in-depth study of English in Primorsky

district of St. Petersburg

Relevance.

The Federal Law "On Education", the Decree of the President of the Russian Federation, the Government Decree and the relevant instructions of the Ministry of Education and Science assigned schools the task of building a social partnership between the state and the local community in supporting and developing general secondary education.
Social partnership in education is a sign of new times. A modern school is in conditions where it is impossible to survive and develop without establishing a mutually beneficial social partnership. An educational institution should become an open system, expanding cooperation with various social institutions. Children need adults to share responsibility for their education and upbringing.

The purpose of social partnership

Formation of a worldview in students, an idea of ​​the world as an integral system of interconnected relationships, actions and deeds.

The main objectives of social partnership:

Improving relations between subjects of the educational space;
- Creating conditions for attracting investment funds to an educational institution;
- Formation of an active life position of the student;
- Socialization of the individual.

Principles of social partnership:

Voluntary recognition by partners of each other as participants in social relations;
- Confidence;
- Mutual responsibility of partners for a common cause;
- Mandatory fulfillment of one’s obligations in accordance with the agreements reached;
- Mutual interest of the parties;
- Equality of participants in choosing ways and means to achieve a common goal;
- Maintaining a spirit of equal opportunity, selflessness and solidarity.

The main areas of work of our school within the framework of social partnership:

Implementation of continuity of education.
- Joint (collective) activities.
- Cooperation between school and society on mutually beneficial terms.
- Formation of an active life position and social intelligence.
- Building mechanisms for targeted social assistance, using charity resources.

There are three stages in building partnerships between our school:

The first stage is Acquaintance.
- Second stage - Joint activities.
- The third stage - Partnership.

The main types of joint activities of our school and social partners are:

In the process of joint activities, the availability of feedback and openness of communication channels become particularly important. This means that it is necessary to regularly study the opinions of potential partners about the quality and results of this activity.
The main result of the second stage should be the ability of potential partners to participate in joint activities, i.e. their certain competence based on trust in each other. Trust, in turn, gives rise to the desire to continue cooperation in those forms that are acceptable to specific partners.

GBOU school No. 600 has quite a lot of experience in interaction and cooperation in the local community in such areas as

Development of trusteeship activities;

Development of self-government through the Council of High School Students;

Expanding social partnership with parents of students, interested adults (institutions of additional education CI "Edelweiss", children's creative forum "Kitizh Plus", center for social assistance to families and children "Family", KDN, universities of St. Petersburg.)

In this work I would like to dwell a little more on the latter direction.

Traditionally, much attention is paid to social partnership with parents and the educational potential of the family. To cultivate a positive attitude towards school among students and parents through the inclusion of parents in the social life of the school (in terms of the educational work of the school - the participation of parents in class, school-wide events, joint hikes, competitions, career guidance excursions) Implementation of the “Smoking-free Classrooms” program together with PPMS by the center of the Primorsky district (also by our social partners) is impossible without the active help of parents. For a number of years, students in grades 6-7 at our school have been taking part in this program.

The year 2010-2011 was very productive for us. Among 17 schools in the district, we took 2nd place, and the creative work of a student of grade 6 “b” Alekseev A. “Family is the territory of health” took first place in the city!!!

Civic passivity, the dependency of some of the parents, their consumerist attitude towards school can be overcome by developing social partnership, first with a group of parents, developing voluntary social work and charity.

Traditionally, social partnership is carried out with out-of-school institutions of additional education.

In 2011-2012, we entered into an agreement with the Family Center on cooperation to implement the “Healthy Family – Healthy Future” project. Students from grades 10-11 took part in the project.

The goal of the project: to provide professional assistance to adolescents on the formation of healthy relationships in the family between spouses.

Professional psychologists worked with the students: a man with boys, a woman with girls. The guys were able to ask all the personal questions they were interested in and, according to reviews, the meeting was very productive. The results of testing and surveys showed that 90% of students are interested in the topic raised and want to follow the advice of experts in order to create a full-fledged family in the future.

Cooperation with the “Family” center is very long-standing; the following jointly held events have become traditional: “Adaptation of primary school students upon transition to primary school”, consultations with psychologists for parents of problem students, social patrolling of families who find themselves in difficult life situations.

Developing a system of continuous education (preschool institution-school-university), GBOU school No. 600cooperates with the city’s kindergartens, secondary educational institutions and universities in the city to create a system focused on the individualization and socialization of students. At the third stage of general education, we are developing a system of specialized training taking into account the real needs of the labor market, the requests of parents, developing a flexible system of profiles and cooperation with higher education institutions.

Opportunities for socialization of students are expanded, continuity between general and vocational education is ensured, and it becomes possible to more effectively prepare school graduates for mastering higher vocational education programs.

As part of pre-university education, a social partnership is carried out with a number of universities in St. Petersburg: ENZHEKON, Mining University, Finek, LETI.

Involving students in socially active activities, in interaction with the public, creates conditions for adaptation, socialization and development of the student’s personality. Joint cooperation between the school and the public allows it to become an open system.

(From the experience of the teaching staff Municipal educational institution "School No. 3 of Dokuchaevsk")

It is an immutable fact that education has at all times been considered an enduring value, because it is the basis of the economic development of society, one of the factors of social stability, a source of growth in the intellectual resource and spiritual and moral potential of the population, the key to the successful development of any state, the absolute personification of the famous proverb "What goes around comes around". However, recently, rational and balanced arguments have been increasingly heard in favor of the fact that the school is not the only subject of the educational mission. In light of the tasks determined by the doctrine of educational development, as well as in view of the modernization of modern education, there is a natural need to ensure the openness of the education system to various influences from the family, society, state and, moreover, their involvement in resolving issues of educational tactics and strategy. It would be useful to recall that the school has never laid claim to an absolute monopoly in the provision of educational and educational services, and the so-called “patronage relationships”, so popular in the 70-80s of the last century, are absolute confirmation of this. Along with positive results, namely: provision of material and other assistance in the renovation of the school, the purchase of educational literature and teaching materials, provision of nutrition and health improvement for children, patronage relationships were only episodic, unsystematic in nature and were not based on the dialogical attitude of the subjects and, as a result, , did not ensure permanent unity, harmonization of relationships and the development of a joint strategy for common actions. In other words, a kind of manipulation occurred when either one of the parties unknowingly performed the actions necessary for the other party, or one of the parties was used only as an element of raising the status of the activity without its conscious inclusion and involvement in the educational process. The so-called level worked subordinate inclusion, which involves the voluntary inclusion of one party as a passive performer accepting the given framework of activity. Such one-sided, and sometimes only symbolic participation in the life of the school, of course, had nothing to do with the subject of our conversation today, but it was precisely it that served as the germ of what is now commonly called social partnership in the field of education. And it is social partnership, excluding subordinate inclusion accomplices in the process of education and upbringing, offers other types inclusions, more constructive, allowing you to feel not just involved, but involved in the educational system, see the results of your participation, and show sincere interest in discussing and solving problems of educational development.

The term “social partnership” came into pedagogy from other spheres of society, where it is interpreted as a mechanism for regulating relationships between the state and various social groups. Social-pedagogical partnership is the unification of joint efforts of individuals or educational institutions to achieve common goals; streamlining the coordination interaction of educational systems and social institutions within the limits of their mutual interest, with the aim of introducing national, national aspects of education and upbringing, on the basis of which representatives of different property entities, population groups, organizations and institutions achieve the desired consensus, organize joint activities, coordinate them in direction of achieving public consent in educational policy. And this joint activity is based on:

*agreed inclusion, built taking into account the joint discussion of the initiative of one side, with its further development and possible adjustment;

*initiating switching on characterized by high activity of one party, with advisory and coordinating activities of the other party;

*independent mutual inclusion, where the initiative for joint activities can be put forward by any party with bilateral support of the idea, its development and implementation through joint efforts, as well as mutual responsibility for the success of the achieved result.

Level selection inclusion in the implementation of joint activities is determined both by the situation and the results that the parties, called social partners, strive to achieve.

Social partners become individual and collective subjects who share the values ​​of modern education, are interested in developing a unified educational policy, and are able to effectively support education in solving real problems of the formation and development of its system. Achieving high quality education presupposes an organic combination of educational traditions and innovative trends that have received recognition in world and domestic practice, creatively comprehended in relation to the domestic pedagogical reality and the strategic goals of the socio-cultural development of society. However, social partnership should not imply direct copying of foreign experience. It is far from universal, and even its partial application requires a deeper social, historical and comparative analysis. Therefore, we must agree that social partnership in our country should be based on the realities and needs of our lives. Partnerships can be considered as intersubjective interactions, the effectiveness of which is determined by the common value-target aspirations of all its participants, their mutual enrichment, that is, as the joint development of a system of values ​​that prevail in our society and are a criterion for assessing the level of education and upbringing of a person.

However, everyone also knows that society is heterogeneous, and, therefore, partnerships are not always possible between education and various sectors of society. But the term “partnership” is understood very broadly, and the most common understanding of partnership is the joining of efforts of individuals or organizations to solve common goals or to achieve a goal that is significant for everyone. A modern approach to the issue of partnership in education shows that the development of education is a concern not only of the state in general and the educational institution in particular. The state, represented by the ministry and regional departments of education, is responsible for ensuring a unified educational space in and providing the education system with the necessary resources and therefore, for obvious reasons, cannot cover the complexity of the tasks, needs and conditions of specific communities. In addition, a school is a living education that has continuous dynamics and a tendency to change, and that is why variability in the forms of implementation of social partnership is allowed. Education, as one of the social institutions, has always been characterized by close relationships and their interdependence with all the main spheres of society - the economy, social structure, politics and culture. These are the four fundamental stones on which a school can rely in fulfilling its main purpose - to educate and educate. And it is on the interaction of these four subjects of cooperation that it depends whether the entire education system as a whole and each educational institution in particular will be able to build a new partnership system to replace the well-known old practice of patronage relations. Now we can say with confidence that the social maturity of society and local communities is a prerequisite and indicator of the possibility and even necessity of social partnership in education. The idea of ​​social partnership in education is that solving problems in this socially significant area requires the efforts and concrete actions of the entire society, and not just one of its components. Of course, it is necessary to first monitor the situation in a particular city or locality in order to determine the availability of grounds for mutually beneficial cooperation, that is, partnerships between education, individual public and charitable organizations, specific people, and government agencies. It is necessary to thoroughly study and work out the question: what opportunities does partnership represent for education and vice versa, what technologies must be possessed for effective partnership, what mutually beneficial results can be achieved in the case of a successful partnership.

How does partnership in education help improve the learning process of schoolchildren, what results does it help achieve, what mistakes does it help to avoid, how can it enrich the routine educational process, does it have the right to life in general and what is the ultimate goal of this difficult and very labor-intensive task?

An assessment of the experience of interaction showed that social partnership helps to direct school resources to the development of joint activities of any educational institution, its social self-organization and self-government, regardless of its type and type. It attracts the resources of society for the development of the educational sphere, without saving the resources of the school itself, but enriching them. It helps to accumulate and transfer life experience of both the educational community and its partners to form among community members the ability for long-term survival in the educational services market. Social partnership allows you to act effectively and successfully, keeping in mind a priority perspective common to all partners, effectively coordinating joint activities with a clear understanding of your responsibilities. These activities provide the most effective and cost-effective way to help needy community members involved in the partnership, while remaining different and recognizing the differences of individuals and organizations.

Effective social partnership in education presupposes:

a) the presence of a social need to be involved in the implementation of the values ​​of education;

b) the school’s readiness for such cooperation;

c) school needs;

d) school initiative;

e) initiative of the non-state sector.

The presence of all the above conditions will ensure that the partnership will help direct the school’s resources to the development of the community, social self-organization and self-government. It will attract community resources to support education at school and will contribute to the cultivation of traditions and practices of civic engagement, charity, and voluntariness in the community. Already today, social partnership is creating real structures of civil society at the local level, trying to guarantee their sustainable development.

Opportunities for the development of education through partnerships are built on the following mechanisms:

- openness and cooperation;

- emphasis on development, communication and exchange of ideas;

-developed educational philosophy and approach to community development;

- the opportunity to implement sustainable ideas for local residents;

- establishment of socially active schools;

- identifying the desire of local organizations to become active partners in solving problems in education and the community;

- providing parents with the opportunity to participate in the learning process and school life of their children;

- collaboration with volunteers to increase the number of services provided in the community.

A large number of factors guarantee successful cooperation between educational institutions. But the most important are the development of a culture of charity, the formed strategy of organizations entering into cooperation, proximity to those in need, professionalism in the services provided, the degree of development of the partner’s organizational culture, the humanitarian component of the partner’s human factor, the control system, the established financing system and the philosophy of its development, information support , regulation of the organization, mechanism of self-development of the partner organization.

Models of social partnership in education and organizational forms of partnership that have a “registration” in Dokuchaevskaya secondary school No. 3, the stages of implementation of the model of social partnership give the right to declare the existing specifics of relationships, established technologies and evaluate the components of success in this new matter for a developing civil society. Yes, social partnership in education is a sign of the new times. But a modern school is in conditions where it is impossible to survive and develop without establishing a mutually beneficial social partnership. An educational institution should become an open system, expanding cooperation with various social institutions. Children need adults to share responsibility for their education and upbringing.

Today, schools are faced with a social order to form the child’s personality, which is characterized not only by awareness in various fields of science, but also communication skills , tolerance, modern type of thinking, responsibility for decision making .

Therefore, in the context of a modern approach to training, education, development and socialization, a school graduate must build harmonious relationships with the outside world, adequately adapt to the conditions of modern society, its social, professional, spiritual and moral values.

Changing value orientations in accordance with sociocultural changes in society, the emergence of the idea of ​​lifelong education as lifelong education, places the individual with his interests and capabilities at the center of the new sociocultural paradigm of education. Based on the understanding that The education system has significant potential for human socialization, it becomes clear that in modern conditions the education system should prepare a person for the future life. It is no coincidence that among the priority tasks of modernization of the educational sphere is the development of education as an open state-social system. It is emphasized that strategic goals of education can only be achieved through continuous interaction of the school with representatives of science, culture, healthcare, all interested departments and public organizations, as well as parents.

Today, in Dokuchaevskaya secondary school No. 3, a certain system of work on social partnership has developed, which contributes to the creation of a “social development situation” for students. The school is an open social and pedagogical system that closely interacts with all types of educational institutions of the city, republic, public organizations, and families of students. The market for additional educational services in our city is quite saturated and competition between institutions is high. Clubs of the House of Culture, children's music and sports schools, the House of Children's and Youth Creativity, and private forms of additional education for children operate successfully in the city. All of them, to one degree or another, provide variable, different-level education, and with skillful involvement in partnership, they provide invaluable assistance to the school. Currently, the teaching staff of our school cooperates with more than twenty different organizations in our city. Involving the public in partnerships in the field of education is a task, the implementation of which will help create a qualitatively new level of relations and interaction to solve problems of education development by an alliance of interested parties capable of reaching a constructive agreement and developing a unified educational policy. We are looking for opportunities to attract social partners who have the resources to organize joint activities of the school as a resource center.

SOCIAL PARTNERSHIP

Many of the above organizations already have long-standing partnerships built on a contractual basis. We are still just paving the way to some of them in the field of mutual cooperation and partnership. And, since the benefits from joint coordinated actions of both the school and all subjects of society are obvious - it is becoming easier and easier to establish contacts with those who are really interested in the versatility of the learning process, in its multi-vector nature and depth.

Social partnership in Dokuchaevskaya secondary school No. 3 is carried out in several areas:

1. Social and pedagogical direction:

Parents;

Kindergartens;

Institutions of additional education;

2. Civil-patriotic direction:

Library;

Veterans Council;

Museum of Local Lore;

Society of Afghan Veterans;

Union of liquidators of the consequences of the accident at the Chernobyl nuclear power plant;

3.Spiritual direction:

Deanery;

Sunday School;

4. Physical education and health direction:

GYM's;

4. Preventive direction:

Social services for youth work;

Local Internet resources;

Police;

5. Career guidance:

Mining and trade technical schools;

City Employment Center;

Developing a system of continuous education (preschool institution-school-technical school (HEI)), Dokuchaevskaya secondary school No. 3 cooperates with city kindergartens and city technical schools to create a system focused on the individualization and socialization of students. At the third stage of general education, we are developing a system of specialized training taking into account the real needs of the labor market, the requests of parents, developing a flexible system of profiles and cooperation with higher education institutions. Opportunities for socialization of students are expanded, continuity between general and vocational education is ensured, and it becomes possible to more effectively prepare school graduates for mastering higher vocational education programs. Social partners should jointly take an active part in compulsory vocational guidance and counseling for students in the secondary education system. Work not only with graduating students, who for the most part have already made their choice, but also among junior students through organizations and conversations with the best workers, tours of enterprises, and holding open days in vocational educational institutions.

Let's consider several areas of modern partnership in the field of education.

Social and pedagogical direction:

Parents are the main social partners of the school.

Much attention is paid to social partnership with parents, supporting the educational potential of the family. To cultivate a positive attitude towards school in students and parents through the inclusion of parents in the social life of the school (in terms of the educational work of the school - the participation of parents in class and school-wide events, joint trips, competitions, career guidance excursions to parents’ places of work is impossible without the active assistance of parents. Civil society The passivity, dependency of some of the parents, their consumerist attitude towards the school can be overcome by developing social partnership first with a group of parents, voluntary social work, charity. We try to make parents our allies, because only through joint efforts, complementing and supporting each other, parents and the school. can achieve the desired results in the education and upbringing of children. The parent community today proposes to build relations between the family and the educational institution at the level of social partnership. These are educational services that comply with the social order for the education of children. We conduct monitoring among parents throughout the year. We analyze the composition and structure of families of studying children. It turns out that the overwhelming majority are interested in children receiving quality education, upbringing and development, and further continuing their education in educational institutions of higher and secondary vocational education. The importance of such cooperation in the context of the implementation of a new educational concept with modern tasks of developmental education and socialization during the transition to a competency-based approach in organizing the educational process cannot be overestimated! And therefore, the teaching staff of our school today is looking for any opportunities and means to help the family, provide psychological and pedagogical assistance, and teach how to raise a child. To educate without the appropriate knowledge, guided only by blind instinct, means risking the future of a growing person. Therefore, teachers study themselves and share their knowledge with parents. After all, no matter what parents do, no matter what their specialty is, they are always educators of their children.

It is important for us to achieve an active life position of parents, to make them want to get to know their child, to evaluate their relationship with him. And we use many forms and ways that have been tested by practice and time. These include parent meetings, which take place in the form of “Let’s Think Together” gatherings and conversations, and parent-teacher consultations; trainings, discussions, round tables. Parents discuss at parent-teacher meetings, participate with their children in socially significant activities such as improving the building, collecting research material, etc.

Main areas of work with parents:

formation of an active life position of parents in relation to school;

organization of parental education;

interaction between the school’s social and psychological service and parents;

involvement in school government;

using the hobbies of individual parents for extracurricular activities with children;

holding joint events, holidays, hikes, excursions, weekend clubs;

In order to intensify all of the above areas of work with parents, the school has developed and operates the “Social Partners: School and Family” program, which is implemented through:

* usage traditional forms of working with families, organizing joint leisure and research activities, creating a bank of family holidays and other forms of joint events: “For health - the whole family”, “Grandma’s chest”, “My mother’s hobby”, “Looking through an old photo album”, “Songs” my childhood”, “Adults for children” and others;

* development and supporting the interest of children and adults in the history of the family and city: “My pedigree”, “Feast of the family tree”, “My family’s contribution to the history of the city, country”, “Defender of the Fatherland in my family”, “School graduate in my family” and others ;

* Creation in the school museum of family albums, one-day exhibitions; compiling a report about interesting families on the local Internet resource “Typical Dokuchaevsk” and the website of school No. 3.

* involvement parents in strengthening the material and technical base of the school: equipment and repair of classrooms, participation of parents in school repairs and participation in school-wide cleanup days.

School – preschool institutions.

The school-kindergarten system of work has long been established. Elementary school teachers know in advance which children will come to them in first grade, since under the agreement on joint activities they attend preparatory group classes and parent-teacher meetings. Kindergarten teachers are invited to the school for pedagogical consultations on issues of readiness for the learning process, as well as the adaptation of children at school (to see how their former pupils feel here). This system of work allows children to quickly get used to a change in their usual environment and activities, new teachers, and helps to avoid a difficult period of painful adaptation. Holidays held for kindergarten students by our students have become traditional: open lessons for children to familiarize themselves with the lesson as such, New Year trees, days of getting to know the school and others.

School – House of Children and Youth Creativity.

For many years, the school has been cooperating with this institution of additional out-of-school education. It is especially valuable for us that for many years now the “Lacemaker” club has been led by Natalya Andreevna Pyzhova, a methodologist at the Children’s Youth and Youth School. In her classes, she introduces children to the basics of clothing design, teaches them crocheting, and making traditional folk dolls. It was her hands that created the traveling exhibitions in the corner of the school museum.

Physical education and health direction.

School - "Youth Sports School" SC "Dolomit".

The sports school provides its facilities for conducting classes for students. Many school students attend sections taught by trainers - teachers of the Children's and Youth Sports School. Students show the results of this work by winning competitions at different levels. However, coaches also provide invaluable assistance to the school in developing self-discipline among students, and sometimes even working on school subjects and improving the quality of knowledge.

Preventive direction.

The school’s activities in this area are carried out through interaction with social services for working with youth, the public organization “Young Republic”, as well as the police. Representatives of the above organizations are frequent guests at our school. Conversations, quizzes, speeches by propaganda teams, and joint events help teachers in the difficult process of forming a student’s personality. In this direction, a social partnership is also being implemented for the implementation of additional education: representatives of the public movement “Young Republic” offer children to engage in various types of social activities on a volunteer basis, sports, and an active lifestyle.

Information direction.

The role of the educational institution is great in organizing the information that bombards the child from the media: radio, television, the Internet. By organizing work to shape the aspirations and interests of children, interacting with local press organs, local television, we effectively solve the problems of educating the general culture of young citizens, their attitude to the world, to themselves, and the results of their creative activity. Teachers and students of our school actively use thematic pages of the newspaper “Dokuchaevskie Vesti”, the websites “Typical Dokuchaevsk”, “Osh No. 3”. As a positive trend, it can be noted that teachers themselves began to actively promote their experience of working with children and look for new forms of cooperation with the media. Thus, the city is forming an effective system of informing citizens about the life of the school, about problems in the children's and youth environment. This allows you not only to solve the problems of education and socialization of students, but also to actively promote your “product” in the educational services market, solve the image problems of school No. 3 and attract new partners for cooperation.

Career guidance direction.

Our school has been cooperating with Dokuchaevsky Mining and Trade Colleges for many years. We understand this educational partnership as cooperation between absolutely equal partner institutions and as a constructive unification of teachers around one big cause - creating conditions for graduates to acquire a profession, making an informed choice with a sense of conscious responsibility, realistically assessing their potential and prospects for social and professional integration in modern society.

We can talk endlessly about the need for social partnership in modern education; its importance is difficult to overestimate. One thing is obvious: it is precisely this that allows everyone to take a fresh look at the process of education, as an integral component of the entire life of society, each member of which, to one degree or another, can influence its course, direction and effectiveness. Today's practice of social partnership is filled with new content: special attention is paid to the use of technologies for search and research activities of students in working with students, building the social infrastructure of the school, which allows creating conditions for the inclusion of students in the process of developing and implementing social projects, mutual penetration of school subjects, full-scale integration of all actions carried out by the school educational institution. And, since all of the above partnership schemes are rather one-time and unsystematic (since working with schoolchildren is not the main activity for police officers, medical workers, or representatives of other services), the implementation of modern partnerships in our school I would like to demonstrate precisely by the example of interdisciplinary connections, by the joint coordinated actions of all school employees, by the implementation of such partnerships through integrated lessons. Based on my teaching specialty, my own experience and existing models of partnership in teaching children, I would like to focus on the school subject called “English Language”. We present to your attention two presentations based on theoretical knowledge and practical experience on the topic “Modern partnership in the field of education (achievements and prospects) and “Modern partnership in teaching children English”.
Prepared material for participation in the Virtual Exhibition and Presentation “Modern Education in the Donetsk People’s Republic 2016” - Pisanets N.G., English language teacher at the Municipal Educational Institution “School No. 3 of Dokuchaevsk”, teacher of the highest qualification category, senior teacher.