ASSESSMENT OF THE QUALITY OF EDUCATIONAL SERVICES IN SECONDARY SCHOOLS IN THE CITY OF MOSCOW

1. Improving the quality management system educational services secondary schools in Moscow

INTRODUCTION.. 2

CHAPTER 1. THEORETICAL FOUNDATIONS OF EDUCATIONAL QUALITY MANAGEMENT.. 4

1.1 Educational services as an object of research and management, the concept of education quality 4

1.2. Normative-legal support of the process of education quality management. 12

1.3. Modern Russian and foreign experience in education quality management…16

CHAPTER 2. ANALYSIS OF THE EDUCATIONAL QUALITY MANAGEMENT SYSTEM OF GENERAL EDUCATIONAL INSTITUTIONS OF THE CITY OF MOSCOW ... 23

2.1. Quantitative characteristics of educational institutions of the city of Moscow.. 23

2.2. Analysis of the education management system in the city of Moscow. thirty

2.3. Analysis of the existing system of licensing and state accreditation of educational institutions in the city of Moscow.. 40

CHAPTER 3. DEVELOPMENT OF PROPOSALS TO IMPROVE THE SYSTEM OF EDUCATION QUALITY MANAGEMENT.. 50

3.1. The main problems of the Moscow mechanism for ensuring state guarantees of the quality of education. fifty

3.2. Proposals for solving the main problems of the Moscow system for providing state guarantees of the quality of education. 54

3.3. Evaluation of the effectiveness of the management system of general education in the city of Moscow 60

CONCLUSION.. 65

REFERENCES... 67

The topic of this work is devoted to the consideration of issues related to the provision of state guarantees of the quality of educational services, on the example of the work of the City Service for Licensing and Certification of Educational Institutions, teaching staff and students of the Department of Education of the City of Moscow

Relevance of the topic. Changes in the economic life of Russia have affected all areas of human life. This is especially true for education. The development of market relations has led to the fact that education has turned from a free privilege paid for by the state into a commodity. In a fairly short period of time, a market of educational services has developed and continues to actively develop in Russia, the supply of which has made a tremendous leap over the past 10 years and in many cases even exceeds demand.

Simultaneously with the quantitative growth, the qualitative growth of the educational services market begins. This applies both to the structure of demand, which is becoming more and more qualified, and to the structure of supply, which is characterized by the rapid development of non-state educational institutions, the creation of new educational programs, areas and disciplines.

However, the state, as before, remains the guarantor of citizens of the Russian Federation not only compulsory but more importantly, quality general education.

The problem of the quality of education is in the center of attention of the public and states of all developed countries of the world. Quality education in the post-industrial world is becoming the foundation of national progress and security. In the concept of modernization Russian education providing state guarantees for the availability of quality education and creating conditions for improving the quality of education are called priority areas educational policy.

In this way, object The study of this work is the quality management system of education in the city of Moscow.

Subject research - mechanisms for ensuring the quality of education by the educational authorities of the city of Moscow.

In connection with the above goal This work is the development of proposals and recommendations for improving the mechanism for ensuring state guarantees of the quality of education through the procedures for licensing and state accreditation of educational institutions of general education in Moscow.

In accordance with this goal, the following tasks:

study and organize theoretical aspects concerning the analysis of the content and structure of educational services as an object of management, to determine its role and specifics in the conditions of the modern domestic market, to note the features of educational services;

Consider and analyze the legal framework governing the state management of the quality of education;

To study modern Russian and foreign experience in education quality management;

Review and analyze the education management system of the city of Moscow, study the existing mechanism for conducting licensing and accreditation procedures for educational institutions of general education in the city of Moscow;

Develop proposals for improving the education quality management system in the city of Moscow;

To develop criteria for evaluating the effectiveness of the education quality management system in the city of Moscow.

theoretical and methodological basis works were the works of domestic and foreign experts in the field of management, marketing, personnel management, as well as on the problems of the quality of educational services, normative and legislative acts Russian Federation, methodological documents in the field of licensing and accreditation of educational institutions, organizational and statistical documentation of the City Service for Licensing and Certification of Educational Institutions, teaching staff and students of the Moscow Department of Education, as well as materials from specialized thematic Internet resources.

Practical significance work is to develop recommendations and proposals for improving the quality management system of education in the city of Moscow.

Due to the limited scope of work in it, we will focus on ensuring the quality of education in educational institutions, as the main link in the system of Russian education.

Resolutions (decrees) of the heads of the administration of the subject of the Russian Federation (governor),

Decrees of the Government of the subject of the Russian Federation.

In accordance with Art. 29 of the Law of the Russian Federation "On Education", the subjects of the Russian Federation may adopt laws and other regulatory legal acts aimed at regulating educational relations.

In Moscow, the basic regional laws are:

Law of the city of Moscow "On the development of education in the city of Moscow". Establishes the principles of the activities of the state authorities of the city of Moscow for the development of education, regulates the forms of participation of state authorities of the city of Moscow and local governments, educational institutions and organizations, individuals and legal entities in the development of education in the city of Moscow and is aimed at ensuring the rights of residents of the city of Moscow to receive education , as well as to support the development of educational activities.;

The law of the city of Moscow "On General Education in the City of Moscow" regulates relations, with the realization of the right of citizens to public, free and high-quality general education in state educational institutions in various forms and to the extent established by state general educational standards, determines additional requirements for the content of basic general education programs in terms of the Moscow regional component of the state educational standards of general education and the specifics of the activities of educational institutions of various types and types that implement general educational programs of preschool, primary general, basic general and secondary (complete) general education, taking into account the regional specifics of the subject of the Russian Federation, the city of Moscow. The law establishes the obligation to receive a secondary (complete) general education;

The law of the city of Moscow "On primary and secondary vocational education in the city of Moscow" regulates relations related to the realization of the right of citizens to receive primary and secondary vocational education vocational education in state educational institutions of the city of Moscow in various forms and to the extent established by state educational standards; determines the forms of participation of public authorities of the city of Moscow, enterprises and organizations of the city of Moscow of all forms of ownership, the federal government body in the field of promoting employment of the population, state-public coordinating councils of the city of Moscow for the training of qualified workers, trade unions in the development of primary and secondary vocational education in the city of Moscow, meeting the needs of professional development and self-determination of the individual, development of infrastructure and the labor market of the city of Moscow.

INTRODUCTION 3

CHAPTER 1. THEORETICAL FOUNDATIONS OF EDUCATIONAL QUALITY MANAGEMENT 6

1.1. Educational services as an object of research and management, the concept of education quality 6

1.2. Regulatory support of the education quality management process 19

1.3. Modern Russian and foreign experience in education quality management 25

CHAPTER 2. ANALYSIS OF THE EDUCATIONAL QUALITY MANAGEMENT SYSTEM OF GENERAL EDUCATIONAL INSTITUTIONS OF THE CITY OF MOSCOW 34

2.1. Quantitative characteristics of educational institutions of the city of Moscow 34

2.2. Analysis of the education management system in the city of Moscow 44

Order of the Department of Education of the City of Moscow dated October 18, 2002 N 836 "On Approval of the Regulations on District Education Departments" approved the regulations on 10 district education departments of the city of Moscow. fifty

2.3. Analysis of the existing system of licensing and state accreditation of educational institutions in the city of Moscow 58

CHAPTER 3. DEVELOPMENT OF PROPOSALS TO IMPROVE THE SYSTEM OF EDUCATION QUALITY MANAGEMENT 72

3.1. The main problems of the Moscow mechanism for ensuring state guarantees of the quality of education 72

3.2. Proposals for solving the main problems of the Moscow system for providing state guarantees of the quality of education 77

3.3. Evaluation of the effectiveness of the management system of general education in the city of Moscow 87

CONCLUSION 93

REFERENCES: 96

Introduction (excerpt)

The topic of this work is devoted to the consideration of issues related to the provision of state guarantees of the quality of educational services, on the example of the work of the City Service for Licensing and Certification of Educational Institutions, teaching staff and students of the Department of Education of the City of Moscow

Relevance of the topic. Changes in the economic life of Russia have affected all areas of human life. This is especially true for education. The development of market relations has led to the fact that education has turned from a free privilege paid for by the state into a commodity. In a fairly short period of time, a market of educational services has developed and continues to actively develop in Russia, the supply of which has made a tremendous leap over the past 10 years and in many cases even exceeds demand.

Simultaneously with the quantitative growth, the qualitative growth of the educational services market begins. This applies both to the structure of demand, which is becoming more and more qualified, and to the structure of supply, which is characterized by the rapid development of non-state educational institutions, the creation of new educational programs, areas and disciplines.

However, the state, as before, remains the guarantor of the receipt by citizens of the Russian Federation of not only compulsory, but, more importantly, high-quality general education.

The problem of the quality of education is in the center of attention of the public and states of all developed countries of the world. Quality education in the post-industrial world is becoming the foundation of national progress and security. In the concept of modernization of Russian education, the provision of state guarantees for the availability of quality education and the creation of conditions for improving the quality of education are called priority areas of educational policy.

Thus, the object of study of this work is the quality management system of education in the city of Moscow.

The subject of the study is the mechanisms for ensuring the quality of education by the educational authorities of the city of Moscow.

In connection with the foregoing, the purpose of this work is to develop proposals and recommendations for improving the mechanism for ensuring state guarantees of the quality of education through the procedures for licensing and state accreditation of educational institutions of general education in Moscow.

In accordance with this goal, the following tasks were set in the work:

 study and systematize theoretical aspects related to the analysis of the content and structure of educational services as an object of management, determine its role and specifics in the conditions of the modern domestic market, note the features of educational services;

 review and analyze the legal framework governing the state management of the quality of education;

 study modern Russian and foreign experience in education quality management;

 review and analyze the education management system of the city of Moscow, study the existing mechanism for conducting licensing and accreditation procedures for educational institutions of general education in the city of Moscow;

 develop proposals for improving the education quality management system in the city of Moscow;

 develop criteria for evaluating the effectiveness of the education quality management system in the city of Moscow.

The theoretical and methodological basis of the work was the works of domestic and foreign experts in the field of management, marketing, personnel management, as well as on the problems of the quality of educational services, regulatory and legislative acts of the Russian Federation, methodological documents in the field of licensing and accreditation of educational institutions, organizational and statistical documentation of the City licensing and certification services for educational institutions, teaching staff and students of the Department of Education of the city of Moscow, as well as materials from specialized thematic Internet resources.

The practical significance of the work lies in the development of recommendations and proposals for improving the education quality management system in the city of Moscow.

Due to the limited volume of work in it, we will focus on ensuring the quality of education in general education institutions, as the main link in the Russian education system.

Main body (excerpt)

CHAPTER 1. THEORETICAL FOUNDATIONS OF EDUCATIONAL QUALITY MANAGEMENT

1.1. Educational services as an object of research and management, the concept of education quality

The main activity of educational institutions is the creation and provision of educational services to the population. What does the term "educational service" mean? How is it different from other types of services?

To understand the term "educational service", it is necessary to define the essence of the concepts of "service" and "education".

F. Kotler offers the following definition: “A service is any event or benefit that one party can offer to another and which is basically intangible and does not lead to taking possession of anything.” According to classical marketing theory, services have a number of specific characteristics that distinguish them from goods. These characteristics are as follows:

- Intangibility. Services cannot be seen, tasted, heard or smelled until the moment of purchase.

- Inseparable from the source. The service is inseparable from its source, its implementation is possible only in the presence of the manufacturer.

- Inconstancy of quality. The quality of services varies widely depending on their producers, as well as on the time and place of their provision.

- Non-preservation. The service cannot be stored for later sale or use.

According to the definition adopted by the 20th session of the UNESCO General Conference, education is understood as the process and result of improving the abilities and behavior of an individual, in which it reaches social maturity and individual growth. The Law of the Russian Federation "On Education" gives the following definition of education - "a purposeful process of education and training in the interests of a person, society, state, accompanied by a statement of the achievement by a citizen (student) of educational levels (educational qualifications) established by the state" .

At the same time, education as an industry is "a set of institutions, organizations and enterprises that carry out mainly educational activities aimed at meeting the diverse needs of the population in educational services, at reproducing and developing the human resources potential of society" .

An analysis of domestic literature and periodicals showed that there is no consensus on what is considered an educational service. In this regard, only the main approaches can be distinguished.

The most common of them understands educational services as "a system of knowledge, information, skills and abilities that are used to meet the many-sided needs of a person, society and the state" .

A curious point of view is Chentsov A.A., who singles out the category “ educational product”, defining it as the result of scientific and pedagogical work, which, in turn, is a kind of scientific work. At the same time, according to this author, an educational product is a part of an intellectual product (along with scientific and engineering products) adapted to the corresponding segment of the educational services market.

The position of E. I. Skripak is interesting and relevant, who believes that “the economic category “educational services”, which includes the condition, desire, basis and responsibility for their production and consumption by economic entities (households, firms, the state) is currently replaced by the narrower concept of "paid educational services" . He explains this position by the specifics of modern Russian conditions: lack of formed full-fledged subjects of investment in human capital, mechanisms for implementing economic responsibility for its formation and accumulation, reduction of budget expenditures on education without revising the social obligations of the state, lack of a full-fledged financial market and lending mechanisms, etc.

Position E.I. Skrypak confirmed normative documents, which also do not define the concept of "educational services". The Law of the Russian Federation "On Education" gives the term " educational program”, which “determines the content of education of a certain level and direction” . The term "educational services" is used only in articles regulating the provision of educational institution additional paid services.

Director of the Center for International Educational Programs of the Russian Academy of Economics G.V. Plekhanova Saginova A.V. the product of any educational institution also refers to the educational program that is developed by him in order to satisfy the need for education, vocational training, training or retraining, i.e. achieving a certain social effect (change in educational or professional level). The author explains his opinion as follows: “A university that does not have information technology specialists and equipped computer classes cannot offer educational programs in this area. However, even with these resources, the university does not offer its clients disparate lectures or workshops, but enters the market with an educational program in this specialty, including a certain content, organization educational process, the system for managing this process and the system of its methodological, material and staffing» .

From the foregoing, we can conclude that educational services are provided by educational institutions through the implementation of educational programs of various levels and directions (depending on the type and type of educational institution).

Conclusion (excerpt)

The right to education is one of the fundamental and inalienable constitutional rights of citizens of the Russian Federation. In today's rapidly changing environment, the problem of obtaining a quality education is of paramount importance. The state authorities of the Russian Federation and the state authorities of the constituent entities of the Russian Federation are called upon to guarantee citizens an affordable quality education.

The paper considers the organizational mechanism for ensuring state guarantees of the quality of general education through the licensing and state accreditation of educational institutions of the Moscow education system.

As our studies have shown, the mechanism for ensuring state guarantees of the quality of education, built in the Moscow region, is complex, multifaceted, requiring consideration from different positions. Here it is necessary to take into account not only how the educational institution performs state educational standards, sanitary norms and rules, but also the fulfillment by the school of the social order for educational services, the psychological comfort of children in school, and many other factors.

To accomplish these tasks, the work used the materials of the City Service for Licensing and Certification of Educational Institutions, teaching staff and students of the Department of Education of the City of Moscow, the Moscow Center for the Quality of Education. In the process of work, the system of educational institutions of the city of Moscow with all the variety of species presented in it is considered.

The main problems identified in the quality management system of education in Moscow were:

 The problem of "closedness" of the system;

 Personnel problem;

 The problem of the quality of expertise;

 Insufficient work of district departments of education with heads of educational institutions;

 Organizational problems;

 Cases of incorrect behavior of experts and specialists during licensing and state accreditation procedures.

For each problem, a solution is proposed.

It is proposed to deal with the problem of the closeness of the Moscow education management system by posting information about the work of government bodies in publicly available sources. With regard to the work of the GSLA, this consists in publishing the results of meetings of commissions on licensing and state accreditation of educational institutions. In addition, we consider it necessary to tighten the control of the Department of Education over the consideration of complaints from the population about the work of educational institutions.

With regard to organizational problems in the work of the SSLA on the accreditation of educational institutions, 2 ways were proposed: holding a meeting of commissions in the service, or holding, as before, commissions in the Department of Education with the obligatory transfer of the results of the meeting to the service. In order to improve the work of the licensed subdivision of the GSLA, in our opinion, it is necessary to develop a work plan for the year, with its transfer to the district departments of education to control the timeliness of licensing by educational institutions.

To improve the quality of expertise and eradicate cases of incorrect behavior of experts, it is proposed to introduce the moment of public control into the work of experts in an institution. To do this, we consider it necessary to have observers from the parent committee of the institution (who do not interfere in the course of the examination and only fix the presence / absence of violations). In addition, it would not be superfluous, in our opinion, to conduct surveys of parents and students on the subject of their attitude in the work of the institution.

The problem of insufficient work of district education departments in preparing institutions for undergoing procedures for assessing the conditions and quality of education is proposed to be solved by strengthening control by the Department over the work of districts, assigning personal responsibility to management specialists for the preparation of institutions of one type or another.

Finally, in order to solve the most “painful”, in our opinion, personnel problem, it was proposed to develop a program that would allow for the rejuvenation of the personnel of educational authorities with the transfer of knowledge and experience of the previous generation of workers to young specialists. To this end, we consider it necessary to organize refresher courses for specialists from education authorities, conduct internships for young specialists in order to determine the area most suitable for them, provide career opportunities for young people, and form a state order for specialists in the field of education management.

Based on the research of the Moscow Center for the Quality of Education, the main criteria for evaluating the effectiveness of the quality management system of education in the city of Moscow have been identified. To assess the effectiveness of the system, the following data are required: professional assessment of the work of educational institutions to ensure the quality of education (licensing, state accreditation), public assessment of the quality of education and the operation of the system (parents, students), assessment of the system by the heads of educational institutions, assessment by employers as consumers of educational services.

In conclusion, I would like to note that all the changes made to the procedures for assessing the conditions and quality of education meet the requirements of the time. They are aimed at ensuring the transparency of examinations, attracting the public to cooperation.

Literature

1. The Constitution of the Russian Federation. Official text / source - "Consultant Plus" program;

2. Law of the Russian Federation "On Education" dated July 10, 1992 No. 3266-1 FZ, as amended by Federal Law No. 313-FZ dated 01.12.2007 / source - Consultant Plus program;

3. Law of the Russian Federation "On non-profit organizations" dated January 12, 1996 No. 7-FZ, as amended by Federal Law No. 24-FZ dated 02.03.2007 / source - Consultant Plus program;

4. Law of the city of Moscow "On the development of education in the city of Moscow" dated June 20, 2001 No. 25 as amended by the Law of the City of Moscow dated June 15, 2005 No. 23 / Source - Consultant Plus program;

5. Law of the City of Moscow “On General Education in the City of Moscow” dated March 10, 2004 No. 14 as amended by the Law of the City of Moscow dated December 28, 2005 No. 1 / Source - Consultant Plus program;

6. Decree of the Government of the Russian Federation of March 19, 2001 No. 196 “On Approval of the Model Regulations on a General Educational Institution” / Source - Consultant Plus program;

7. Decree of the Government of the Russian Federation of April 25, 1997 No. 420 “On Approval of the Model Regulations on a Special Educational Institution for Children and Adolescents with deviant behavior» / Source – Consultant Plus program;

8. Decree of the Government of the Russian Federation of August 28, 1997 N 1117 “On approval of the model regulation on a health-improving educational institution of a sanatorium type for children in need of long-term treatment, and amendments to the model regulation on a general education boarding school and model regulation on an educational institution for orphans and children left without parental care” / Source – “Consultant Plus” program;

9. Decree of the Government of the Russian Federation of November 3, 1994 No. 1237 “On Approval of the Model Regulations on an Evening (Shift) General Educational Institution” / Source - Consultant Plus program;

10. Decree of the Government of the Russian Federation of September 19, 1997 No. 1204 “On Approval of the Model Regulation on an Educational Institution for Preschool and Primary Children school age» / Source – Consultant Plus program;

11. Decree of the Government of the Russian Federation of July 14, 2008 N 522 “On approval of the Regulations on state accreditation of educational institutions and scientific organizations” / Source - Consultant Plus program;

12. Decree of the Government of the Russian Federation of October 18, 2000 No. 796 “On Approval of the Regulations on Licensing Educational Activities” / Source - Consultant Plus program;

13. Decree of the Government of Moscow dated March 6, 2007 No. 144-PP “On approval of the Regulations for training in the “one stop shop” mode government agency The City Service for Licensing and Certification of Educational Institutions, Teaching Staff and Students of the Department of Education of the City of Moscow licenses for educational activities” / Source - “Consultant Plus” program;

14. Decree of the Government of Moscow dated March 18, 2008 No. 184-PP “On approval of the standards of financial costs for the maintenance of one student, pupil in state educational institutions of the system of the Department of Education of the City of Moscow” ”/ Source - Consultant Plus program;

15. Order of the Department of Education of Moscow dated October 18, 2002 N 836 “On approval of the regulations on district education departments” / Source - Consultant Plus program;

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17. Kotler F. "Marketing Management", "PETER", 1998

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Course work:

Problem setting. The resolution of various problems associated with the prediction and evaluation of properties in high-class education, as a rule, requires a holistic systemic vision of the training of professionals, as well as the main result of the university's work. The basis of this article involves the development of educational activities. dedicated to the study of the modification of the forecast and assessment of the quality of the processes of providing educational services. Considering the problems associated with the quality of creation, it is necessary to say about the property of the regulatory framework, resources (human, material, educational, methodological, informative, etc.), actions (training, academic, informative, management, etc.), results, the concept of public partnership and others. At the same time, each element of the concept or period of the movement of professional training can be the object of monitoring, including from consideration of the needs of interested parties, and ending with an assessment of customer satisfaction.

This article presents the main ideas of the movement for the formation of a modification of a single forecast and assessment of the quality of educational services. In order to form a modification of the forecast, it should be noted the main milestones in the concept of interdependent actions of training a professional, in which place the main components of the modification of the forecast will be concentrated.
The purpose of this work is to develop a model for monitoring and evaluating quality, as well as a whole concept with mutual interconnections and management, based on the previously recommended modification of the manufacturing and provision of educational services. In accordance with the data, we separate the following forecast items: consumers (their needs); service design process; service implementation processes; the quality of the service as the end result of the activity of the university; consumers of the service (their satisfaction).

Description of the model. The figure shows a model for monitoring and evaluating the quality of educational services of a university. Let us give a block-by-block description of the model and the nature of the links between the blocks.

The subject of monitoring is the consumer, since all processes of the life cycle of a service / product begin with him (Block 1) and end with him (Block 5).

Model input (Block 1) - analysis of consumer needs. Stakeholder Needs Forecast Outcomes (discovery of current and upcoming, tolerably anticipated needs) – baseline for product/service design and baseline to compare presence for further evaluation of customer satisfaction. Customer requirements are the input of the model, the basis for the design and production of the service. Service/product design (Block 2) in combination with the whole and process approach and continuous improvement makes it possible to regard the work of the university as well as the concept of interdependent actions aimed at increasing the level of satisfaction of absolutely all involved parties due to the provision and continuous improvement of the service quality of the university in absolutely all stages of design and implementation. Initial information for the purpose of designing a service is regulatory papers of federal and industry significance, regulatory papers of the university, papers of the property marketing concept (QMS) of the university (management according to quality). Carrying out the activities of the current service/product cycle will require separating the human, information, material, etc. resources required to effectively design and deliver educational services that meet the needs of the buyers.

The implementation of services (product) (Block 3) implies a set of operations that must be carried out in order to extract the final result, for example, a trained professional in the design period (taking into account the characteristics of the property declared by the buyer). Comparison of the declared data with the data acquired according to the results of the forecast (Block 4), and further analysis of the results of the comparison will make it possible to conclude the result (professional, service, product). Observation and analysis of the properties of the results can be a successive repeated operation performed at different stages of the current cycle.

Each of the mentioned types of resources deserves special interest, as well as the subject of the forecast, because establishes the requirement established in the field of education. We will analyze only the main aspects most carefully. Professional provision is determined by the quality of teaching, scientific, experimental and administrative personnel of absolutely all degrees (their high-class, businesslike and individual qualities, the ability to form and form, possession of advanced knowledge and skills, actual skill in a high-class field, etc.); the quality of training and additional staff. Informative competence of the staff must be adequate to the current degree of formation of informative technologies. The university needs to have a sufficient number of trained professionals in order to implement educational projects, carry out current academic and scientific and methodological studies, and manage activities at the institute. It is important and at the same time difficult to monitor the personnel and create incentive machines for the purpose of its formation. This is explained by the fact that the main subjects of the QMS of institutions, management, teachers, experts, experts and students, are considered to be complex, closed objects.

Block 3 - "Implementation of maintenance." The implementation of service implies a set of operations that must be performed in order to produce service of the highest quality. The implementation of the service is guaranteed by the actions of the current cycle: training, academic, resource provision, management. Let's analyze the academic procedure. The difficulty of predicting the training movement is due to the complexity of its subprocesses, the concept of relationships among subprocesses, and in addition to this precedent, the following are associated with the implementation of the service: regulatory framework, means and directly the design procedure maintenance, and thus the requirement of the external and internal spheres. The property of movement is carried out by service, which is largely determined by the results conceived in the design period of service and not lost in the course of implementation. In this block, in fact, the preparation and accumulation of data is carried out in order to develop generally recognized measures of property. Modification block 3 will require the periodicity of the forecast in order to control the implementation of the introduced changes in order to eliminate the detected inconsistencies.

Block 4 - "Observation and analysis of property maintenance." The main task of block 4 is to observe and analyze the properties of the results and is oriented towards acquiring the opposite relationship and connecting the stages “Studying the needs of the parties involved” - “Implementing the service” - “Determining the satisfaction of the parties involved” into a ring. The result of the impact of the opposite relationship is the development of refreshed conditions. In this block, a comparison of these services / products and the development of generally recognized measures of property are performed. The generally accepted standards of properties are considered the basis for the purpose of comparing the actually acquired data, disclosing discontent and developing controlling influences. In the course of comparison, characterize the strong and small edges of the concept of design and service provision, want to make dissatisfaction elimination projects. Reports must include lists of events that are recommended to be implemented. The matching procedure is completed with an evaluation of the service/product property.

The results of the forecast have every chance of being presented in the form of independent or built-in characteristics, the essence of which and the interpretation must be specific and clear from the point of view of their further use in management. They are needed not only for the purpose of ascertaining the degree of quality and level of contentment, but, first of all, in general, with the aim of developing generally recognized measures of quality and controlling influences in order to eliminate and / or prevent inconsistencies. In education, the emphasis should be placed on preventing the emergence of products / services of a low quality, and not on eliminating the previously formed insufficient minimum. The source of the forecast will require the use of qualified appropriate methods and highly professional personnel who have complete knowledge in the field of statistical consideration, property marketing, whole consideration, etc.

Conclusion:

The developed model for monitoring the processes of providing educational services can serve as a basis for developing methodological support for monitoring processes. In a programme further development research - development of internal monitoring methods (Block 1), methods for the formation of quality standards (Blocks 2, 3, 4) and external monitoring methods (Block 5). Each of these methods has characteristic features, a feature of the subject of the forecast. Description of monitoring objects in the form of context diagrams will allow developing adequate monitoring methods. The development of monitoring methods, in turn, will require the choice of methods and means of monitoring, methods for processing the results, and the formation of recommendations for the introduction of control actions.

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Kharkova, Elena Vladimirovna Assessment of the quality of educational services as the basis for the development of institutions of secondary vocational education: dissertation ... candidate pedagogical sciences: 13.00.08 / Kharkova Elena Vladimirovna; [Place of protection: Ros. intl. acad. tourism].- Moscow, 2011.- 202 p.: ill. RSL OD, 61 11-13/962

Introduction

CHAPTER 1 Study of the problem of assessing the quality of educational services with the participation of consumers as the basis for the development of SVE institutions 17

1.1. Theoretical analysis of research in the field of assessing the quality of educational services 17

1.1.1. Educational services as an object of assessment 17

1.1.2. Assessment of the quality of educational services with the participation of consumers 28

1.1.3. Analysis of the foreign system for assessing the quality of the educational process 33

1.2. Development of activities of SPO institutions in the context of meeting the requirements of various consumers 36

1.3. Features of assessing the quality of educational services aimed at the development of an educational institution. Statement of the research problem 64

CHAPTER 2 Theoretical description of the methodological model of consumer assessment of the quality of educational services 83

2.1. Conceptual approaches to assessing the quality of educational services with the participation of consumers. Principles for assessing the quality of educational services. 83

2.2. A model for assessing the quality of educational services by consumers as a mechanism for developing the activities of institutions of secondary vocational education 96

2.2.1. Functions of assessing the quality of educational services 101

2.2.2. Goals and content of the assessment of the quality of educational services 103

2.2.3. Technology for assessing the quality of educational services 108

2.2.4. The mechanism for implementing the model for assessing the quality of educational services with the participation of consumers 121

2.3. Organizational and pedagogical conditions implementation of the model for assessing the quality of educational services 125

CHAPTER 3. Experimental verification of the effectiveness of the implementation of the model for assessing the quality of educational services with the participation of consumers in SVE institutions 127

3.1. Purpose, tasks of pilot testing 128

3.2. Analysis of the organization of assessing the quality of educational services in institutions of secondary vocational education 130

3.3. Study of the effectiveness of the implementation of the model for assessing the quality of educational services with the participation of consumers 145

3.3.1 General description of the study 145

3.3.2.Preparation of conditions for successful implementation models for assessing the quality of educational services with the participation of consumers 148

3.3.2. Assessment of the quality of educational services with the participation of consumers (training - the second stage of the formative experiment) 150

3.3.2. Analysis of the results of the experiment, their generalization and conclusions (the third stage of the formative experiment) 152

Conclusion 155

Literature 157

Applications 175

Introduction to work

The relevance of research. As part of the innovative development of vocational education in the Russian Federation, one of the key updates is the participation of consumers in assessing the quality of educational services. Until recently, the quality of training of graduates of primary and secondary vocational education institutions was assessed by the educational institutions themselves, since there was no system for external evaluation of the quality of education. At present, at all levels of the vocational education system, the need to create a transparent and objective system for assessing the quality of educational services with the participation of consumers has been recognized. it is consumers who are the most interested party in improving the quality of education.

The main aspect of the quality of secondary vocational education is the adequacy of the result of education to the existing and future needs of direct consumers and key stakeholders. Stakeholders and consumers of educational services are: students who expect to successfully find a job after completing their education or continue their education for more high level; employers, professional associations, business community; parents and their organizations; public organizations dealing with youth issues, local governments; government bodies governing certain aspects of the activities of various industries.

Features of the development of educational institutions of the system of secondary vocational education are determined by the prospects for the socio-economic development of the territories and the current structure of employment in the main sectors of the economy, which largely determines the requirements of stakeholders for the quality of training. However, the assessment procedures used do not allow for an objective assessment of the compliance and quality of the educational services provided with the current and future needs of the regional labor market.

Assessment of the quality of educational services is necessary for SVE institutions as a tool for managing and developing educational activities in solving the following tasks: forecasting the need for educational services; determination of the required quality of educational services; development of a strategy for improving the quality of educational services; rationale for the introduction of new educational services. In this sense, assessment is necessary for: teachers directly providing educational services; heads of educational institutions managing the process of providing educational services; educational authorities at various levels. For students, quality assessment is necessary for self-analysis of educational activities and self-control of the process of developing professional and personal competencies.

According to research, consumer demand for an educational institution is still weakly expressed, the need to evaluate the activities of an educational institution as an institution providing educational services in the region is not recognized, there is no list of criteria for evaluating an educational institution from the point of view of consumers. Most consumers of educational services are not ready to carry out quality assessment, cannot express their target expectations and clearly define the importance of various aspects of educational services that affect their quality. Special preparation of consumers is necessary for their implementation of the role of the subject of assessing the quality of educational services.

Today, in the practice of education, the methods and forms of social design are not sufficiently applied, which allow, on the basis of quality assessment, to form an expert community from among consumers interested in the development of a particular educational institution.

Educational institutions experience difficulties both when designing a procedure for assessing the quality of educational services by consumers, and when trying to take corrective actions to improve these services. When organizing evaluation with the participation of consumers, there are difficulties in choosing methods and forms of evaluation procedures that are adequate to the goals of evaluation. Consumers do not have standards corresponding to the objects of assessment and cannot evaluate the quality of an educational institution by criteria.

The traditional self-assessment of the activities of an educational institution that is carried out once every five years often does not allow us to identify the problems and difficulties that exist in an educational institution. The assessment does not take into account the socio-economic characteristics of the region and the specifics of the development of the educational institution. Currently, as part of the creation of quality assessment systems at all levels of education, there is an active development of methods and means of assessment to ensure control and supervision activities. Basically, the assessment is aimed at maintaining the processes of functioning of an educational institution at the proper level. However, to ensure development, evaluation procedures are needed to identify gaps, difficulties and problems.

Quality assessment as a prognostic and formative one is considered in the works of D.A. Ivanova, O.M. Derzhitskaya, A.O. Tatur, O.M. Moiseeva, K.G. Mitrofanova, A.A. Popova, and others. As part of strengthening the social component of the management of vocational education, mechanisms for public-private partnerships are being developed (M.V. Nikitin, I.P. Smirnov). Models for the transformation of the socio-pedagogical environment are presented in the studies of E.S. Komrakova, T.A. Sergeeva, A.G. Chernyavskaya, V.A. Chernushevich. The work of P.F. Anisimova, T.V. Lopukhova, G.I. Kirilova and others.

The prerequisites for studying the issue of developing the activities of educational institutions based on the assessment of the quality of educational services are created in the research of scientists:

in the field of education quality management (V.S. Lazarev, A.M. Moiseev, A.A. Orlov, M.M. Potashnik, O.G. Khomeriki, T.I. Shamova, etc.);

in the field of higher professional education (A.A. Avetisov, Yu.P. Adler, A.A. Verbitsky, A.I. Kochetov, K.L. Kosyrev, T.M. Polkhovskaya, V.P. Soloviev, V. A. Kachalov, B.A. Prudkovsky, E.M. Korotkov, S.D. Nekrasov, E.A. Lebedeva);

in the field of general education (G.S. Kovaleva, M.V. Leontieva, N.B. Fomina, A.A. Popov, V.M. Nikitin, A.E. Bakhmutsky, S.V. Khokhlova, G.N. . Blinov);

in the field of monitoring, audit and quality assessment system for training specialists (T.L. Baryshova, T.V. Silchenko, N.N. Krylova, E.V. Ilyashenko, S. N. Shirobokov, V.P. Kiseleva M.E. . Torshinin);

in the field of social and professional assessment of the quality of education (V.D. Shadrikov, Yu.B. Rubin);

in the field of creating federal and regional quality systems of vocational education (V.A. Bolotov, A.N. Leibovich, A.M. Novikov, O.N. Oleinikova, O.E. Permyakov, S.V. Menkovskaya, Ya.Ya. . Borengo and others).

The variety of approaches requires the formulation of basic definitions. AT modern research under quality of education is understood as an integral characteristic of the education system, reflecting the degree of compliance with the real results achieved regulatory requirements, social and personal expectations (V.A. Bolotov, G.S. Kovaleva, O.E. Lebedev).

Assessment of the quality of educational services- this is an expert evaluation activity, the result of which is to establish the degree of compliance educational outcomes, the conditions for their achievement and provision of the system of state-public requirements for the quality of education, social and personal expectations of consumers. This is an activity focused on finding "problem" points, gaps in the educational process and creating projects to remove them.

Development of an educational institution- this is a purposeful process of transition of an institution to a qualitatively new state, which is characterized by new goals, process, results, conditions of educational activity.

Numerous Scientific research on the problem of assessing the quality of education are not fully focused on the features modern system secondary vocational education, which implements not only regulatory, but also marketing goals arising from its mission, aimed at meeting the needs of consumers of educational services, as well as socio-cultural tasks related to personal orientation and harmonization of the goals and values ​​of a new quality of education.

The relevance of the chosen topic is based on contradictions between:

the need to develop vocational education institutions as open educational systems with a focus on a cooperative type of relationship between a variety of subjects involved in the process of assessing the quality of educational services, and the lack of a transparent, objective and independent system for assessing the quality of educational services with the participation of consumers interested in the development of a particular educational institution.

the need to carry out quality assessment with the participation of consumers of educational services for the development of the activities of an educational institution and the lack of a theoretically substantiated model that ensures the involvement of the main consumers in the assessment process and their formation as subjects of quality assessment.

These contradictions led problem research: what should be the content, methods and forms of assessing the quality of educational services with the participation of consumers in order to ensure the development of SVE institutions as open educational systems?

Purpose of the study: develop, substantiate and test the content, forms and methods for assessing the quality of educational services with the participation of consumers as the basis for the development of institutions of secondary vocational education

Object of study: educational activities of institutions of secondary vocational education.

Subject of study: assessment of the quality of educational services with the participation of consumers as the basis for the development of institutions of secondary vocational education.

Research hypothesis: consists in the assumption that the assessment of the quality of educational services will ensure the development of SVE institutions as open educational systems that design and implement educational services based on the requests of various consumer groups with whom partnerships have been established within the emerging socio-professional environment, if the assessment :

built taking into account the socio-economic specifics of the region and the characteristics of a particular educational institution (subjects significant for the economy of the region, society and educational institution are involved in the assessment; the assessment is carried out taking into account regional strategic socio-economic development programs and specific conditions).

carried out taking into account principles(predictability, consistency, adequacy of assessment criteria, complexity, variability and flexibility of organizational forms, systematic and cyclical implementation, openness and publicity of quality assessment procedures) and is aimed at developing a socio-professional environment as a community of subjects interested in the development of a particular educational institution;

carried out on the basis structural-functional model assessment of the quality of educational services, which includes functions, goals, content, methods and forms of assessment of the quality of educational services;

implemented taking into account organizational and pedagogical conditions successful implementation of the model for assessing the quality of educational services with the participation of consumers.

Research objectives:

Conduct a theoretical analysis of philosophical, pedagogical, psychological and scientific-methodical literature in order to identify the principles for assessing the quality of educational services with the participation of consumers.

Develop and experimentally test a structural and functional model for assessing the quality of educational services with the participation of consumers.

Determine the organizational and pedagogical conditions necessary for the effective implementation of the developed quality assessment model as the basis for the development of institutions of secondary vocational education.

Methodological basis of the study made system-activity and marketing approaches, modern theories monitoring and evaluation in management systems, theory of management of social educational organizations, as an open, socially oriented system with a strategic focus on the needs of the customer (consumer).

The basis theoretical research laid down:

Concepts of modernization of pre-university professional education (A.M. Novikov, A.N. Leibovich, M.V. Nikitin, N.N. Petrov, etc.);

Theories of the quality of education (V.A. Kalney, V.P. Panasyuk, M.M. Potashnik, N.A. Selezneva, A.I. Subetto, S.E. Shishov, etc.);

Stakeholder Theory and Participatory Evaluation E. Freeman, T. Donaldson, J. Stiglitz, M.A. Petrov;

Theoretical foundations of state-public management of the education system: A.I. Adamsky, V.K. Batsyn, A.N. Tubelsky, A.M. Moiseev, A.A. Pinsky, T.A. Stepanova, etc.

Modern concepts of quality management of the educational process in various aspects - from the management of regional educational systems to design pedagogical process(V.P. Bespalko, Yu.V. Gromyko, E.S. Zair-Bek, T.Yu. Lomakina, V.S. Lazarev, etc.).

Research methods: analysis scientific literature, concretization and generalization, systematization and synthesis, modeling, observation, questioning, surveys, study of performance results, examination, content analysis of documentation, study pedagogical experience, experimental work, analysis of observed processes.

Experimental work was conducted on the basis of regional colleges (Provincial College of Syzran, Nevinnomyssk Agro-Industrial College), colleges of Moscow (Technological College No. 14, Moscow College of Space Engineering), as well as colleges in the structure of the Russian Academy of National Economy and Public Administration under the President of the Russian Federation.

Main stages of the study:

On the first stage(2006-2007) determined the methodological and methodological foundations research, a theoretical analysis of the literature and experience in the area under study was carried out, the idea of ​​​​experimental research and its didactic tools were formed.

On the second stage(2008-2009) formulated the principles and developed a structural and functional model for assessing the quality of educational services with the participation of consumers, articles were prepared for publication in specialized pedagogical journals.

On the third stage(2010-2011) conducted an experimental study, processed and summarized its results, formulated the main generalizations and conclusions.

Scientific novelty research:

1. The principles of organizing the assessment of the quality of educational services with the participation of consumers are identified: predictability and focus on the zone of proximal development of an educational institution; collegiality and consistency of criteria and norms of activity; complexity, variability and flexibility of forms of organization of quality assessment; systematic and cyclic quality assessment at various stages of the life cycle of educational services; openness and transparency of quality assessment procedures.

2. A structural and functional model for assessing the quality of educational services with the participation of consumers has been developed, which ensures the development of SVE institutions as open educational systems that design and implement educational services based on the requests of various consumer groups with whom partnerships have been established within the emerging socio-professional environment. The peculiarity of this model is the expansion of the composition of subjects and objects of quality assessment, as well as the focus of assessment procedures on the development of participants' potential abilities to implement expert assessment activities, the constant growth of independence (subjectivity). In this model, quality assessment is considered as a system-forming element of the development process of an educational institution, the presence of which: ensures the launch and sustainability of development processes in response to detected gaps in activity; contributes to the formation of a socio-professional environment and the possibility of developing an educational institution in the face of changing internal and external needs and influences.

3. The organizational and pedagogical conditions necessary for the successful implementation of the model for assessing the quality of educational services with the participation of consumers are determined: the presence of management teams that are open to external expertise of their own performance results and are ready for development, as well as focused on partnerships with consumers of educational services; informal work of public administration bodies and quality assessment structures; special training of organizers of expert evaluation activities and experts; ensuring the participation of experts in the evaluation procedures (attractiveness of goals, alternative positions, significance of results).

Theoretical significance of the study lies in scientific justification functions, goals, content, principles, forms and methods for assessing the quality of educational services with the participation of consumers, holistically presented in the form of a model that complements the theory and methodology of vocational education.

Practical significance of the study is that a theoretically substantiated and experimentally tested model for assessing the quality of educational services with the participation of consumers is used as a working scheme for organizing quality assessment at the level of educational institutions of secondary vocational education. Based on the model, regulatory and regulatory documents (development programs, innovative educational programs) were developed and put into practice.

The developed model for assessing the quality of educational services with the participation of consumers is reflected in the recommendations to managers and teaching staff of vocational education institutions for strategic planning of activities, determining goals, mission, development prospects; creating systems for assessing the quality of education and involving consumers in assessing the quality of educational services.

The materials of the work became the basis for the development of an educational program for the training of experts, lectures and practical exercises on the problems of the quality of education in the system of advanced training of vocational education workers.

Reliability and validity of the research results ensured by the consistency of the selected methodological foundations of the study; the unity and expediency of theoretical and empirical research methods that are adequate to the goals and objectives set; approbation of the main provisions of the study and the results of experimental verification of the effectiveness of the proposed model.

Testing and implementation of research results.

The results of the study were reported at the NIIRPO interregional conferences dedicated to the development of vocational education in 2009 and 2010; 2nd International Congress - Exhibition "Global Education - Education without Borders" 2007, 12th and 13th Russian Educational Forum - 2008, 2009; at meetings of the scientific and methodological council and advanced training courses of the Research Institute for the Development of Professional Education (Moscow) in 2008-2011, at meetings of the Department of Methodology and Didactics of Business Education MIM LINK in 2010-11.

The following are submitted for defense:

Principles for assessing the quality of educational services with the participation of consumers (predictability and focus on the zone of proximal development of an educational institution; collegiality and consistency of criteria and norms of activity; complexity, variability and flexibility of forms of organization of quality assessment; systematic and cyclical implementation of quality assessment at various stages of the life cycle of educational services openness and publicity of quality assessment procedures.);

Structural and functional model that ensures the development of an educational institution in the face of constantly changing requirements for its educational activities by expanding the evaluation functions (diagnostic, information-analytical, reflective, predictive, formative, controlling); the purpose of the assessment (obtaining information about the state and directions for improving the quality of educational services for making managerial decisions), the content of the assessment (the quality of the results, conditions, process); methods and forms of consumer participation in the assessment as a partnership joint activities(public expertise, project activity, social practices, organizational and activity games, event activity, social initiatives, competitions, reflection).

Organizational and pedagogical conditions for the implementation of the model for assessing the quality of educational services with the participation of consumers, ensuring the development of new ways of interaction between consumers and all interested parties in the framework of creating a socio-professional environment as a form of partnership: the presence of management teams that are open to external examination of their own performance and ready for development , as well as focused on partnerships with consumers of educational services; informal work of state and public administration bodies (as customers interested in the results of the assessment) and quality assessment structures; special training of organizers of expert evaluation activities and experts; ensuring the participation of experts in the evaluation procedures (attractiveness of goals, alternative positions, significance of results)

The dissertation consists of introduction, 3 chapters, conclusion, list of references (174), 6 figures, 7 tables, 14 diagrams and 3 appendices.

Analysis of the foreign system for assessing the quality of the educational process

In developed industrial countries solving quality problems is a national idea and is universal, covering all sectors of society from an ordinary consumer to a leader at any level.

At the European level, the EFQM Business Excellence Model is considered to be a recognized methodology for a comprehensive assessment of an organization's performance. The following set of principles forms the basis of the methodology: result orientation; consumer orientation; leadership and constancy of goals; process and data management; staff development and involvement; continuous study of best practices; innovations and improvements; partnership development; Social responsibility.

The model distinguishes five levels of business excellence: Committed to Excellence; "Recognized for excellence" (Recognized for Excellence); "Finalist of the European Quality Award" (Finalist European Quality Award); “Prize Winner European Quality Award”; "Winner European Quality Award".

AT European countries there are officially established agencies involved in quality control of vocational education and the implementation of a quality assurance system.

The trend of the last decades of the last century in foreign practice has been the orientation of assessment not only to control, but also to the organization of processes that contribute to the improvement of the education system itself.

For example, in Denmark, the assessment process is carried out throughout school year and includes five stages. At the first stage, there is the development of assessment programs, at the second - the development of methods for the development of processes within educational space. The third stage is devoted to the analysis of graduates of educational institutions. A meeting with a review of the results of the work of the commission for assessing the quality of the educational process takes place at the fourth stage, and then at the fifth stage the committee reports on the work done during the year at the final conference.

In Finland, the quality and control committee for vocational education is advisory rather than supervisory. The main tasks of the committee are: training specialists for quality assessment; toolkit development.

In Sweden, quality assessment in the field of vocational education takes place at four levels. The first level is the evaluation of subjects and educational programs at the national level, the second is the evaluation of educational programs, the third is the evaluation of small educational institutions to determine the level of professional training of graduates, the fourth is a general evaluation of the entire educational process. In the United States, accreditation acts as a system for assessing and controlling the quality of education. Accreditation is the leading form of assessment in American university colleges. It assumes both an external evaluation system and an internal one. The external system consists of: federal agencies, state agencies, accreditation agencies, specialized agencies for the accreditation of educational programs.

The internal evaluation system includes reports on the implementation of educational programs, planning and development of new educational programs, and evaluation of students based on their performance.

Performance indicators and peer review act as leading approaches in the process of external and internal quality system. Performance indicators are based mainly on quantitative data, and peer reviews are based on people's opinions (so-called reviews).

In foreign practice, the quality of educational services is determined on the basis of formal and subjective approaches.

The formal approach involves assessment by special organizations (for example, HEFCE (The Higher Education Council for England) by the UK Foundation Education Council; EQUIS (European Quality Improvement System - European Quality Improvement System), AACSB (The Associationto Advance Collegiate Schoolsof Business - American Association of Collegiate Schools of Business ).

The subjective approach implies orientation when choosing an educational institution to the opinion of those who have already used the service of an educational institution. Educational institutions are required to provide information about the feedback and opinions of graduates. Many developed countries of Europe use international studies TIMSS1 and PISA as monitoring methods. These studies are intellectually intensive and costly. International program at the rate educational achievements PISA was developed as a monitoring tool, the purpose of which was to assess whether 15-year-old students who have completed general compulsory education have the knowledge and skills necessary to function fully in society. Particular attention was paid to assessing students' mastery of various learning strategies, the ability to use their knowledge in a variety of life situations, as well as assessing the interdisciplinary competence of students (the use of knowledge gained in the study of individual subjects or from other sources of information to solve the problem). In the TIMSS study, the content is determined based on the topics of sections and questions. school courses mathematics of natural sciences. The PISA study can be seen as complementary to the TIMSS study, as both surveys make it possible to assess different aspects of the quality of mathematics and science education in the country.

A model for assessing the quality of educational services by consumers as a mechanism for developing the activities of institutions of secondary vocational education

When using the marketing approach, there is a need for a new scale for assessing the quality of an educational service based on the modern managerial idea of ​​the attractiveness of an educational service as an offer to the consumer, the social ethics of an educational service as a process and result of pedagogical work, the profitability and market conditions of a service as indicators of its demand in the market. . The professional achievements of a teacher are understood as a contribution to improving the favorable market characteristics of an educational service.

From the standpoint of the marketing approach, the creation of infrastructure, tools and the introduction of procedures for assessing the quality of educational services should take place with the participation of consumers (customers, clients) as the main stakeholders involved in the management of production and marketing of educational services.

The competence-based approach in education involves the development by students of various kinds of skills that allow them to act effectively in the future in situations of professional, personal and public life. Particular importance is attached to skills that allow you to act in new, uncertain, problem situations for which it is not possible to accumulate appropriate funds in advance.

An approach to learning in which learners “actively construct their own process of appropriating knowledge, plan and learn ways of doing things (including universal core competencies) suggests that only and exclusively an assessment model should be used that checks the readiness of learners to reproduce information and correctly perform strictly algorithmic actions. The new concept of learning for learning requires a new assessment methodology that is focused on helping students overcome individual difficulties in the learning process, checking the level of formed complex skills and methods of activity.

In the competency-based approach, the list of necessary competencies is determined in accordance with the requests of employers (labor market requirements), the requirements of the academic community and broad public discussion, based on serious sociological research. Mastering various kinds of competencies becomes the main goal and results of the learning process, the achievement of which in the educational process determines its effectiveness, i.e. the quality of education.

Thus, professional competencies are the subject of a modern system for assessing the quality of the results of pre-university professional education. “Assessment of professional competencies cannot be fully standardized, because competencies are multifaceted and multi-structural characteristics of the quality of training students. The application of the competency-based approach in assessing learning outcomes “requires the development of interdisciplinary (complex) meters and the use of multidimensional scaling and special methods integration of assessments".

Evaluation in this study is considered as an activity that has all the attributive characteristics of the activity (subject, goal, method, means, result). From the standpoint of the marketing approach, the creation of infrastructure, tools and the introduction of procedures for assessing the quality of educational services should take place with the participation of consumers (customers, clients) as the main stakeholders involved in the management of production and marketing of educational services. As the main conceptual approaches to assessing the quality, which contributes to the development of an educational institution of secondary vocational education, the following ideas were put forward: State-public nature of vocational education, which implies integration and interconnection with other spheres of life in the region; a publicly open educational system and the expansion of direct public participation in the management of an educational institution and in the educational process; creation of a socio-professional environment as an expert environment of subjects interested in the development of a particular educational institution; expert evaluation activities as a specially designed partnership environment; modeling within the framework of evaluation activities “the nature of relations, connections and types of interactions inherent in a civil open society. An analysis of studies related to the public assessment of the quality of education, as well as the identified features of quality assessment, allow us to formulate key ideas and theoretical foundations for building a model: The idea of ​​transforming education from an industry into a sphere, which implies a concentric type of its structure (as opposed to a hierarchical one). An essential feature of education as a sphere is its conjugation with other spheres of life of the given territory (Yu.Gromyko, V.I.Slobodchikov, Yu.V. Vasiliev, E.S. Komrakov, etc.). In this case, education begins to acquire a social character, since specific subjects and society act as the customer for education. In addition, education acquires the property of a self-developing system due to the interaction between all subjects interested in the development of education.

The mechanism for implementing the model for assessing the quality of educational services with the participation of consumers

In parallel with the theoretical development of the problem of the impact of assessing the quality of educational services with the participation of consumers on the development of the activities of SVE institutions, experimental work was carried out.

Experimental work was carried out in the form of a stating and forming experiment and was carried out in several stages in the period from 2007 to 2011.

At the first stage (2007-2008), the accumulation of empirical material, practical experience, documentation was carried out, methodological and methodological approaches to conducting empirical research were identified, research tools were developed and the current practice of quality assessment was studied with the participation of consumers of educational services, as well as analyzed existing methods estimates. The study of the theoretical foundations and established practice helped to clarify the set of indicators for assessing the success of quality assessment procedures with the participation of consumers, as well as to conduct an ascertaining experiment and identify difficulties in the activities of various participants performing quality assessment.

At the second stage (2008-2009), an analysis was made of the degree of research of the problem under consideration in pedagogical theory and practice; the problem is formulated; the purpose, subject, hypothesis and objectives of the study are defined; studied scientific and methodical literature; developed and theoretically substantiated the quality assessment model, the conditions for its implementation; planned work on the implementation of this model.

At the third stage (2010 - 2011), a pilot study was conducted aimed at testing the quality assessment model (shaping experiment), and the results obtained during the implementation of the quality assessment model were analyzed; the organizational and pedagogical conditions for the implementation of the quality assessment model in vocational schools were clarified; the results were generalized and the text of the thesis was written.

Experimental work was carried out in the form of ascertaining and forming experiments and was carried out on the basis of the Provincial College of Syzran, Nevinnomyssk Agro-Industrial College), colleges in Moscow (Technological College No. under the President of the Russian Federation, implementing programs of secondary vocational education, in several stages during the period.

The purpose of the experimental work was to test the effectiveness of the influence of the model for assessing the quality of educational services with the participation of consumers on the development of the activities of SVE institutions and the conditions for its successful functioning, as well as to analyze the results of its implementation. In the process of preparing and conducting the experiment, the following tasks were solved: 1. Planning of ascertaining and forming experiments: defining goals; search for methods of conducting an experiment that are adequate to the goals. choice of means of conducting the experiment. 2. Development of criteria for evaluating the results of the experiment. 3. Development of tools for conducting ascertaining and forming experiments ( questionnaires, questionnaires, tables, tasks and DR-) 4. Preparation of quality assessment subjects for participation in the experiment. 5. Analysis and generalization of the results of the experiment. Experimental work preceded by the theoretical stage of the study, which included the development of fundamental theoretical positions , the concept and apparatus of the study, the preparation of the methodological and material and technical base necessary for the experiment. The development of the scientific foundations of the model for assessing the quality of educational services with the participation of consumers was associated with a bibliographic search and the study of literature, the study of the state of the problem in existing practice, the methodological justification of the research hypothesis, the development of a model for assessing the quality of educational services with the participation of consumers, the conditions for its implementation. Organizational support provided for the preparation of research documentation, the involvement of teachers, employers, experts, students, for the experiment, and questioning. As indicators of the effectiveness of the influence of the model for assessing the quality of educational services with the participation of consumers on the development of educational institutions, the following were taken: the level of consumer satisfaction with the quality of educational services; the level of consumer involvement in the procedures for assessing the quality of educational services; dynamics of the number of different consumer groups participating in the assessment; orientation in the development and implementation of programs (development, educational, innovative) to the needs of consumers and stakeholders; the level of updating educational programs and expanding the range of additional educational services; the level of renewal of the resource support of the educational institution (scientific and methodological, material and technical, regulatory, legal, informational, financial, organizational structure), the growth of independence (subjectivity) of participants in expert evaluation activities; the breadth of information and feedback with consumers about the quality of educational services, projects and programs for the development of educational institutions. 3.2. Analysis of the organization of the assessment of the quality of educational services in institutions of secondary vocational education At the first stage of the study, a stating experiment was carried out. The period of its implementation (2009-2010) The purpose of the ascertaining experiment was to analyze the existing practice in the SVE institution of conducting quality assessment procedures with the participation of consumers as the basis for the development of an educational institution. The experiment took place in two stages: analysis of the normative documentation of the educational institution (development programs, educational programs, reports, publications, etc.) and questioning of employees, students, parents, administration, members of the public and employers. The relevance of such a study was due to the need to reflect on the existing experience in the implementation of quality assessment and its impact on improving the quality of educational services provided.

Analysis of the organization of assessing the quality of educational services in institutions of secondary vocational education

The absence of such information does not allow making adjustments to your own pedagogical activity. So, the analysis of the results of the ascertaining experiment made it possible to formulate the following conclusions: 1. The processing of personal data, the content of surveys of managers, the analysis of difficulties in practical activities indicate that managers do not have a holistic view of quality assessment, place and functions in this collective process and assessment technology.

In many ways, the reasons for the difficulties of the subjects of evaluation are associated with insufficient normative (procedures, functions, areas of responsibility, requirements), scientific and methodological (recommendations on the application of criteria for evaluating educational services), informational (gaps in feedback channels, insufficiency of coordination platforms for clarifying evaluation criteria) , personnel (unpreparedness of consumers for the effective implementation of their expert activities) ensuring the activities of the subjects that carry out the assessment.

So, for example, it was found that individual educational services were not subjected to systematic evaluation, no comparative analysis statistical data were not provided in full feedback subjects of assessment, at certain stages of the educational process, there was no discussion of criteria and no agreement on common approaches to the implementation of educational services. Statistical data obtained in the process of quality assessment were not systematically used in making managerial decisions in relation to teachers.

Two groups of reasons for the identified difficulties of the subjects of quality assessment are singled out: the first group of reasons is of a pedagogical nature, since it is directly related to the implementation of the subjects of evaluation activities. It was recorded that the majority of subjects of assessment do not have a holistic view of the functions, tasks and areas of responsibility of each subject; awareness of one's own role, the content of activities and typical tasks; a holistic vision of quality assessment, the place of various subjects in it. The elimination of these causes lies in the field of training managers, teachers, students, employers.

The second group of reasons is of an organizational nature, since it is associated with the provision of conditions for the successful implementation of valuation activities by all consumer representatives. An analysis of the practice of quality assessment in vocational schools made it possible to fix numerous gaps and inconsistencies in the organization of the assessment subsystem. It was concluded that there were no necessary and sufficient conditions the success of the functioning of the evaluation subsystem in the institutions of secondary vocational education. 4. The above facts and reasoning lead us to the conclusion that the current practice of quality assessment has a number of significant shortcomings that lead both to difficulties for all subjects of assessment and to a decrease in the quality of educational services in general. Thus, in educational institutions, the assessment of the quality of educational services is subjective, there is no system for an independent assessment of the quality of educational services, the goals of the assessment and its results do not allow it to be used as a tool for establishing (optimizing) the development processes of SVE institutions. The teaching staff and managers are not ready to involve the public in assessing the quality of services provided. There is no theoretically substantiated and methodically supported model for assessing the quality of educational services with the participation of consumers. 3.3. Study of the effectiveness of the implementation of the model for assessing the quality of educational services with the participation of consumers clarification of the circumstances under which the implemented quality assessment model will improve the quality of educational services in secondary vocational schools in order to identify its impact on the development of colleges. The study tested the following hypothesis: the assessment of the quality of educational services will ensure the development of SVE institutions as open educational systems that design and implement educational services based on the requests of various consumer groups with whom partnerships have been established within the emerging socio-professional environment, if the assessment: is built taking into account the socio-economic specifics of the region and the characteristics of a particular educational institution (subjects significant for the economy of the region, society and educational institution are involved in the assessment; the assessment is carried out taking into account regional strategic socio-economic development programs and specific conditions). is carried out taking into account the principles (predictability, consistency, adequacy of assessment criteria, complexity, variability and flexibility of organizational forms, systematic and cyclical implementation, openness and publicity of quality assessment procedures) and is aimed at developing a socio-professional environment as a community of subjects interested in the development of a specific educational institutions; carried out on the basis of a structural-functional model for assessing the quality of educational services, which includes functions, goals, content, methods and forms for assessing the quality of educational services; is implemented taking into account the organizational and pedagogical conditions for the successful implementation of the model for assessing the quality of educational services with the participation of consumers.

ASSESSMENT OF THE QUALITY OF EDUCATIONAL SERVICES IN SECONDARY SCHOOLS IN THE CITY OF MOSCOW

1. Improving the quality management system of educational services in Moscow secondary schools

INTRODUCTION 2

CHAPTER 1. THEORETICAL FOUNDATIONS OF EDUCATIONAL QUALITY MANAGEMENT 4

1.1. Educational services as an object of research and management, the concept of education quality 4

1.2. Regulatory support of the education quality management process 12

CHAPTER 2. ANALYSIS OF THE EDUCATIONAL QUALITY MANAGEMENT SYSTEM OF GENERAL EDUCATIONAL INSTITUTIONS OF THE CITY OF MOSCOW 24

2.1. Quantitative characteristics of educational institutions of the city of Moscow 24

2.2. Analysis of the education management system in the city of Moscow 31

Order of the Department of Education of Moscow dated October 18, 2002 N 836 "; On approval of the regulations on district education departments"; approved the regulations on 10 district education departments of the city of Moscow. 36

2.3. Analysis of the existing system of licensing and state accreditation of educational institutions in the city of Moscow 42

CHAPTER 3. DEVELOPMENT OF PROPOSALS TO IMPROVE THE SYSTEM OF EDUCATION QUALITY MANAGEMENT 52

3.1. The main problems of the Moscow mechanism for ensuring state guarantees of the quality of education 52

3.2. Proposals for solving the main problems of the Moscow system for providing state guarantees of the quality of education 55

3.3. Evaluation of the effectiveness of the management system of general education in the city of Moscow 62

CONCLUSION 67

REFERENCES: 69

18.Mikhailova G.N., director of the National Foundation TISBI "The system of university accreditation: foreign experience", article / Source - Website of the Academy of Management "Tisbi"; 70

INTRODUCTION

The topic of this work is devoted to the consideration of issues related to the provision of state guarantees of the quality of educational services, on the example of the work of the City Service for Licensing and Certification of Educational Institutions, teaching staff and students of the Department of Education of the City of Moscow

Relevance of the topic. Changes in the economic life of Russia have affected all areas of human life. This is especially true for education. The development of market relations has led to the fact that education has turned from a free privilege paid for by the state into a commodity. In a fairly short period of time, a market of educational services has developed and continues to actively develop in Russia, the supply of which has made a tremendous leap over the past 10 years and in many cases even exceeds demand.

Simultaneously with the quantitative growth, the qualitative growth of the educational services market begins. This applies both to the structure of demand, which is becoming more and more qualified, and to the structure of supply, which is characterized by the rapid development of non-state educational institutions, the creation of new educational programs, areas and disciplines.

However, the state, as before, remains the guarantor of citizens of the Russian Federation not only compulsory but more importantly, quality general education.

The problem of the quality of education is in the center of attention of the public and states of all developed countries of the world. Quality education in the post-industrial world is becoming the foundation of national progress and security. In the concept of modernization of Russian education, the provision of state guarantees for the availability of quality education and the creation of conditions for improving the quality of education are called priority areas of educational policy.

In this way, object The study of this work is the quality management system of education in the city of Moscow.

Subject research - mechanisms for ensuring the quality of education by the educational authorities of the city of Moscow.

In connection with the above goal This work is the development of proposals and recommendations for improving the mechanism for ensuring state guarantees of the quality of education through the procedures for licensing and state accreditation of educational institutions of general education in Moscow.

In accordance with this goal, the following tasks:

to study and systematize theoretical aspects related to the analysis of the content and structure of educational services as an object of management, to determine its role and specifics in the conditions of the modern domestic market, to note the features of educational services;

review and analyze the legal framework governing the state management of the quality of education;

to study modern Russian and foreign experience in education quality management;

review and analyze the education management system of the city of Moscow, study the existing mechanism for conducting licensing and accreditation procedures for educational institutions of general education in the city of Moscow;

develop proposals for improving the education quality management system in the city of Moscow;

develop criteria for evaluating the effectiveness of the education quality management system in the city of Moscow.

Theoretical and methodological basis works were the works of domestic and foreign experts in the field of management, marketing, personnel management, as well as on the problems of the quality of educational services, regulatory and legislative acts of the Russian Federation, methodological documents in the field of licensing and accreditation of educational institutions, organizational and statistical documentation of the City Licensing and Certification Service educational institutions, teaching staff and students of the Department of Education of the city of Moscow, as well as materials from specialized thematic Internet resources.

Practical significance work is to develop recommendations and proposals for improving the quality management system of education in the city of Moscow.

Due to the limited volume of work in it, we will focus on ensuring the quality of education in general education institutions, as the main link in the Russian education system.

CHAPTER 1. THEORETICAL FOUNDATIONS OF EDUCATIONAL QUALITY MANAGEMENT

1. .Educational services as an object of research and management, the concept of education quality

The main activity of educational institutions is the creation and provision of educational services to the population. What does the term "educational service" mean? How is it different from other types of services?

To understand the term "educational service", it is necessary to define the essence of the concepts of "service" and "education".

F. Kotler offers the following definition: “ Service- any activity or benefit that one party can offer to another that is essentially intangible and does not result in ownership of anything. According to classical marketing theory, services have a number of specific characteristics that distinguish them from goods. These characteristics are as follows:

Intangibility. Services cannot be seen, tasted, heard or smelled until the moment of purchase.

Inseparable from the source. The service is inseparable from its source, its implementation is possible only in the presence of the manufacturer.

Variation in quality. The quality of services varies widely depending on their producers, as well as on the time and place of their provision.

Perishability. The service cannot be stored for later sale or use.

According to the definition adopted by the 20th session of the General Conference of UNESCO, under education the process and result of improving the abilities and behavior of the individual, in which it reaches social maturity and individual growth. The Law of the Russian Federation "On Education" gives the following definition of education - "a purposeful process of education and training in the interests of a person, society, state, accompanied by a statement of the achievement by a citizen (student) of educational levels (educational qualifications) established by the state" .

At the same time, education as an industry is "a set of institutions, organizations and enterprises that carry out mainly educational activities aimed at meeting the diverse needs of the population in educational services, at reproducing and developing the human resources potential of society" .

An analysis of domestic literature and periodicals showed that there is no consensus on what is considered an educational service. In this regard, only the main approaches can be distinguished.

The most common of them understands educational services as "a system of knowledge, information, skills and abilities that are used to meet the many-sided needs of a person, society and the state" .

The point of view of Chentsov A.A. is curious, who singles out the category "educational product" , defining it as the result of scientific and pedagogical work, which, in turn, is a kind of scientific work. At the same time, according to this author, an educational product is a part of an intellectual product (along with scientific and engineering products) adapted to the corresponding segment of the educational services market.

The position of E. I. Skripak is interesting and relevant, who believes that “the economic category “educational services”, which includes the condition, desire, basis and responsibility for their production and consumption by economic entities (households, firms, the state) is currently replaced by the narrower concept of "paid educational services" . He explains this situation by the specifics of modern Russian conditions: the lack of formed full-fledged subjects for investing in human capital, mechanisms for implementing economic responsibility for its formation and accumulation, reducing budget spending on education without revising the social obligations of the state, the lack of a full-fledged financial market and lending mechanisms, etc. .

Position E.I. Skrypak is confirmed by regulatory documents, which also do not define the concept of "educational services". The Law of the Russian Federation "On Education" gives the term "educational program", which "determines the content of education of a certain level and direction" . The term "educational services" is used only in articles regulating the provision of additional paid services by an educational institution.

Director of the Center for International Educational Programs of the Russian Academy of Economics G.V. Plekhanova Saginova A.V. also refers to the product of any educational institution educational program , which is developed by him in order to satisfy the need for education, training, education or retraining - i.e. achieving a certain social effect (change in educational or professional level). The author explains his opinion as follows: “A university that does not have information technology specialists and equipped computer classes cannot offer educational programs in this area. However, even with the indicated resources, the university does not offer its clients disparate lectures or practical classes, but enters the market with an educational program in this specialty, including certain content, organization of the educational process, a system for managing this process and a system for its methodological, material and staffing support. » .

From the foregoing, we can conclude that educational services are provided by educational institutions through the implementation of educational programs of various levels and directions (depending on the type and type of educational institution).

What is the specificity of educational services? The scheme shown in Figure 1 reflects the main and specific properties of educational services.

Picture 1 -Properties of educational services

Let us first consider how the features of services as such are manifested in education.

Low degree of tangibility educational services is manifested in the impossibility of assessing their quality and volume until they are fully acquired. Since services are not material and tangible, marketing recommends that sellers formalize the most significant service parameters for the buyer and present them as clearly as possible. In education, these goals are served by educational standards, curricula and programs, information about the methods, forms and conditions of training, certificates, licenses, diplomas, etc.

Property inseparable from the source in relation to an educational service, means that as a result of the sale and purchase of such a service, the seller loses ownership of his specific product, but the buyer does not acquire such a right: “this product itself “disappears”, since it is consumed at the same moment as it is produced and transferred » . At the same time, any replacement of a teacher can change the process and result of the provision of educational services, and, consequently, demand. In addition, the peculiarity of educational services is manifested in the fact that the beginning of their consumption occurs simultaneously with the beginning of their provision.

Variation in quality in relation to educational services, in addition to being inseparable from the performer and the impossibility of establishing strict standards for the process and result of the provision of services, there is another reason - "the variability of the" source material ".

Property perishability educational services manifests itself in two ways. On the one hand, “it is impossible to procure services in full in advance and store them as a material commodity in anticipation of an increase in demand”, i.e. educational services, like any other intangible benefits, cannot be accumulated by either the seller (teacher) or the consumer (student), nor can they be resold. At the same time, this feature of educational services looks “softened”, since some educational information can be partially prepared and fixed on tangible media (for example, books, cassettes). Another side of the perishability of educational services is the natural for a person forgetting the information received, as well as the obsolescence of knowledge, which leads to scientific, technical and social progress.

Now let's highlight the features of educational services that are unique to them.

The specificity of educational services lies in the fact that, according to many researchers, they belong to the category ";public goods";. Recall that public goods are goods, works and services designed to satisfy collective needs that cannot be measured in monetary form and which, therefore, the market cannot provide. The characteristics of public goods are:

• collective consumption;

  the impossibility of exclusion from consumption;

  individual consumption of a public good does not harm the interests of other consumers, i.e. the volumes of individual consumption are equal to each other and equal to the aggregate supply;

  the provision of public goods, and, consequently, the payment and responsibility for their production is assumed by the state.

A peculiar feature of educational services is impossibilitythemdirect monetary measurement. The price mechanism is often unable to reflect all the costs of producing educational services. If in the material sphere it is relatively easy to measure them quantitatively per unit of output, then in relation to educational services this is difficult to implement. The useful result of such a service can manifest itself only after a long time, and it can practically be measured only with the help of indirect indicators.

Another distinctive feature of educational services is ambiguity of goals set before the producers of these services. As a rule, the activities of an educational institution are not clearly aimed at achieving profit. Recall that education in the Law of the Russian Federation “On Education” means “... a purposeful process of education and training in the interests of a person, society, state... ". But, on the other hand, the above-mentioned interests are connected with the growth of well-being, which involves making a profit necessary to ensure expanded reproduction. Thus, profit is not initially a forbidden guideline for an educational institution, but, of course, it is not limited to it.

The peculiarity of educational services is also manifested in the fact that they are, as a rule, in combination with the creation of spiritual values, transformation and development of the personality of the student. These services ensure the realization of the cognitive interests of students, satisfy the needs of the individual in the spiritual and intellectual development, contribute to the creation of conditions for their self-determination and self-realization, participate in the formation, preservation and development of various human abilities for work, in specialization, professionalization and growth of his qualifications. A. Pankrukhin calls the main feature of the provision of educational services co-creation of teacher and student. In the field of education, where the personality of the client is being transformed, he, not being a professional, claims the most active role in the production process and the provision of educational services. It is also important that the provision of educational services, which implies a pronounced openness of this area for information, personnel and other exchanges, sets the priority for cooperation and limits the effectiveness of competition between educational service providers.

It should also be noted that educational services, like no other type of activity, are under close scrutiny. public attention and extra-market pressure. This position is most clearly manifested within the framework of political campaigns, in which the issue of education is usually considered as an element of ensuring national security, prospects for the survival and development of the nation.

In addition to the above, there are a number of specific features of educational services that distinguish them from other types of services:

high cost (educational services have a high use value, because they increase the potential of an individual, a specialist, and in developed markets this is expressed in the recognition of high cost, the legitimacy of high prices for them);

the relative duration of provision (for example, in our country, obtaining the first higher professional education in various specialties can take from 4 to 6 years);

delay in revealing the result;

the dependence of the acceptability of services on the place of their provision and the place of residence of potential students;

impossibility of resale;

the need for licensing (clause 6, article 33 of the Law of the Russian Federation “On Education”: “The right to conduct educational activities ... arises for an educational institution from the moment it is issued a license (permit)”);

competitive nature (this feature is mainly manifested in most state higher educational institutions);

relatively young age of consumers of educational services and others.

In addition, it is necessary to note the role of the state in the formation of the educational services market. So, the specific functions of authorities and management in the field of education include (Fig. 2):

Figure 2 - Functions of authorities and management in the field of education

Understanding the term "quality of education" is one of the most difficult problems of Russian education. The traditionally and officially used system for assessing the quality of education is not based on objective methods of pedagogical measurements, therefore “quality” is interpreted today rather ambiguously. Understanding the various meanings of quality is a prerequisite for understanding the quality management of education.

In the most general sense, quality is the ability of things, phenomena, events to have some originality, that is, to differ from all other things, phenomena, events. Losing quality, the object becomes something else.

AT encyclopedic dictionary quality is defined as an objective and universal characteristic of objects, which is found in the totality of their properties.

According to the international standard, quality is a set of properties and characteristics of a product that give it the ability to satisfy stipulated or implied needs. A quantitative characteristic of these properties is called an indicator of product quality.

The quality of education- a social category that determines the state and effectiveness of the education process in society, its compliance with the needs and expectations of society (various social groups) in the development and formation of civil, everyday and professional competencies of the individual.

The quality of education is determined by a set of indicators characterizing various aspects educational activities of an educational institution: the content of education, forms and methods of teaching, material and technical base, staffing etc.

Thus, the quality of education is understood as a characteristic of the educational process and its results, expressing the degree of their compliance with the widespread ideas in society about what the named process should be and what goals it should serve.

When considering the quality of education, its external and internal properties are distinguished. The basis for such a division is the perception of an educational institution as a socio-pedagogical system, which is characterized by: on the one hand, the interaction of its constituent components; on the other hand, active interaction with the external environment.

In external environment can be distinguished:

direct exposure environment;

environment of indirect influence.

The environment of direct impact on the educational institution includes factors that directly affect educational process and being influenced by it. It:

consumers of education: students, their parents, public organizations, vocational education institutions, army, labor market;

sources of labor resources: pedagogical and professional lyceums and colleges, institutes, universities;

competing educational institutions;

institutes for advanced training of educators;

bodies government controlled etc.

The environment of indirect impact on an educational institution includes factors that indirectly affect the educational process: the state of the country's economy, sociocultural and political life region, achievements of science, etc.

Therefore, the quality of education can be defined as a set of properties of education, corresponding to modern requirements pedagogical theory, practice and capable of meeting the educational needs of the individual, society and the state.

Who should decide whether the services of an educational institution are of good quality? The answer to this question will provide information about the achievements and prospects of the institution. It is important to have a clear idea of ​​who evaluates the quality: the manufacturer or the consumer. The reason for posing this question is that the views of the manufacturer and the consumer do not always coincide.

Consider the concept of education quality from the point of view of consumers. Consumers are divided into two groups.

First, there is the student himself. He, as a person, is a consumer of his education in solving social and personal life problems. Here, the quality of education - the knowledge acquired by the student and the ability to use it - characterizes the ability and ability of the student to satisfy his needs: to change the team or direction of activity, enter the next educational institution, go to work, and so on, that is, adapt to social realities with that or some degree of success.

Secondly, consumers are all those organizations, institutions and individuals that accept graduates of educational institutions for work, study or otherwise interact with them. Each of this group of consumers is interested in its own set of educational characteristics and abilities of graduates that meets its departmental and individual needs.

There can be no quality education in general, it can be of high quality or not very good only in relation to the pre-established requirements for the parameters of education, which act as a goal. But this goal should be specific and known to all interested parties - potential participants in joint activities.

At the level of the content of education, there are significant differences between the individual and society in approaches to assessing the quality of education. The organization is usually not interested in the general theoretical and general professional knowledge of a new employee entering it. She needs such graduates of educational institutions who have specific knowledge of the appropriate level and the practical skills necessary for the organization in the upcoming activities and are able to expand the scope of this practical activity. From the standpoint of the organization, this is the criteria for quality education.

A student who takes another step into a new life for him needs not only specific subject or professional knowledge and skills. In order to continue education and, most importantly, to ensure their own social security in the changing world around, a person, in accordance with his inclinations and interests, needs both specific, and general subject, and general theoretical knowledge. From the standpoint of the individual, it is precisely such education that will be of high quality.

The task of the educational institution will be to provide students with the opportunity to receive high-quality education from their positions and the position of their parents, correlated with the nature of the requirements for the quality of education of the future organization - the consumer of the products of the educational institution.

Thus, the main criteria for quality education at the level of an educational institution are:

the presence of a certain set of educational programs, the content of which ensures the preparation of students in accordance with their educational and life needs;

the degree of approximation of the practice-oriented part of the content of educational programs to the requirements of potential customers, which the educational institution focuses on;

the level of mastering by students of the specialized educational programs they have chosen;

the level of student satisfaction with learning outcomes.

However, there is another point of view on the quality of education. This is the point of view of the control bodies in the field of education, carrying out licensing and state accreditation procedures.

On the basis of the state accreditation procedure, the control bodies identify the compliance of the content of the educational programs implemented by the institution with the State standards.

Thus, quality education is education provided by an educational institution operating on the basis of a license and implementing educational programs developed on the basis of State standards.

educational institutions / V. ... 148 medium special educational establishments 148 mediumschools 42,428 average ...