The role of social partnership in the field of education. Social partnership in the field of education. Tasks of social partnership in education

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

Social partnership means the practice of joint decision-making and balanced, shared responsibility. The inhabitants often tend to believe that the composition of the participants in management is not so important - if only the manager himself was strong-willed, and as for responsibility, how many people want to share it in the "poor" and not very prestigious education system? And, nevertheless, they are and operate.

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

Is it possible to promote the formation of social partnership in education from the standpoint of science, and what are the main guidelines for analysis?

In modern developed industrialized countries the organization of systems of general and vocational education and the development of educational policy are increasingly based on a dynamic and surprisingly flexible social partnership. The vital need for social partnership in the field of education here has long been disputed by no one.

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

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

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

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

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

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

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

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

Appeal to foreign experience is useful for identifying the active subjects of partnership in the field of education.

At its grassroots level, specific educational institutions, local enterprises, special groups of the local population (ethnic, religious, age), as well as specialists from various public services(social protection, security, health, labor and employment) and activists of public organizations. Here, two-way interaction is typical. Partnership is manifested in the joint setting of development tasks, in the preparation and implementation of specific activities (most often extracurricular), in the distribution of responsibility and coordination of efforts in equipping or repairing classrooms, and helping real families of students. It is difficult to find an educational institution that does not have a board of trustees that unites specialists, activists and representatives of local authorities, business leaders. Studies show that at the disposal of the regional and federal government there are, as a rule, strong tools for influencing the education system. They can be grouped into two main areas of influence:

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

There are "direct" and "indirect" regulation in the state influence on the education system. "Direct" implies the imposition of organizational and legal restrictions, the establishment of industry norms and evaluation parameters, the implementation of more or less systematic control (checks), the task certain conditions financing, etc.

"Indirect" regulation provides for the widespread use of civil society institutions, more precisely, reliance on their interest in the education system.

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

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

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

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

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

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

AT high school- a different situation. The well-known autonomy of the university objectively limits the circle of potential partners capable of a qualified dialogue on the issues of the curricula of universities or, say, the content of the research training of university students. However, this only reinforces the need to encourage existing partners (first of all - in the face of employers) to be included in the dialogue.

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

LITERATURE

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

2. Matvienko V. Educational policy of Russia on present stage(abstracts) // “Alma Mater (“Higher School Bulletin”). - 2001. - No. 9. - S. 17-21.

3. Russia and the countries of the world / Statistical collection. - M., Goskomstat of Russia. - 2002.

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

5. Sadovnichiy V.A. Higher School of Russia: traditions and modernity

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

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

8. Osipov AM Sociology of Education: Essays on Theory. - Rostov n / a, 2006.

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

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

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

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

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

14. Reports of the All-Russian sociological congress "Globalization and social changes in modern Russia". - M., 2007.

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

Why is social partnership necessary in education? This question is still rhetorical for many in Russia.

Social partnership in education is caused continuous process increasing diversity in society. If the state, represented by the ministry and the relevant regional committees, is responsible for ensuring a unified educational space in the country (goals, tasks, standards) and providing the education system with the necessary resources, then the state can hardly cover the entire complexity of the tasks, needs, conditions of specific communities. This is especially true of local differences in terms of sectoral proportions in the structure of jobs, the dynamics of youth risk groups, unemployment, environmental and historical circumstances, differences in family conditions for children, etc.

The logic of the need for broad social partnership in education is also rooted in modern theoretical views on education. It is seen as one of the social institutions, which has always been characterized by close relationships and interdependence with all the main areas of society - the economy, social structure, culture and politics. In domestic sociology, the concept of the functions of education is developing, which in a certain sense is ahead of the corresponding developments in foreign science. The formulations of the functions in this concept are systemic in nature, have an operational nature and are amenable to empirical interpretation, and therefore not only outline the areas of responsibility of the education system, but also more clearly indicate dysfunctional zones in it and clarify the priorities of sectoral and macrosocial management.

The term "social partnership in education", as well as the activity itself, received full recognition in modern Russia several years ago. Few people doubt that education is one of the most significant values ​​in society. However, everyone knows that society is heterogeneous, which means that partnerships are not always possible between education and various sectors of society.

Opportunities for the development of education in Russia through partnerships are based on the following mechanisms: openness and cooperation, emphasis on development, communication and exchange of ideas; developed philosophy of education and approach to community development; an opportunity for local residents, socially active educational institutions of all types and kinds, local organizations become active partners in solving problems in education and the community; providing parents with the opportunity to become a “good companion” on the educational route of the child; collaboration with volunteers to increase the number of services provided in the community.

The following key points of social partnership can be distinguished:

• social problem;
• partners' interests;
• legal validity of the partnership;
• opportunities and strengths partners;
• rules of interaction and mutual control;
• the presence of an information field covering the processes of social partnership;
• the presence of the project as a way of co-organization of the parties;
• constancy and stability of the process of social partnership;
• innovative ways of solving social problems.

The key point around which social partnership is formed is a social problem. But its identification and awareness by all is not enough for the emergence of social partnership - articulation of the interests of the parties is necessary:

• significance social problem for each of the parties;
• establishing the interests of each of the possible partners;
• joint formulation of goals and objectives of activities;
• awareness of their role, status in society, assessment of their capabilities to solve the problem;
• development of clear rules of action in the process of cooperation;
• the awareness by the parties that the pooling of their forces and means has a cumulative effect.

It is necessary to distinguish between simple interaction or cooperation of efforts in solving momentary problems, most often regulated by directives from higher leadership, from social partnership based on equal, long-term and mutually beneficial cooperation of parties that share and seek to solve a social problem.

In modern industrialized countries, such as the European Union (EU), the organization of general and vocational education systems and the development of educational policy are increasingly based on dynamic social partnership. The vital need for social partnership in education has long been disputed by no one.

General descriptions of the structures of social partnership in education in the EU countries are already in our literature. Types and models of social partnership are singled out, but they do not at all lead to a convincing decision on the applicability of certain samples of foreign experience. Descriptive information is clearly not enough. First of all, foreign experience is by no means universal, and a deeper social and historical-comparative analysis of it is required.

In the discussion of this problem, the dependence of partnership on the level of social integration achieved in foreign countries is rarely taken into account. First, it is necessary to master the theoretical developments of foreign colleagues on the problem of social partnership in education. Secondly, a wide variety of situations in modern Russia will require the binding of any scientific and practical development to the conditions of typical regional and local communities. The steps of Russian scientists in this area are still insufficient, but, undoubtedly, they deserve special support within the framework of the priority national project"Education".

Research in the field of social partnership in education, conducted by Western European specialists, allows us to highlight several key parameters social partnership systems on which the sustainability and social efficiency of partnership systems depend.

• 1. Degree of freedom of an educational institution in the development of the curriculum. In many ways, this freedom depends on the organizational and legal status of the educational institution, its place in the education system. An important factor is the flexibility in the behavior of the management echelons of the education system, formally responsible for the operation of the system at the local and regional levels. If there is not enough freedom, then the participation of social partners, such as interested civil organizations or employers' associations, will not lead to an optimization of the structure and content of education. The degree of autonomy of an educational institution in terms of the development of the curriculum, the functionality of the internal organization and the structure of units, staffing, resources and external relations is the most essential variable allowing it to adapt to the changing needs of society and the local community.
• 2. Freedom of choice in the position of participants social partnership systems. The degree of freedom that, for example, parents (children, students) have in the situation of their choice in favor of a certain educational institution predetermines the conscious nature and activity in the behavior of external social partners. From this freedom, therefore, depends the breadth of the spectrum of partners and the total amount of their potential resources, as well as the strength of the incentives for change and adaptation that a particular educational institution receives in the local partnership system.
• 3. Diversity and differentiation of educational institutions are a condition and a consequence of freedom of choice and an important incentive for improving their activities. At the same time, a certain degree of marketization (possession of the status and potential of the subject of the corresponding service market) turns out to be useful. We should not exaggerate marketization in education, but some degree of it can stimulate the institution to develop and improve. For example, development issues vocational education institutions in the direction of certain specializations and profiles can be subject to a qualified and useful discussion with the participation of civil organizations.
• 4. Faculty of Educational Institutions to develop their own policy should be sufficiently developed to ensure that they are able to use the opportunities of partnership, to rely on civil organizations. If the management staff of an educational institution is not sufficiently prepared to discuss and choose the short and long-term prospects together with partners, if the ability to develop their own policies remains weak, then there may be a danger of “overloading” the educational institution with insufficiently ordered external influences. It is important that the educational institution has the analytical and conceptual capacity for translation external influences to their strategic goals and own resources and abilities.
• 5. Funding for educational institutions should ensure that they are able to make decisions and have some freedom in accordance with their policies (mission, program and principles of development) and needs. Own financial resources of an educational institution - essential condition to involve external partners and some economic support for their activities in the interests of the education system - //http: //www. aonb.ru /depart/sik (accessed 05/07/2013).
• 10. Fomchenkov T. Wages in Russia have grown // Rossiyskaya Gazeta 10/30/2012 [ Electronic resource] - http://www.rg.ru/2012/10/30/zp-site.html (accessed May 17, 2013).
• 11. Rosstat: There are 17.2 million poor people left in Russia. [Electronic resource] - RBC.ru. http://top.rbc.ru/economics/ 26/12/2012/838622.shtml (accessed 03/04/2013).
• 12. Report "Doing Business in Russia - 2012" [Electronic resource] - http: //russian.doingbusiness.org /-/media /FPDKM /Doing%20Business/Documents/Subnational-Rcports/DB 12-Sub-Russia-russian .pdf (accessed 03/14/2013).
• 13. Osipov A.M., Karstanier P. Social partnership in education: guidelines for scientific analysis // Education and society, 2008. - P. 108-115.
• 14. Maryin A. Social partnership in education [Electronic resource] - http://www.proza.ru/2011/01/21/398. (access mode 04/14/2013).
• 15. Oleinikova O.N., Muravieva A. Social partnership in the field of vocational education in the countries of the European Union. //Higher education in Russia. 2006. No. 6.

Social partnership in education is a sign of the new time. modern school is in such conditions when it is impossible to survive and develop without establishing a mutually beneficial social partnership. The educational institution should be open system expanding cooperation with various social institutions. Children need adults to share responsibility for their education and upbringing.

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Performed: course student

"Social and pedagogical partnership

In solving urgent problems of education "

Month Yulia Vasilievna

Curator of the course: Associate Professor of the Department

socio-pedagogical

Education APPO

St. Petersburg

Stepikhova Valentina Anatolievna

St. Petersburg

2012

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

Month Yulia Vasilievna, Deputy Director for BP

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

district of St. Petersburg

Relevance.

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

The purpose of social partnership

The formation of students' worldview, ideas about the world as an integral system of interrelated relationships, actions and deeds.

The main tasks of social partnership:

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

Principles of social partnership:

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

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

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

In building partnerships with our school, three stages can be distinguished:

The first stage is Acquaintance.
- The second stage - Joint activity.
- The third stage - Partnership.

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

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

GBOU school №600 has a fairly large experience of interaction and cooperation in the local community in such areas as

Development of guardianship activities;

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

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

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

Traditionally, much attention is paid to social partnership with parents, the educational potential of the family. To foster a positive attitude towards school among students and parents through the inclusion of parents in public life schools (in terms of the educational work of the school - the participation of parents in class, school-wide events, joint trips, competitions, career guidance excursions) The implementation of the “Smoking-Free Classes” program together with the PPMS Center of the Primorsky District (also our social partners) is impossible without the active help of parents . For a number of years, students in grades 6-7 of our school have been participating in this program.

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

Civic passivity, dependency of a certain part of parents, their consumer attitude towards school can be overcome by developing a social partnership first with a group of parents, developing a voluntary community service, charity.

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

In 2011-2012, we signed an agreement with the Family Center on cooperation in order to implement the Healthy Family - Healthy Future project. Students in grades 10-11 took part in the project.

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

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

Cooperation with the center "Family" is very old, the following joint events have become traditional: "Adaptation of students elementary school when transferring to a basic school”, consultations of psychologists for parents of problem students, social patrolling of families in a difficult life situation.

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

The possibilities of socialization of students are expanding, continuity is ensured between the general and vocational education, there is an opportunity to more effectively prepare school graduates for the development of higher professional education programs.

Within the framework of pre-university education, social partnership is carried out with a number of universities in St. Petersburg: INGECON, Mining University, Finek, LETI.

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

Education at all times was considered an enduring value, because it is the basis of the economic development of society, one of the factors of social stability, a source of growth of the intellectual resource and the spiritual and moral potential of the population. The educational needs of the population are growing, the number of applicants for higher, special, professional additional education is increasing. In response to this, the branching of the network of educational institutions of various types is increasing, the infrastructure of education is developing - forms of management, methodological and research services; the personnel base is being strengthened, the content and methods of education are being updated, the focus on the individual needs and capabilities of students is being strengthened. Special claims are made to the quality of education as meeting the expectations of society and the individual - this makes it relevant to develop education as an open system, the structural and functional characteristics of which are determined by interaction with society.

The openness of education implies the transparency of goals, the formation in the public mind of an understanding of the dependence of the quality of life on the state of education - its quality, accessibility, inclusiveness, the unification of various social groups and involving them in the development of education as partners. Social partners are individual and collective entities that share the values ​​of modern education, are interested in developing a unified educational policy, and are able to effectively support education in solving real problems of the formation and development of its system.

Achievement High Quality education implies an organic combination of educational traditions and innovative trends that have received recognition in world and domestic practice, creatively meaningful in relation to domestic pedagogical reality and the strategic goals of the socio-cultural development of society.

The legislative basis for the development of a model of social partnership in the field of education in general is provided by Civil Code Russian Federation, Law of the Russian Federation "On Education", Law of the Russian Federation "On Non-Commercial Organizations", Law of the Russian Federation "On Public Associations", Decree of the President of the Russian Federation No. 1134 of August 31, 1999 "On Additional Measures to Support Educational Institutions in the Russian Federation". The legal basis for the organization of social partnership at the municipal level is created by the federal laws "On Local Self-Government in the Russian Federation", "On the General Principles of Organizing Local Self-Government in the Russian Federation", as well as the relevant laws of the constituent entities of the Russian Federation adopted in development of these federal laws.

Partnerships can be considered as inter-subject interactions, the effectiveness of which is determined by the common value-target aspirations of all its participants, their mutual enrichment, that is, the joint development of a system of values.

Such a model was created in the teaching staff of the secondary school No. 93 and the Novochanovskaya secondary school of the Barabinsky district of the Novosibirsk region. On September 1, 2006, an agreement on social partnership in education was concluded, the fundamental idea whom: develop and introduce new forms of organizing the educational process when working with gifted children in educational institutions of the Baraba region.

The purpose of the work: the development and implementation of conditions that ensure quality and accessibility educational services, maintaining and strengthening the health of students during the restructuring of the network of educational institutions in the Baraba region.

1. Organization of joint activities of teaching teams of participants in the experiment on the study and implementation of pedagogical innovations in the educational process in order to improve the quality and accessibility of education.
2. Creation of favorable conditions for the development of creative abilities of students MOU secondary school No. 93 and MOU Novochanovskaya secondary school.
3. Dissemination of the results of the experiment among educational institutions of the Baraba region.
4. Implementation of developing and educational opportunities of schools in joint activities.

The implementation of these tasks allowed:

1. Create a model of a unified educational space.
2. Create a resource and methodological center based on our schools.
3. Raise the level of qualifications of teachers in our schools through the implementation of a modernized model of the scientific and methodological service.
4. Improve student learning outcomes through:
   - optimal and effective development cognitive abilities of the personality of students;
   - implementation of modern models of training and technologies.
5. Effectively use the educational, methodological and material and technical bases of our schools in the educational process.

When determining research methods, the participants in the experiment are guided by the following principles pedagogical activity:

• The principle of maximum diversity of the presented opportunities for personal development;
• The principle of increasing the role of extracurricular activities;
• The principle of individualization and differentiation of training;
• The principle of creating conditions for joint work of students with minimal participation of the teacher;
• The principle of freedom of choice for students of additional educational services, mentoring.

Method for identifying gifted children

For implementation this method it is necessary to solve the following tasks:

• Acquaintance of teachers with scientific data on psychological characteristics and methodological methods of working with gifted children;
• Education through methodical study, teachers' councils, self-education, advanced training;
• Accumulation of library material on this issue;
• Acquaintance of teachers with the methods of purposeful pedagogical observation of diagnostics;
• Conducting various extracurricular competitions of intellectual games of olympiads allowing students to show their abilities.
• The main principles for constructing a scheme for identifying gifted children:
• Definition of the most capacious and practically applicable concept of giftedness.
• Development of a plan and program for the education of gifted children.
• Development of the evaluation procedure:
  - definition of functions to be assessed;
  - determination of information to be collected.
• Refinement of selection criteria.
• Ensuring the effectiveness of the search and identification of capable children.

Method of creating conditions for the optimal development of gifted children.

To implement the second method, it is necessary to solve the following tasks:

• selection among various systems teaching those methods and techniques that contribute to the development of independent thinking, initiative and creativity;
• Providing an opportunity to improve abilities in joint activities with peers, a supervisor, through independent work.

The creative potential of a child can be developed in various educational areas, but most naturally, in accordance with the very nature of the activity, in the field of artistic development. In this regard, hours of the variable part in teaching younger students are used to organize creative workshops.

Creative workshops on the basis of the Novochanovskaya secondary school:

• Music workshop (music class);
• "In the world of beauty" (visual activity);
• Healthy Lifestyle Workshop;
• Explorer Club.

Creative workshops on the basis of secondary school No. 93:

• Artistic Word Workshop;
• Intellectual club;
• Craft Workshop ( applied art);
• Children's newspapers "Shkolyar" and "School Bulletin".

Classroom and extracurricular activities are built in such a way that the student can show their abilities in a variety of areas of activity. This is important as a source of acquiring new knowledge and new experience, and should serve as a basis for the transformation of this knowledge into other areas of activity in the second and third grade classes.

An important factor influencing the development of gifted students and the identification of hidden talents and abilities is the system of extracurricular educational work. The basis of such a system is "immersion in culture", the functions of the system are education and upbringing, and the organizing principle is the game.

The high school is a special educational space within which, on the one hand, the fulfillment by society of its mandatory function of forming a socially adapted personality is completed, on the other hand, there is actually a gradual reorientation of the dominant educational paradigm with a predominant transmission of the ZUN system to create conditions for the formation of the complex subject and personal competencies. Based on this, new principles and methodology for organizing the educational space in high school are being formed:

• Individualized forms of educational activity (work on individual programs);
• Development of design and research skills (project methodology);
• Self-determination of high school students in relation to the main direction of their own activity (profile classes);
• An ethically well-defined communicative field.

The main activities are:

• master classes by leading teachers of schools participating in the experiment;
• joint competitions research work;
• system of extracurricular activities;
• organization of a summer school for gifted children - a research expedition of schoolchildren to Lake Chany.

3. Method of working with teaching staff

Understanding what serious tasks face a teacher working with capable and gifted children, it is necessary to send highly qualified teachers to work in pre-profile and specialized classes, i.e. take a special approach to solving personnel issues. At the same time, it is necessary to realize the importance of this work by each member of the team and, in this regard, to increase attention to the problem of forming a positive motivation for learning. Creation and continuous improvement of the methodological system of work with gifted children.

The first direction of pedagogical "universal education" is the design of educational programs. Teachers should be able to develop author's programs

1. Program individualization. The program should take into account factors such as experience, special training, worldview and interests of students, that is, be flexible and meet individual and group needs.
2. Participation in programming. Supervisors work with line teachers to determine what should be included in the practical training program.
3. Personal responsibility for the development and coordination of the program. Program plans should be carefully developed and implemented, including both long-term and intermediate goals. The program manager is responsible for monitoring its implementation.
4. Variety of methods in the program. A good program should pay special attention to the use of a variety of methods and techniques, so that the training programs are interesting and creative.

The second direction of pedagogical "universal education" is scientific and methodological work based on the general strategic goal and a unified methodology of pedagogical search.

The organization of theoretical-pedagogical and methodological general education of pedagogical teams in the form of a permanent scientific-methodical (problem-practical) seminar is supposed to be organized. Three groups of the main tasks of organizing a seminar have been identified. The first block of tasks: teachers must understand the essence of a number of basic ideas and concepts related to foreign and Russian experience use of new pedagogical technologies; subject them to pedagogical analysis. The second block of tasks is connected with the process of introspection and the formation of educational and professional orientation. The tasks of the third group are the actualization of the professional experience and creative potential of the teacher.

Such general education will take place in three organizational stages.

The first- "Methodological kaleidoscope". During the year, the teaching staff of the schools will form an idea of ​​the directions of search and achievements in Russian and foreign pedagogy. Teachers attend presentation seminars, master classes, meetings of district and school methodological associations, where they get acquainted with already proven technologies and methods, try to include certain elements in the practice of the lesson. By the end of this stage, teachers determine the scope of their professional interests, choose an "educational route", unite in groups of like-minded people.

Second phase- education. Teachers are united according to the groups of teaching the chosen technology. Leading experts on the subject. Classes are held in the mode of model lessons with their subsequent in-depth analysis. Classes alternate with approbation lessons. Then teachers summarize their experience, participate in conferences and competitions, and publish in educational media. Thus, the ability of teachers to pedagogical interaction is realized.

At the third stage the selected technology is being introduced into pedagogical practice. There are also diagnostics of various types. At this stage, an educational and methodological complex is formed on academic subjects and technologies.

WHAT IS IMPLEMENTED: