There are a number of methods for assessing the effectiveness of projects based on a single methodological base and differing in terms of applicability and subject areas. The most adequate methodology for modern Russian conditions is the Methodological Recommendations for assessing the effectiveness of projects (approved by the Ministry of Economy of the Russian Federation, the Ministry of Finance of the Russian Federation, the State Committee of the Russian Federation for Construction, Architectural and Housing Policy No. VK477 dated June 21, 1999).

Project effectiveness is a category that reflects the relevance of projects to the goals and interests of its participants. In this regard, it is necessary to assess the effectiveness of the project as a whole, as well as the effectiveness of participation in the project of each of its participants.

Overall project efficiency assessed in order to determine the potential attractiveness of the project for potential participants and the search for funding sources. It includes:

Socio-economic efficiency of the project;

The commercial efficiency of the project.

Effectiveness of participation in the project is determined in order to check the feasibility of projects and the interest in it of all its participants and includes:

Effectiveness of participation of enterprises and organizations in the project;

The effectiveness of investing in the project;

Effectiveness of participation of higher-level structures in the project, including:

* regional and national economic;

* industry;

Budget efficiency.

Basic principles of performance evaluation

Among the most important basic principles for assessing the effectiveness of projects are the following:

* consideration of the project throughout its entire life cycle;

* modeling of cash flows;

* comparability of conditions for comparing different projects or project options;

* the principle of positivity and maximum effect;

* taking into account the time factor;

* taking into account only forthcoming expenses and receipts;

* comparison of states "with a project" and "without a project";

* taking into account all the most significant consequences of the project;

* taking into account the presence of different participants in the project;

* multi-stage assessment;

* taking into account the impact on the efficiency of the project, the need for working capital;

* taking into account the influence of inflation and the possibility of using several currencies in the implementation of the project;

* accounting (in quantitative form) of the influence of uncertainty and risk accompanying the implementation of the project.

General scheme for assessing effectiveness

Evaluation of the project's effectiveness is carried out in three stages:

1. The initial step is an expert assessment of the public significance of the project. Large-scale, national economic and global projects are considered socially significant.

2. At the second stage, the performance indicators of the project as a whole are calculated. The purpose of this stage is an integral economic assessment of design solutions and the creation of the necessary conditions for finding an investor. For local projects, only their commercial efficiency is assessed, if it turns out to be acceptable, it is recommended to proceed directly to the second stage of the assessment. For socially significant projects, their socio-economic efficiency is assessed first of all. If the assessment is unsatisfactory, such projects are not recommended for implementation and cannot qualify for state support. If their socio-economic efficiency is sufficient, their commercial efficiency is assessed.

3. The third stage of the assessment is carried out after the development of the financing scheme. At this stage, the composition of the participants is clarified and the financial feasibility and effectiveness of participation in the project of each of them are determined (regional and sectoral efficiency, the effectiveness of participation in the project of individual enterprises and shareholders, budgetary efficiency, etc.).

Evaluating the effectiveness of the project

Assessment of the socio-economic efficiency of the project consists in calculating the indicators of the project's efficiency from the standpoint of the national economy as a whole and has a number of features, such as:

* cash flows reflect the cost estimate of the consequences of the implementation of this project in other sectors of the national economy, in the social and environmental spheres;

* as part of working capital, only inventories (materials, work-in-progress) and cash reserves are taken into account;

* excluded from the inflows and outflows of money for operating and financial activities their components associated with obtaining loans, paying interest on them and repaying them, subsidies, grants, tax and other transfer payments, in which financial resources are transferred from one project participant to another;

* manufactured products (services, works) and expended resources should be valued at special economic prices.

Operating cash flows are calculated based on sales and operating costs. In addition, external effects are taken into account in cash flows from operating activities, for example, an increase or decrease in the income of third-party organizations and the population, due to the consequences of the project.

If the relevant information is available, the costs include the expected losses from accidents and other emergency situations.

Cash flows from investing activities include:

* investments in fixed assets at all steps of the billing period;

* costs associated with the termination of the project;

* investments in the growth of working capital;

* income from the sale of property and intangible assets upon termination of the project.

To assess the commercial effectiveness of the project, pay attention to the following points:

* the current or forecast prices for the product, services and material resources provided by the project are used;

* cash flows are calculated in the same currency in which the project provides for the acquisition of resources and payment for products;

* wages are included in operating costs in the amount established by the project;

* if the project provides for both the production and consumption of some products, the calculation takes into account only the costs of its production, but not the costs of its purchase;

* the calculation takes into account taxes, fees, deductions, etc., provided for by law, in particular, VAT refunds for the resources used, tax incentives established by law, etc.;

* if the project provides for the full or partial binding of funds (deposit, purchase of securities, etc.), the investment of the corresponding amounts is taken into account (in the form of an outflow) in cash flows from investment activities, and receipt (in the form of inflows) - in cash flows from operating activities;

* if the project involves the simultaneous implementation of several types of operating activities, the calculation takes into account the costs of each of them.

The following tables are recommended as output forms for calculating the commercial efficiency of the project:

Profit and loss statement;

Cash flows with the calculation of performance indicators;

Forecast of the balance of assets and liabilities by calculation steps.

Budget efficiency is assessed at the request of state and (or) regional government bodies. In accordance with these requirements, budget efficiency can be determined for budgets of different levels or the consolidated budget.

When assessing the budgetary efficiency of the project, changes in income and expenditure of budgetary funds are taken into account, due to the influence of the project on third-party enterprises and the population, if the project has an impact on them, including:

* direct financing of enterprises participating in the project;

* change in tax revenues from enterprises whose activities are deteriorating or improving as a result of the project;

* payments of benefits to persons who are left without work in connection with the implementation of the project;

* Allocation of funds from the budget for the resettlement and employment of citizens in the cases provided for by the project.

For projects that provide for the creation of new jobs in regions with a high level of unemployment, the inflow of budgetary funds takes into account savings on capital investments from the federal budget or the budget of a constituent entity of the Federation for the payment of appropriate benefits

Analysis of project implementation

Development programs for the education system of the Chaikovsky municipal district

for the academic year

(according to CICT)

Project No. 1

Target: making changes to the educational programs of preschool educational institutions in accordance with federal state requirements (hereinafter - FGT) to the structure of the main general educational program of preschool education.

Project objectives:

1. Analyze the existing educational programs at preschool educational institutions and determine the necessary changes in their content.

2. Ensure the coordination of the activities of preschool educational institutions for the study and introduction of FGT to the structure of the main general educational program of preschool education.

3. Organize methodological support for the development of educational programs.

4. To carry out the transition of the preschool educational institution to updated educational programs.

Expected Result:

Educational programs have been developed that correspond to the FGT. The upbringing and educational process corresponds to FGT. Preschool educational institutions are provided with methodological resources for the implementation of educational programs.

During the entire period of the project, at each stage, the following were organized:

· Training seminars for teachers and heads of kindergartens;

· Advisory and methodological assistance at the request of preschool educational institutions;

· The topic was covered at internal meetings of managers.

At the request of teachers, preschool educational institutions 19 professional communities of teachers, which considered the introduction of FGT. The main direction of work of problem groups and methodological associations is the construction of the educational process in kindergartens in accordance with the complex thematic principle, taking into account the integration of educational areas.

In total, 357 people (52.2%) were trained in refresher courses during the academic years. But refresher courses on the subject of FGT (72 hours) have only 23.4% of the total number of teachers. By the end of the academic year, the number of trained teachers will increase: courses are planned for two groups of teachers (May 24, 25 and June 6, 7, 8).

The implementation of the project is coming to an end and we can say that the goal has been achieved: changes have been made to the educational programs in accordance with the FGT. Gradually, teachers are realizing the essence of changes in the educational process.

At present, according to the plan, in preschool educational institutions, activities are being organized to study and introduce FGT to the conditions for the implementation of the main educational program of preschool education.

On May 23, 2012, a regional conference "Features of preschool education in conditions of FGT to the structure of the main educational program of preschool education" was held, at which the CER teachers broadcast their experience on the introduction of FGT, including the implementation of the project.

Problems that remain outside the scope of the project:

1. Improving the professional competence of teachers.

2. Organization of a monitoring system for the achievement of the planned results of the development of the program by children.

3. Implementation in preschool institutions of the FGT to the conditions for the implementation of the basic general educational program of preschool education (Order of the Ministry of Education of the Perm Territory No. 000 "FGT to the conditions for the implementation of the basic educational program of preschool education").

Prospects for the development of the project: extension of the project for 1 year in order to develop and introduce into the practice of preschool educational institutions a system for monitoring the implementation of the main general educational program in accordance with the FGT.

Project No. 2

· by the decision of the expert and methodological council and by the order of the Department of O and PO MOU secondary school No. 10 is a pilot site for the introduction of the federal state educational standard for educational institutions at the municipal level.

As part of the August events, teachers of the Gymnasium, secondary schools No. 7 and 10 presented their experience on the introduction of the Federal State Educational Standard at the negotiating platform "Problems of transition to the Federal State Educational Standard in primary school."

In order to comprehend the construction of a modern lesson from the standpoint of the system-activity method and correlate with the experience of his school, it was held for the deputy. directors on OIA in primary schools, leaders of school methodological associations, leaders of district problem groups workshop « The system-activity approach is the basis for constructing a training lesson. "

When solving the problem of creating a multi-level system of scientific and methodological support for the introduction of the Federal State Educational Standard of the LEO, the main emphasis was placed on the organization of education and course preparation of teachers.

· Interaction with research centers for organizing courses has been organized:

- Publishing house Akademkniga / textbook, Moscow; (according to the program "Prospective primary school");

- Institute for Advanced Studies and Retraining of Educators of the Udmurt Republic;

- "Teacher's House", Izhevsk (according to the "School 2100" program);

- Faculty of retraining and advanced training of pedagogical staff of PSPU;

- NOU "ROST Center"

Teachers are being informed about the possibility of being included in distance learning courses for the development of the Federal State Educational Standard of the NOO. Four teachers underwent course training using the distance learning form "Scientific-theoretical and scientific-methodological foundations of building FGOS-2".

Conducted budget courses "Federal State Educational Standard of Primary General Education: Actual Problems of Implementation" 44 people"Electronic School" 61 people

Off-budget courses were organized "Workshop of creative writing" (Institute for Advanced Studies and Retraining of Educational Workers of the Udmurt Republic). "Modern educational process and topical problems of the development of primary school children in accordance with the requirements of the Federal State Educational Standard" 1 person ("Teacher's House", Izhevsk).

A two-day seminar was held for teachers working on UMK "Perspective primary school" with the participation of teachers from Moscow;

· Off-site seminars:

1. "Control and evaluation activities", Perm 10 h.

2. "Technologies for the formation of universal educational actions in primary school", Perm 14 pax.

3. "Implementation of the planned results of mastering the basic educational program of the LEO by means of the educational system" Harmony ", Perm 1 hour

4. "A modern lesson in the transition to new standards", Perm 7 people

5. "Technologies for the formation of universal educational actions in primary school", Perm 10 people

6. "Fundamentals of Religious Cultures and Secular Ethics in Primary and Secondary School", Perm 3 persons

7. Seminar on the Zankov system, Izhevsk 7 pax.

Working on the creation of a control and monitoring system for the implementation of a comprehensive project for the introduction of the Federal State Educational Standard for LEO and assessing the results of the implementation of the new educational standard, monitoring was launched on the introduction of the Federal State Educational Standard for LEO in educational institutions. The results are posted on the website of the Office of O&P.

The activities to organize the introduction of the Federal State Educational Standard of the LEO in the Chaikovsky municipal district allowed get a number of positive effects:

· Purposeful management of the process of transition to GEF NOE. An organizational structure and an effective process management model have been created.

· The model and algorithm of the educational institution's activity have been tested in the context of the introduction of the Federal State Educational Standard of the LEO, experience has been accumulated in pilot schools.

· The process of studying the documents and materials accompanying the process of introducing the GEF LEO has been established, conditions have been created for comprehending the main ideas of the GEF LEO.

· The directions of changes in the educational process of primary school have been agreed, the necessary innovative processes have been launched for the transition to the federal state educational standard for non-educational institutions.

· The necessary regulatory and legal support is being created for the process of introducing the Federal State Educational Standard for LEO.

· A multilevel system of methodological and informational support for the introduction of the Federal State Educational Standard of the LEO has been built.

At the same time, it became apparent problem points:

· There is still a tension between the stated goals and expected outcomes of primary education (learning, universal learning activities) and the actual measurement of performance on knowledge, skill and skill tests.

· It is necessary to organize budget courses at the local level for the mass improvement of the qualifications of teachers on the introduction of the Federal State Educational Standard of the NOO "Electronic School".

· Lack of opportunities for rural educational institutions to train personnel for the implementation of changes in accordance with the requirements of the Federal State Educational Standard of the NOE (lack of funds, remoteness from the city, lack of head teachers for primary education).

· Lack of conditions and a favorable motivational environment for the professional development of teachers in a number of educational institutions.

· Limited time and material resources.

In general, the following can be done conclusions:

1. All educational institutions have joined the introduction of the federal state educational standard for educational institutions.

2. The unification of teachers into problem groups made it possible to consider the content of teaching materials and new activity-based teaching methods in accordance with the Federal State Educational Standard, which is an effective methodological support for the implementation of the project.

3. In the course of the implementation of the project lines, concrete results were achieved (methodological products were created) and substantive problems were identified that will be solved in the next academic year.

In the academic year, the following tasks will be solved:

1. To provide methodological support for teachers through the work of problem groups in the following areas:

· Formation of metasubject results (school №7).

· Primary school tutoring (, "Synthon").

· A modern lesson in elementary school (school №7).

· Community of teachers-zankovtsev (, school №1).

· Digital educational resources are a means of achieving results (school №7).

· New technologies are a condition for the implementation of the Federal State Educational Standard (secondary school No. 10).

· Organization of research activities atIthe level of training (, school № 8).

2. To ensure the transition of educational institutions to the mode of functioning in accordance with the Federal State Educational Standard of the LEO.

3. Disseminate methodological developments through the creation of collections of materials, posting on the website of the Unified Bank of Educational Resources.

Project No. 3

"Information and educational environment of a general educational institution in the context of the transition to federal state educational standards",

Objective of the project: creation of a system of information and educational resources and tools that provide conditions for the implementation of the main educational program of an educational institution.

At the August conference, in the work of one of the sections, the results of the monitoring "Effective use of hardware, software and telecommunications in primary school" were presented. The participants of the round table had the opportunity to find out how the use of hardware and software is organized in a general educational institution, what normative documents should be followed. Wishes were expressed for the development at the municipal level of some Regulations. The project group developed the Regulations on the website of the educational institution, the Regulations on the computer science and ICT cabinet, the Regulations on the rules of work on the Internet, who have passed the examination at the municipal expert-methodological council. Improved and carried out monitoring Effective use of hardware, software and telecommunications in primary school. Monitoring of the use of modern pedagogical technologies has been developed. The monitoring results are presented at a meeting with the deputy. director to analyze and plan the activities of the educational institution. A seminar was held with the deputy. directors in charge of an elementary school, which developed a model for organizing the activities of participants in the educational process in the information and educational environment. This model can be used to create your own DT model. During the academic year, teachers had the opportunity to study at advanced training courses "Electronic School", "Use of electronic educational resources". Equipping schools with technology has begun within the framework of the Education Modernization project in accordance with the Federal State Educational Standard. In changing conditions (equipment, coursework of teachers, etc.), it becomes necessary to make changes in the project: To organize the work of a problem group on the use of technical means for the implementation of the basic educational program of primary general education, to continue training teachers in continuing education programs “Use of electronic educational resources ". These areas will be promising in the coming academic year.

Project No. 4

The project "Creation of a model of pre-profile training, focused on individual educational programs."

Target: development and implementation of general norms for organizing the system of pre-profile training of students, focused on the creation of individual educational programs for students, through a system of partnerships of all stakeholders. By the decision of the staff meeting (November 2011), the theme of the project was modified. The new name of the project is "Individualized education in a teenage school in the context of federal state educational standards of basic general education." The goal is to design educational processes in basic school, aimed at creating individual educational programs for a graduate in the context of the transition to federal state educational standards of basic general education.

The main processes that were designed, reviewed and discussed in the current academic year:

· Educational sessions in secondary school № 7 (report on the intermediate results of the activities of the PUE)

· Educational session in the Lyceum "Synton" together with school number 12 (materials for children's essays)

· Expertise of innovative educational practice "The Big Process: From Information to Meaning" at the regional level (the project "Meta-Subject in Basic School"), interregional (within the framework of the conference "Tutor support"), expert examination (the board of the Moscow Tutor Association) for the recognition of this " Technologies of productive co-dialogue "- technologies of tutoring support (within the framework of the Black Sea University of Tutoring).

Regional expertise through the project "Metasubject in basic school", and then municipal - within the framework of the municipal methodological conference of the following innovative practices

· Professional test “Generation. ru "(School No. 7)

· Professional-oriented practice "Travel to the profession" - a joint child-parent project (school № 12)

· Educational event "It is interesting to choose" (school № 12)

· Workshop "Persuade and achieve success: secrets of effective argumentation" (school № 7)

As part of the project and on the basis of the decision of the apparatus meeting (dated 2.12.11), which recommended the creation of a working group on modeling a municipal educational event, allowing to master the experience of individualized education in the joint activities of teachers, students and parents, an educational event was developed and conducted - a game -travel "Amazing Nearby", which was recognized as effective and recommended for inclusion in the work plan for the next academic year.

The municipal methodological conference played an important role in the process of designing innovative educational processes in basic school. About 40% of the projects and open classes presented at the conference are related to the problems of the basic school.

4. Congratulations to the director of the MAOU Gymnasium with the Certificate of Honor of the President of the Russian Federation.

Appendix

Support for radio and television reports of the Publishing House "Region", "Objective", "Sphere" for the 2011-2012 academic year:

1. August conference "Transition to Federal State Educational Standards: Readiness, Problems, Prospects" (August 2011).

2. Press conference on the topic "Transition to Federal State Educational Standards: Readiness, Problems, Prospects" with the presentation of a collection of materials on the history of public education in the Tchaikovsky Municipal District of the Perm Territory (August 2011).

3. Teacher's Day (festive meeting for veterans and teachers of the city and region in the CCC "Gidrostroitel").

4. Festival "The Way to the Heights of Mastery", in the form of a pedagogical landing (November-December 2011).

5. Plot about the competition "Wider Circle" (November 2011).

6. A plot of an interview about the director of the MAOU Gymnasium, about her gratitude from the President of the Russian Federation (December 2011).

7. Municipal competition "Teacher of the Year - 2012" (January 2012).

8. The plot is about the family game "Amazing Nearby" (February 2012).

9. Municipal methodological conference "The space of extracurricular activities in the context of the Federal State Educational Standard: before the lesson, after the lesson, instead of the lesson" (March 2012).

11. Plot about the parenting conference (April 2012).

12. Press conference with the winners of the regional competition "Teacher of the Year - 2012" (April 2012).

Appendix

Electronic informational - methodical newspaper "Nadezhda"

Number of rooms - 2

Number of articles - 17

Articles of issue 3:

1. Home page, congratulations on September 1 and gratitude to the authors and sponsors in the publication of a collection of materials on the history of public education in the Tchaikovsky municipal district.

2. The article “Teaching. Years and people "(),

3. "Tomorrow" is our profession. (,),

4. "Who goes to class tomorrow" "(),

5. "The thirst for knowledge is nothing, the image is everything !?" (),

6. Calendar of significant dates for the academic year (),

7. "Three opinions on one issue" ().

Articles of issue 4:

1. Main page, Happy New Year 2012 from the team newspaper and editor. (),

2. Prepared materials for the heading "Light of lighthouses" 2 letters (),

3. "Why an essay?" (),

4. "To save or not to save?" (),

5. "About a bee, a ladybug and not only ..." (),

6. "Technology" on the outskirts of education "(),

7. "Little student, what awaits you at school?" (),

8. "Why do our students need computer science, or can the" extra subject "become vital?" (),

9. "Two hearts beat together" (),

10. New Year's surprise ().

Appendix

The exhibition "Pedagogical Dynasties" was attended by 10 people who received certificates of participation:

- , primary school teacher MBOU secondary school №10;

-, teacher of computer science and physics MBOU secondary school №11;

-, teacher of history and social studies MBOU SOSH s. Sosnovo;

-, MBOU SOSH s. Sosnovo;

-, MBDOU kindergarten №20 "Yakarek";

-, MBDOU kindergarten №35 "Gnome";

-, MBDOU kindergarten №38 "Lesnaya Polyana";

-, MBDOU kindergarten №18 "Little Humpbacked Horse";

Within the framework of the main activity, courses on PR activities were not organized, recruitment did not take place. One of the main tasks next year is the organization of courses and the search for new partners in their organization.

During the academic year such PR events were sponsored as: municipal and regional competition "Teacher of the Year". The total amount of funds raised was about 180 thousand rubles. This year the winners received a monetary incentive higher than at the regional level. Most of the sponsors received gratitude not only through letters of thanks, but also through the website of the General and Vocational Education Department.

All significant events were covered in the media through television, radio, periodicals, the website of the Department of O and PO, a blog, a methodological newspaper "Nadezhda", press conferences.

Tasks for the next academic year:

To publish 3 thematic issues of the electronic newspaper "Nadezhda";

Organize an exhibition of the "Young Teachers" club (August 2012);

To hold an exhibition "T - club" during the year;

Organize a PR-action in honor of the 80th anniversary of the formation on the territory of the Tchaikovsky municipal district and the Teacher's Day "Pedagogical Ball" (October 2012)

Organize courses on PR-activities in educational institutions to create new PR-teams.

Project number 9

"English as a second school-state language"

Target project: Increasing the prestige of studying and the level of English proficiency among students of the educational institution of the Perm Territory.

Tasks:

1. Improving the professionalism of English teachers.

2. Organization of teaching students using modern methods.

3.

4. Providing the opportunity for high school students to take international exams.

5. Development of the language environment in schools of the Perm Territory through the organization of special courses in English, summer specialized camps, performances, etc.

Project results

on the territory of the Tchaikovsky municipal district in 2011-12 academic year. G.

1.2. Improving the professionalism of English teachers. Organization of teaching students using modern methods.

According to the results of the regional Olympiad "PROFI-KRAY", which took place in 2 stages (correspondence and full-time round) in June 2011, on the basis of the PF SU-HSE, 7 teachers from 6 educational institutions in Tchaikovsky were selected to teach them modern English language teaching methods.

· 1 teacher - from MBOU secondary school №8 was sent in September 2012 to the CPC (72 hours) "Improving the language training of teachers of English", organized by the faculty of retraining of personnel of the Perm State Pedagogical University;

· More 3 teacher: fromMAOU Gymnasium , from secondary school with. Focky ., from ChPPK (the question of the teacher's transfer to school is being resolved) completed monthly courses under the international programCELTAfrom British specialists from Oxford;

· , English teacher lang. from the high school was invited . In the city of Perm for training on courses under the TKT program;

· 2 teachers from the MAOU Lyceum "Synton": and did not undergo training (for family reasons). They have the opportunity to take refresher courses in the next academic year.

As a result of training in the CELTA and TKT programs, teachers received certificates that give the right to teach English as a foreign language in any country in the world. Currently, these teachers work under the patronage of mentors who provide them with methodological assistance in using new techniques in teaching English. lang.

In May 2012. For the second time, the PROFI-KRAY Olympiad was held, in which 30 teachers of English took part in the correspondence round. languages ​​(72.5%). 7 people went to the full-time stage: (MBOU Secondary School No. 8), (MAOU Lyceum "Synton"); (MAOU Gymnasium), (MAOU secondary school №12), (MAOU secondary school №4), (secondary school in Markovsky), (MAOU secondary school №12).

Due to the lack of transport, 3 teachers were able to take part in the full-time round of the Olympiad:, and Yakovleva G.V. did not take part in the Olympiad, since she was trained in courses in December 2011.

Task in this area: send for training on the PDA in 2012-13 academic year. 4 teachers:,

3. Assessment of educational achievements of students.

During the year, 50 students from 4 educational institutions: MAOU Gymnasium, MBOU Fokinskaya Secondary School, MAOU Lyceum "Synton", MBOU Secondary School No. 10 underwent primary, intermediate and final testing, the purpose of which was to establish the current level of knowledge of students of teachers aimed at training in CELTA programs and TKT before and after taking these courses. Test results are unknown.

4. Providing the opportunity for high school students to take international exams.

According to the terms of the project, REC students interested in subjects of the natural science cycle could also take this exam.

In April 2012. three high school students from REC - students entering the specialties of the natural science cycle, traveled to Perm to pass the international IELTS exam, the purpose of which is to assess the level of knowledge and proficiency in a foreign language of high school students studying at an educational institution with in-depth study of a foreign language according to international standards. The average score for the exam of the REC students was 4.0. (max score - 9 points).

Reasons impeding the successful implementation of the project:

1. Untimely passing of testing by students of educational institutions is associated with emerging technical problems, as well as low motivation of teachers and students to take tests due to the lack of information about the test results.

2. Absence complete information about the project. (Only information letters about the direction of teachers to courses and information about teachers whose students did not pass testing come to the Department of O and VO; during the 2011-12 academic year, not a single Regulation on regional events aimed at developing the language environment was received) ...

In connection with the above problems, the project group of 8 people: 5 teachers - direct participants in the regional project (English teachers from MBOU secondary school №8, MAOU Gymnasium, MAOU Lyceum "Synton", MBOU secondary school №10 (REC)), as well as deputy. dir. According to VR (and an English teacher) L from MBOU secondary school №8., Head of the department of general and additional education and, methodologist of CICT, she took the following steps:

1. Speech at a meeting of directors of the CICT methodologist, at which the main content of the project, its purpose, objectives, and the first results of the project's implementation were presented. Preparations for this meeting identified and partially helped to solve the problem of lack of complete information about the project.

2. At the first meeting of the group, with the help of direct project participants, a more complete picture of the progress of the project, of the PDA was formed, problems were discussed, a number of measures were proposed, aimed at the successful participation of our territory in the regional project.

3. Speech by the participants of the project group at the RMO of English teachers. lang., where she spoke with a question about the implementation of the project in the Perm Territory, and teachers trained by British specialists showed video clips and talked about the features of these advanced training courses and the opportunities that open up for teachers, made it possible to increase the motivation of teachers to participate in the Olympiad "PROFI-EDGE".

4. In order to develop the language environment, a municipal competition for reading in English was developed and conducted. lang .; students of the Sinton Lyceum, Gymnasium, REC took part in a theatrical project led by Joanne, a Cambridge University graduate; work is underway to organize a municipal linguistic camp.

5. presented to the municipal expert-methodological council a project aimed at increasing the level of English language proficiency among students of the MAOU Gymnasium.

Tasks, supplied by the project team for 2012-13 academic year G.:

1. Develop a municipal project aimed at increasing the prestige and level of English proficiency among students of the educational institution of the Chaikovsky municipal district.

3. To organize the work of a municipal linguistic camp for students of educational institutions who study English.

Project number 10

"Telecommunication network of the Perm region"

Throughout the academic year, systematic and purposeful work was carried out to implement the regional project "Telecommunication educational network of the Perm Territory (web 2.0 technology)".

Meetings, seminars commissioned by educational institutions, numerous consultations with teachers and those responsible for electronic diaries and journals in educational institutions were organized and conducted, aimed at improving the efficiency of the implementation of the project of the system of electronic diaries and journals on the territory of the Chaikovsky municipal district (increasing the number of students, meeting the indicators of high-quality provision services (electronic diary).

Fruitful interaction with the technical support service of the portal, heads of schools participating in the project, responsible for maintaining electronic diaries and journals in the educational institution allows us to record the following situation at the end of the academic year:

1. The number of participants increased to 8116 students in urban and 1211 students in rural educational institutions (91.5% and 52%) (targets 92% and 50%);

2. The quality of the provided “Electronic Diary” service in the Chaikovsky municipal district from January 2012 to May 2012 has increased;

3. The most consistently high-quality service Electronic diary is provided by educational institutions: Markovskaya secondary school, secondary school No. 8, Gymnasium, secondary school № 12, Lyceum "Synton", secondary school № 11, secondary school № 4, secondary school, secondary school № 13, secondary school with. Sosnovo, secondary school with. Zipunovo, secondary school with. Uralskoe, secondary school with. Vanka, OOSh village of Burenka, SOSh s. B.Bukor, secondary school with. Alnyash, secondary school with. Hassies.

At the request of an educational institution, in order to increase the motivation of teachers to use the resources of the portal, a workshop was held for teachers of secondary school No. 8. More than 20 school teachers took part in the seminar, all activities were organized in an activity mode.

However, despite the positive dynamics of most schools (especially rural ones) in the quality provision of the Electronic Diary service, unpleasant tendencies were observed:

· During the year in some city schools and two rural schools there was no constant 100% quality of the electronic diary service (school №1, school №2, school №7, school №10, Fokinskaya secondary school, secondary school in Prikamsky settlement);

· There was a low activity of teachers in using the portal for other purposes.

In order to focus attention on the problem with the quality of electronic diaries, in May 2012 at the meeting, principals were presented with a report on the work with the Electronic School Diary for the period from January to April 2012.

To further focus the directors' attention on this issue, it was proposed to conduct and demonstrate (on the website, at a meeting, by e-mail) a rating of schools by the quality of the electronic diary service. Consider as an opportunity, holding a competition among educational institutions for the quality provision of the Electronic Diary service and the use of portal resources.

Project number 11

"Distance education of disabled children in the Perm region." For secondary school No. 10 and secondary school No. 11 this year became a cash flow for the implementation of the project, for other schools (secondary school No. 1, secondary school No. 2, secondary school No. 4, secondary school No. 4, secondary school No. 8, secondary school No. 13, secondary school B. Bukor, Secondary school in Vanka, secondary school in Zipunovo, Markovskaya secondary school, secondary school in Prikamsky) - a preparatory stage. The project includes 22 more disabled children in need of distance learning. 23 teachers who will work with these children have completed the appropriate coursework. Parents (legal representatives) of students have also been trained. The installation of equipment is nearing completion in places where children with disabilities live and in the workplaces of teachers. The preparatory stage will be completed by connecting the workplaces to the Internet. In schools with. B. Bukor, p. Vanka, settlement Markovskiy, secondary school # 8 for this purpose, additional equipment will be installed to ensure the required data transfer rate. The monitoring of the needs of children with disabilities in distance education from the academic year has been carried out. The monitoring results showed that 5 more disabled children (secondary school №7, secondary school №13, lyceum "Synton", Markovskaya secondary school, secondary school in Prikamskiy settlement) need distance education. The question of the progress of the project was considered at a staff meeting and a meeting of managers.

All indicators showing the quality of project implementation are 90-100% fulfilled. This testifies to the effective support of projects supervised by the CICT methodologists. The intermediate results and processes organized within the framework of the project are described by methodologists and posted on the site (in blogs).

Each project is characterized by the following main parameters:

• goal (result);
• cost and budget of the project;
• life cycle of the project.

The goal of the project determines the expected result of the project.

When forming a goal (both in project management and in strategic management), it is necessary to use SMART principles (specific, measurable, agreed, realistic, time-related). In other words, the goals of the project should be specific and intense, measurable, agreed and achievable, realistic and time-related (i.e., with the time frame by which they must be achieved).

The length of the life cycle, the cost of the project, and the assessment of its effectiveness depend on how concretely the goal of the project is formulated.

For example, the opening of a bank branch in the city of N cannot be formulated as a project goal. With this formulation, an event corresponding to the achievement of the project goal is not defined. A more correct formulation is to open a branch and reach the amount of deposits of the population in the amount of 100 million rubles.

The life cycle as a parameter of the project depends on the formulation of the project goal. The life cycle of a project is understood as the period of time from the moment of the birth of the idea for the implementation of the project until the moment the goal of the project is achieved.

A distinction should be made between the project life cycle and the product life cycle. The life cycle of a product can be much larger than the life cycle of a project. The main stages of the product life cycle (development, production, operation) can include many independent projects (for example, the actual product development, the development of its marketing strategy, etc.).

The life cycle of an investment project consists of sequentially executed or sometimes overlapping phases (stages) of the project (see table 1):

Table 1. Structure of work at different stages of the project life cycle

• pre-investment stage (decision-making on the implementation of the project, development of the necessary documentation and organization of project financing); in the practice of project financing, it is advisable to single out the stage of organizing financing at this stage. The main tasks solved at the pre-investment stage (according to the methodology of the European Commission on Economic Relations) are as follows:
  • formation of a project application (project business idea);
  • researching investment opportunities;
  • preliminary feasibility study (feasibility study);
  • analysis and evaluation of an investment project;
  • creation of a business plan for the project (including design estimates, etc., risk distribution, financing and monitoring models);
  • options for project capitalization;
  • decision on the organization of financing;
• investment stage (investment, work, construction, commissioning of production facilities; in some cases, at this stage, the production of goods (services) may also begin). The main tasks to be solved at the investment stage (according to the methodology of the European Commission on Economic Relations) are as follows:
  • organization of tenders, selection of suppliers, contractors, consultants, experts;
  • construction and installation work, supply of equipment;
  • commissioning and personnel training;
  • purchase of raw materials and supplies;
  • delivery-acceptance of the object;
• operational stage - production of products and services, sales, receipt of proceeds; the main tasks solved at the operational stage (according to the methodology of the European Commission on Economic Relations) are as follows:
  • putting the facility into operation and bringing it to the specified capacity;
  • sale of project products;
  • repayment of loans and payment of dividends to shareholders;
  • transfer of ownership of the object;
• the stage of completion of the project (or exit from the project); the main tasks to be solved at this stage are as follows:
  • conservation, dismantling or sale of the facility;
  • elimination of technogenic and environmental consequences of the project activities.

The project life cycle is a basic concept for project management and project finance.

The typical duration of the life cycles of projects in different industries varies depending on the industry in which the projects are implemented:

• infrastructure projects - 25 years;
• energy projects - 15 years;
• general machine-building - 8 years;
• high technologies - 4 years.

The project life cycle is characterized by the following features:

• the cost of the project and the number of personnel involved are small at the beginning, peak as the work progresses, and then plummet;
• stakeholder influence, risk and uncertainty are most important at the beginning of the project and decrease towards the end of the project;
• the cost of making changes and correcting a project by the end of the project increases.

Interested parties (or stakeholders) are persons or organizations that are actively involved in the project or whose interests may be affected during the execution or as a result of the completion of the project. Distinguish between internal and external stakeholders. The project team managing the implementation of the project must take into account and monitor the interests of all project stakeholders throughout the project life cycle.

The parties interested in the project have the greatest influence on the project at the pre-investment stage of the project, since at this stage each of them analyzes the project and decides to participate in the project in one form or another. The decisions made can lead to a change in the purpose, content of the project and the forms of its financing.

The project budget is a time-distributed estimate of all investment costs (including investments in working capital) for the implementation of the necessary work on the project from the start of design, construction of the facility until the moment the facility is put into operation, as well as the financial costs associated with the implementation of the project (capitalized interest on loans during the construction period and the costs of paying for the services of consultants for organizing the attraction for the implementation of the project of bonded loans and (or) loans) and costs associated with the possible payment of planned and concluded contracts. Monitoring the execution of the project budget is one of the main functions of the project manager. The timed schedule for spending the funds required to implement the project is called the “cost baseline” of the project and is used in project cost management.

The cost (total cost) of the project is equal to the sum of the costs included in the calculation of the project budget.

Project environment

The implementation of the project is carried out in a specific external environment of the project.

The external environment is understood as a set of factors of a macroeconomic, political, legislative and natural nature that affect the parameters and characteristics of the project, determine its external risks and the necessary tools for adapting the project. The system of interaction with project stakeholders is also related to environmental factors.

The internal environment of a project is understood as a set of factors characterizing the management system of the company implementing the project and the adopted project management system.

An important condition for ensuring the effective implementation of the project (achieving the project goal within a given timeframe and within a given budget) is monitoring the state of the project environment and adopting timely corrective actions.

Business process of working with an investment project in a company and a bank

The business process of the project initiator's work with the project during its life cycle includes the following stages (stages) of work:

• project initiation, development of project documentation, planning of works and events;
• analysis of the project and justification of its effectiveness and investment attractiveness, development of a business plan;
• search for investors and lenders, formation of a group of project stakeholders, selection of the form of project financing;
• project implementation;
• project monitoring, settlements with creditors, investors;
• achievement of the project goal, completion of the project.

The business process of the bank's work with the project includes the following stages (stages) of work (Fig. 1):

Rice. 2. Business process of working with an investment project in a bank (PPP - public-private partnership, PC - project company, SD PC - board of directors of the project company, central bank - securities)
Click on the image to enlarge it

• acceptance of project documentation in accordance with the criteria and provisions of the bank's investment policy;
• examination of the project based on its comprehensive analysis;
• making a decision by the bank on participation in the project and the form of participation;
• organization of financing, signing contracts;
• project financing;
• monitoring the project in the interests of the bank;
• settlements with the borrower, receipt of shareholder income;
• exit from the project.

Basic principles of modern design analysis. Analysis stages

Project analysis is one of the main types of work (research method) carried out by the initiator of the project at the pre-investment stage of the project in order to determine the socio-economic efficiency of the project, the complex of risks, the feasibility of the project and the organization of its financing.

Project analysis is also the main method of project examination by a financial institution (bank, fund) in order to make a decision on participation in the project (form of participation, instruments, cost of financing instruments used). The actual examination of an investment project is the process of analyzing its compliance with the requirements of a commercial bank (or other financial institution), as reflected in the investment policy of the bank and the relevant regulatory documents of the bank.

Project analysis is also a necessary tool for monitoring an ongoing investment project, for a comprehensive assessment of its actual effectiveness.

Thus, the design analysis should be used at all stages of the project life cycle. The results of the project analysis are used not only to make a decision on its implementation, but also to ensure that the actual performance of the project matches the calculated performance presented in the business plan of the project.

The basic principles of design analysis are:

• consistency, that is, taking into account the entire system of relationships between project participants and their economic environment, the most important factors affecting the costs and results of each participant, as well as internal, external and synergistic effects. To take this into account, the project description must include a description of a possible interaction mechanism for all project participants (organizational and economic mechanism for project implementation);
• the complex nature of the project analysis (and project appraisal), which provides for the use of various types of project analysis and the preparation of a comprehensive project business plan (or conclusions on the results of the appraisal);
• taking into account all the most significant consequences of the project. When assessing the effectiveness, all significant consequences of the project should be taken into account, both directly economic and non-economic (social, environmental, impact on the country's security). In cases where the impact of such project impact on performance is quantifiable, it should be quantified. In other cases, this influence should be taken into account by experts;
• analysis of the project throughout its entire life cycle (by individual participants - before exiting the project);
• application of modern international standards for project management and project evaluation;
• compliance of the development strategy and investment policy of the country, region, company (bank);
• the presence of a positive social socio-economic effect of the project;
• high quality and sufficiency of design and other documentation required for the preparation of a business plan for a project (or for an expert examination of a project in a bank).

The main types of design analysis are:

• strategic analysis of the project;
• analysis of the technical feasibility of the project and innovative potential;
• legal, institutional analysis;
• environmental analysis of the project;
• commercial analysis of the project;
• financial and economic analysis of the project;
• analysis of project risks, including sensitivity analysis and stress testing, modeling the impact of risks on the operating flows of the project, taking into account the volatility of influencing conditions and factors;
• express analysis.

At the stage of expertise, the bank, carrying out a project analysis, develops an optimal project financing plan and a contractual structure for sharing the full risks of the project.

The degree of depth and scope of analytical work in project analysis depends on the scale of the project, its capital intensity, and the socio-economic consequences of implementation. For capital-intensive projects worth more than RUB 500 million a more detailed and in-depth analysis of the project is needed. For lower-cost projects, the design analysis can be performed according to a simplified scheme that does not require the involvement of external experts to conduct technical, legal and environmental analysis of the project.

The business process of project analysis in the initiating company ends with the creation of a business plan that meets the recommendations (requirements) of the financial institution / bank to which the company initiating the project plans to apply.

The business process of project analysis in the company executing the project is carried out throughout the entire life cycle of the project.

The business process of project analysis / appraisal in a commercial bank can include two stages - preliminary and complex project appraisal. This approach is typical for banks financing large investment projects of great value and socio-economic significance.

At the stage of preliminary examination, a preliminary check is carried out for the compliance of the investment project with the principles of selection of projects by the bank for financing established by the investment policy of the bank.

The purpose of the preliminary examination is to determine the feasibility of further consideration of the project at the stage of a comprehensive examination. Based on the conclusion based on the results of the preliminary examination, the collegial body of the bank makes a decision on the feasibility (inexpediency) of carrying out a comprehensive examination of the project.

Comprehensive expertise requires the project initiator to submit additional more detailed information and documents confirming it about the project and project participants. The purpose of the comprehensive examination of the project is to analyze the feasibility of the bank's participation in financing the project under consideration and to prepare an opinion for the credit committee on the volume, conditions and forms of the bank's participation in financing the project.

Modern project analysis uses various types of project analysis:

• express analysis;
• strategic;
• technical;
• commercial;
• institutional;
• project risks;
• ecological;
• financial and economic.

Each type of analysis has specific evaluation criteria. The multi-criteria approach is used in project analysis in all international methodologies, including the EU Guidelines for Project Appraisal, GRI (Global Reporting Initiative) standards for sustainable development.

Express analysis of the project at the stage of preliminary assessment (expertise)

An express analysis of the project can be carried out by the initiator of the project in order to determine the feasibility of the project and the effectiveness of investments in it before developing a detailed business plan for the project. An express analysis of a project by a financial institution includes a preliminary assessment of the project, an assessment of the reliability of the business plan data provided by the initiator (or performer) of the project in order to make a decision on the advisability of a deeper analysis of the project if it complies with the investment policy of the bank.

Express analysis may not include the study of organizational and legal aspects of project implementation, contractual and contractual framework, social aspects.

The main emphasis in the express analysis of the project is made on the assessment of the economic efficiency and technical feasibility of the project, which is consistent with the investment policy of the bank.

Strategic project analysis

The strategic analysis of the project, carried out by the project initiator and reflected in the business plan of the project, is to analyze the compliance of the project objectives with the development strategy of the company (industry, region, country), which is the initiator or executor of the project.

The strategic analysis of the project, carried out by the bank (or other financial institution) and the conclusion reflected in its conclusion about the advisability of the bank's participation in financing the project, consists in analyzing the compliance of the project goals with the development strategy of the initiator company and the strategy and investment policy of the bank itself. In particular, the strategic analysis of the project carried out by the development bank should take into account the compliance of the project with the development strategy of the industry or the region of the project implementation, as well as the strategic priorities (sectoral and regional) of the bank's investment activities on the considered planning horizon. In the course of strategic analysis, the strategic risks of the project are also identified, which may be associated with changes in the external environment of the project, changes in legislation, development strategy of a particular industry (region). Therefore, the analysis of the external environment (macroeconomic conditions, regional environment, analysis of possible changes in legislation) is an integral part of the strategic analysis for large investment projects. For small local projects required for the development of a specific company, the analysis of the external environment can be performed as part of the institutional analysis of the project.

Technical analysis of the project

The technical analysis of the project is carried out in order to assess the technical feasibility of the project and assess its innovative potential. The assessment of the project feasibility is carried out in order to determine the feasibility of the scientific, design and technological solutions included in the project, the availability of appropriate foreign or domestic analogues of the products that will be produced as a result of the project, its competitiveness in the domestic and foreign markets.

An important aspect of technical analysis is to determine the innovative nature of the project, the scientific and technical (innovative) effect of the project. To stimulate the development of innovative activity in the country, it is necessary to include indicators of innovation in the list of target strategic indicators of the activities of companies and banks.

To analyze the technical feasibility of innovative projects, projects for the creation of new high-tech industries, it is required to attract external consultants, experts in a particular field of science and technology.

During the technical analysis of the project, it is necessary to pay attention to the following factors:

• lack of approved design and estimate documentation of the required quality;
• use of outdated product manufacturing technology;
• the use of untested and unreliable technologies;
• use of technologies that do not meet environmental and other norms and standards.

In the course of the technical analysis, the risks of the technical unfeasibility of the project or the inexpediency of the implementation of the proposed scientific and technical solution are identified.

Commercial analysis of the project

The commercial analysis of the project is carried out in order to determine the commercial risks of the project associated with the forecast of sales volumes, the price of products (services), prices and volumes of products (services) purchased from suppliers, and the reliability of counterparties.

• analysis of possible constraints on the demand side;
• analysis of possible supply-side constraints;
• analysis of possible restrictions on the part of state regulation of the market in the industry.

The most important aspect of commercial (or marketing) analysis is the analysis of the competitiveness of products that will be released as a result of the implementation of the project (services), its competitive advantages, export potential, changes in the competitiveness of products over time.

Institutional analysis of the project

Institutional analysis is carried out in order to assess the impact on the project of a set of internal and external factors accompanying the investment project (analysis of the external and internal environment of the project).

Analysis of the external environment of the project includes an assessment of changes in macroeconomic (country, regional) indicators affecting the project, analysis of the legal aspects of the project.

Analysis of the internal environment of the project includes an assessment of:

• quality of corporate business management and experience in project implementation in the company - the initiator or executor of the project;
• provision of labor and other resources;
• the organizational structure of the project participants and the distribution of functions between them;
• the adopted project management system in the company executing the project or a specially created project company;
• support by state or municipal authorities.

The legal aspects of institutional analysis include the analysis of:

• the legal framework of the project and the scheme of its implementation;
• the quality of the constituent documents of the company - the project executor, the legal purity of contracts and agreements concluded (or planned) by the company;
• the composition of the founders of the project company, the organizational and legal form of the project company, etc.

Project risk analysis

When analyzing a project, it is necessary to distinguish between the concepts of "risk" and "uncertainty".

The risk has a probabilistic nature and is characterized by the likelihood of non-receipt of the planned effect (result) from the implementation of the project or the likelihood of such conditions occurring that will lead to negative consequences for all or individual project participants.

Uncertainty is a characteristic of the incompleteness and insufficient quality (inaccuracy) of the initial and calculated information used for the analysis of the project.

The implementation of investment projects in Russia is carried out under conditions of increased uncertainty due to the substantially non-stationary nature of the Russian economy, as well as global processes. As V.N. Livshits, “a non-stationary economy is an economic system, which is characterized by rather abrupt and poorly predictable changes in many macroeconomic indicators, the dynamics of which does not correspond to the normal market cycle, but rather is inherent in crisis or post-crisis economic processes. The most important signs of the nonstationarity of the process (including the economic one) are:

• the presence of a stable, often unfavorable, tendency towards a change in the existing state of the system that is weakly amenable to formalization;
• the presence of an uncertain future and critical values ​​of the parameters that control the process, an unstable structure in time;
• the ultimate horizon of reliable visibility ”.

Uncertainty accounting is one of the key requirements of the modern project evaluation methodology, which is based on the second edition of the Methodological Recommendations for Evaluating the Effectiveness of Investment Projects, which is still in effect and is still widely used in Russia.

Incompleteness or inaccuracy of information about the conditions for the implementation of the project means that various scenarios of its implementation are possible. A scenario is understood as a consistent combination of all parameters of the project and its economic environment, which determines the cash flows of the project. In particular, different scenarios for project implementation may differ in predicted price dynamics, production and sales volumes, investment and operating costs, etc. The scenario approach is an effective tool for reducing project uncertainty.

Project risk analysis includes qualitative and quantitative risk analysis. The purpose of a qualitative risk analysis is to identify them, assess and identify the key risks of the project. The purpose of quantitative risk analysis is to determine the degree of stability of the results of financial forecasts in relation to key project risks.

The main method for assessing the degree of stability of the results of financial forecasts in relation to the key risks of the project is to analyze the sensitivity of the project and its performance indicators to deviations in the values ​​of the most significant factors and project parameters. Sensitivity analysis is carried out on the basis of the financial model of the project (pre-investment stage of the project life cycle), which provides a forecast of all cash flows of the project, the state of the balance sheet of the project company and an assessment of the effectiveness of the project. At other stages of the project life cycle, the financial model of the project is transformed into the financial model of the project company implementing the project.

A project is considered sustainable for the participant in question if, with possible changes in all the main parameters of the project and its economic environment, it turns out to be financially feasible and effective, and possible adverse consequences are eliminated by measures provided for by the organizational and economic mechanism of the project.

A project is considered sufficiently stable for the participant in question if, with all sufficiently likely changes in all the main parameters of the project and its economic environment, it turns out to be financially feasible, and possible adverse consequences are eliminated by measures provided for by the organizational and economic mechanism of the project.

A project is considered unstable for the participant in question if, with some fairly probable changes in its main parameters or its economic environment, it turns out to be financially unrealizable or leads to consequences that do not meet the goals and interests of the participant.

Environmental analysis of the project

The environmental analysis of the project has recently become more and more important. Taking into account the environmental consequences of the project is an important condition for assessing the social effectiveness of the project.

The purpose of the environmental analysis of the project is to assess the impact of the project on the environment and living conditions of people.

The analysis of the environmental impacts of the project is carried out by checking the availability of valid permits for the financing and implementation of the project, issued by the authorized bodies in the field of state environmental expertise and state expertise of project documentation.

An independent environmental review of the project is carried out with the involvement of external experts according to the standards required by investors, including foreign ones.

Indicators of the project's environmental performance include:

• the presence of an environmental protection program in the project (project documentation);
• indicators of reducing harmful emissions into the atmosphere and reducing noise;
• the number of accidents during the project;
• number and monetary value of claims and fines of environmental authorities.

The environmental results (effects) of the project company are reflected in the business plan of the project, in the report on the results of monitoring investment projects and in the report on the sustainable development of the financing bank.

Financial and economic analysis of the project

Financial and economic analysis of a project is the most complex and most important (in terms of impact on the country's economy as a whole) type of project analysis.

Many publications divide this type of analysis into financial and economic. At the same time, the financial analysis of the project is often unreasonably equated with the financial analysis of the company - the project executor.

The purpose of the financial and economic analysis of the project is to assess (determine) the effectiveness of the project.

In the EC Guidelines for Project Appraisal in Economic Analysis, market prices used for financial analysis are converted to settlement prices (which corrected distortions introduced by market imperfections), and externals (externalities) leading to benefits and social costs are taken into account. not taken into account by financial analysis because they do not generate real monetary income or costs (for example, environmental impacts or redistributive effects).

According to the draft of the third edition of the Methodological Recommendations for Evaluating the Effectiveness of Investment Projects, the effectiveness of an investment project is a category reflecting the compliance of the project with the goals and interests of its participants and expressed by the corresponding system of indicators.

The implementation of effective projects increases the welfare of society, in particular, the gross domestic product (GDP) that comes at the disposal of the society, which is then divided between the entities participating in the project (firms, their shareholders and employees, banks, budgets of different levels, etc.).

The difference in the interests of business entities at different levels of management determines the types of project efficiency.

• social effectiveness of the project;
• commercial efficiency of the project.

The social effectiveness of the project is determined in order to identify the compliance of the project with the goals of the socio-economic development of society and is calculated for socially significant projects (global, national-economic, regional / sectoral, involving partnerships between the state and the private sector, and some others). With unsatisfactory social efficiency, such projects cannot be recommended for implementation and they cannot qualify for state support.

Public efficiency indicators take into account the socio-economic consequences of the implementation of an investment project for society as a whole, including both the direct results and costs of the project, and "external": costs and benefits in related sectors of the economy, environmental, social and other non-economic effects.

“External” effects are recommended to be taken into account in quantitative form if there are appropriate regulatory and methodological materials for their assessment. In some cases, when these effects are very significant, in the absence of these documents, it is allowed to use the assessments of independent qualified experts. If externalities cannot be quantified, a qualitative assessment should be made of their impact. These rules also apply to calculations of regional efficiency.

For projects that are not socially significant, only their commercial efficiency is assessed.

The commercial efficiency of the project is assessed in order to determine whether the project is in line with the commercial goals and interests of its participants.

At the pre-investment stage of the project, before organizing its financing, the calculation of the indicators of the commercial efficiency of the project characterizes the investment attractiveness of the project as a whole.

After organizing the financing of the project and at the subsequent stages of the project life cycle, the calculation of the project's commercial efficiency will show the investment attractiveness of the project for a specific project participant:

• the commercial effectiveness of the participation of the project company and other enterprises and banks in the project (the effectiveness of the project for the participating enterprises);
• commercial efficiency for the shareholders of the project company implementing the project;
• commercial efficiency of participation in the project of other project participants, including:
  • regional effectiveness of the project - for regional and municipal administrations;
  • sectoral efficiency - for individual sectors of the economy, financial and industrial groups, business associations and holding structures;
  • budget efficiency of the project (efficiency of government participation in the project in terms of expenditures and revenues of budgets of all levels).

At the pre-investment stage of the project life cycle, when only the forecast of the required investments and the forecast of the expected operating flow are known, and the executing company and the organizational and economic mechanism of the project implementation, including the sources of financing, are unknown, the social and commercial economic efficiency of the project as a whole is assessed.

The following are recommended as the main indicators used to calculate the economic efficiency of investment projects in general at the pre-investment stage:

• the net present value of the project (NPV);
• internal rate of return;
• indices of profitability of costs and investments, etc.

The most important criterion for the effectiveness of the project is the positive value of the net present value of the project, which is calculated by the formula:

NPV = ∑ (FCF t) (α t), (1)

where FCF t is free cash flow at the t-th step, α t is the coefficient of discounting cash flows of step t, and the summation applies to all steps of the calculation period.

NPV characterizes the excess of total cash receipts over total costs for a given project, taking into account the inequality of costs and benefits related to different points in time.

A project is recognized as cost-effective if and only if it has a non-negative NPV. When comparing alternative projects, preference should be given to a project with a large NPV.

For more details (and most importantly - most competently), see the books of V.N. Livshits, S.A. Smolyak, P.L. Vilensky.

In connection with the release in 2006 of the Methods for calculating indicators and applying criteria for the effectiveness of investment projects to obtain state support in the Investment Fund of the Russian Federation (canceled in 2008), the concepts of financial, budgetary and economic efficiency of the project began to be used in the practice of project analysis. These types of efficiency and the corresponding indicators do not correctly reflect the general and particular effects of the project, do not take into account the characteristics of the life cycle stage at which the project efficiency is assessed.

At the subsequent stages of the project life cycle (investment and operational), the company that will execute the project, the predicted structure and cost of funding the project are known, therefore, it is possible to determine the commercial efficiency of the project for each participating enterprise, its shareholders, as well as the regional, sectoral, and budgetary efficiency of the project.

The commercial efficiency of the project can also be calculated at the pre-investment stage, when all providers of financial resources for the project are already known and all the necessary contracts for financing the project are concluded.

The economic effect of the project at the investment and operational stages will be determined by the additional cost created by the project and which is the project's contribution to the growth:

• the capital of the shareholders of the company;
• business value of the company;
• the value of the gross product created in the industry;
• the value of the gross regional product;
• the value of the country's gross domestic product.

The analysis of the economic efficiency of the project should be carried out at all stages of its life cycle, not only to make a decision on the feasibility of its financing, but also to control in the process of monitoring the implementation of the project the compliance of the actual effect with the planned one.

The trend towards harmonization of international and national methodologies of economic measurements will lead to a gradual convergence of the domestic theory of assessing the economic efficiency of investment projects and companies' business with the foreign one, adopted in developed market countries and based on the concept of sustainable development.

In accordance with the concept of sustainable development, the effectiveness of any object is assessed from the economic, social and environmental points of view by an appropriate set of indicators (Fig. 2).

Taking into account the concept of sustainable development, we can talk about the need to assess, within the framework of the project analysis, indicators of the economic, social and environmental efficiency of an investment project (both private and an integral indicator - NPV or the market value of a project company in the interests of shareholders - V e, where V is value ( value), e - equity (own funds)). These indicators are essential for monitoring the effectiveness of the project in the process of its implementation.

Rice. 2. Criteria for the effectiveness of the concept of sustainable development

With the implementation of the project and the receipt of new information about the projected facility and the surrounding economic environment, the irrationality of the previously envisaged design solutions and the need to adjust them may become apparent. On this basis, it is recommended to periodically evaluate the expected efficiency of the continuation of the project, consider new options for such a continuation and choose the best of them, as well as identify the economic feasibility of terminating the project when conditions arise that are not provided for in the design materials.

Development of methods for accounting for uncertainty (H-models)

Generally accepted in practice methods of accounting for uncertainty are reduced to sensitivity analysis and scenario approach. However, they carry an internal contradiction, which consists in the fact that undefined (essentially underdetermined) indicators are described by deterministic values.

In addition, the following features are characteristic of the traditional mathematical models used in investment design:

• algorithmicity. The model developer must form a model algorithm - determine the sequence of calculations in accordance with which the model should work;
• target character. The model is intended to solve a specific problem, and a change in the simulation problem usually leads to a change in the model;
• determinism of the values ​​of indicators - the ideal is usually considered a solution in which all indicators are precisely defined;
• determinism of the system of mathematical dependencies - “correct” is a model that contains dependencies that ensure the unambiguity of the exact solution, that is, a model that can neither be undefined nor overdetermined;
• division of all indicators into "input" (arguments) and "output" (functions).

All these features of the traditional approach complicate the development of models and limit the possibilities of their practical use.

An unconventional approach is a new theory and technology for effectively solving the problems of accounting for underdetermination, developed by A.S. Narinyani, V.G. Napreenko, known as the technology of underdetermined computations (H-computations) and underdetermined models (H-models). This approach belongs to the direction of constraint programming, which has been actively developed recently in the world as one of the most promising for models in the presence of a large number of underdetermination factors.

At present, the use of H-models has been successfully tested in solving practical problems of modeling the development of national and regional economies, the functioning of enterprises and the assessment of investment projects.

In comparison with traditional investment design tools (such as serial products - Alt-invest, Project Expert, etc.), the H-model technology provides a large number of additional opportunities that are useful for investment design:

• the ability to calculate using interval estimates of indicators (along with accurate estimates);
• the possibility of calculations in the absence of some of the parameters and in the presence of rough estimates of the parameters;
• the ability to control risk, assess the quality of the information used, identify and eliminate the causes of excessive underdetermination;
• the ability to solve ambiguous problems;
• the ability to set the desired values ​​of the resulting indicators;
• the ability to analyze a large number of project options without enumerating them;
• the opportunity to “not miss” any decision;
• simplification of project maintenance.

Let's take a closer look at each of these options.

The ability to calculate using interval estimates of indicators (along with accurate estimates)

Interval estimates provide a very clear expression of the underdetermination of the initial and resulting data. As an example, Fig. 3 shows the results of forecasting the flow from investment and operating activities for one of the studied investment projects. Narrow line 1 on the graphs - the results of non-interval calculation at the average predicted values ​​of price indicators (prices for products, materials, energy and wage rates), wide area 2 - the results of interval calculation with deviations in the growth of price indicators by 3% per year at product prices and by 1% per year - for other indicators. The graphs clearly show the growth in time of the underdetermination of the forecast, reflecting the property of the non-stationary economy noted above - “the final horizon of reliable visibility”.

Rice. 3. Cash flow forecast for the project, RUB mln (1 - deterministic calculation based on average values, 2 - refined calculation using the H-model)

Possibility of calculations in the absence of some of the parameters and in the presence of rough estimates of the parameters

The ability of H-models to give a solution with incomplete and inaccurate information about the simulated indicators is the most important of the advantages of the technology under consideration.

Let's highlight the following stages and stages of development of an investment project:

• pre-investment stage, stage 1. The term of the project, the total output in physical terms, the norms of investment and operating costs per unit of production, the price of products and the rate on possible loans have been determined. All indicators are indicative and are described in intervals;
• pre-investment stage, stage 2. Clarified the schedule of capital investments and sales of products by year of the project;
• pre-investment stage, stage 3. Structuring of the project and organization of financing. A schedule for obtaining and repaying loans has been determined;
• Stage 4. Final clarification of the project parameters.

At all the named stages (except for the last one), some of the essential indicators of the project are missing. For example, until stage 3, the schedule for obtaining and returning loans is unknown. Nevertheless, at all these stages, the H-model makes it possible to build estimates of project indicators. As the information taken into account becomes more complete, the estimates are updated. As a typical example, we will indicate the following calculated values ​​of the accumulated balance of operating, investment and financial flows, expressed as shares of the final decision: stage 1 - from 43 to 154%, stage 2 - from 66 to 136%, stage 3 - from 71 to 84%, stage 4 - 100%.

The ability to control risk, assess the quality of the information used, identify and eliminate the causes of excessive underdetermination

When using H-models, the width of the intervals of the initial and resulting data of the investment project becomes a convenient measure of predictive risk (at the same time, you can use ordinary risk indicators, such as, for example, risk capital). Since the new information introduced into the calculation refines (narrows) the intervals of indicators, the value of this refinement can serve as an indicator of the value of information: the absence of narrowing indicates the uselessness of information, and a significant refinement of intervals indicates the value of information. Thus, the quality of the information used in the calculations is objectively assessed.

Ability to solve ambiguous problems

Achieving a given amount of profit is an ambiguous task, since within the framework of the same project, the desired profit can be obtained in different ways. In ordinary mathematics, ambiguity is a very difficult problem. For H-models, ambiguous problems do not present difficulties, since the result of their solution is expressed in the form of intervals covering all solutions of the problem, and in the case when the problem has no solution, then the calculation of the H-model notifies the user about it. Solving the inverse problems of investment design makes it possible to determine the conditions under which the project will be sufficiently effective or ineffective, and to find solutions that can best ensure the fulfillment of the requirements for the project.

The ability to set the desired values ​​of the resulting indicators

Conventional mathematical models, requiring a clear differentiation of parameters into "input" and "output", do not allow directly setting the desired values ​​of the resulting indicators. The computational process of H-models is different, it makes it possible to regulate the values ​​of all considered indicators, ensuring automatic coordination of the intervals of indicators with each other. As a result, you can set the value of any indicator of the investment project and observe changes in other indicators corresponding to the task.

The ability to analyze a large number of project options without enumerating them

The technology of H-models allows you to operate with the entire area of ​​solutions, and not with individual solutions, as is the case with traditional approaches. Any (including infinite) set of "exact" variants of the project can be considered as one generalized project, in which the intervals of values ​​of indicators contain all the values ​​of the same indicators of the “exact” variants.

Opportunity to “not miss” any decision

The solution provided by the H-model automatically takes into account all conditions in the model. Without violating these conditions, the modeled process cannot go beyond the solution. This eliminates the risk of losing sight of any important solution.

Project support is simplified

An important element of investment planning is the project implementation plan. In the usual approach to design, this is the "exact" plan, and when using H-models, the plan becomes interval. Maintenance of the project implementation process, carried out on the basis of "exact" plans, requires constant revision of planned indicators, since it becomes necessary to take into account deviations from the plan of the actual values ​​of income received, expenses incurred, receipts and loans, etc.

When working with an interval plan, the actual values ​​of indicators falling within the interval of predicted values ​​only lead to the refinement of the plan, but do not require its revision.

Entering into the H-model the actual values ​​of indicators for the completed part of the project allows:

• narrow the width of the intervals of forecast indicators;
• clarify the parameters of the not yet completed part of the project;
• identify threats of emergence of critical situations - for example, insufficient funding is revealed.

Rice. 5 shows a step-by-step refinement of the forecast characteristics of an investment project, which is possible when the actual values ​​of indicators for the first, second and third years of the project are entered into the H-model (each new refinement corresponds to a darker and narrower area of ​​the graph).

Rice. 5. Refinement in the process of project implementation of its cash flow, mln rub. (1 - calculation based on data up to the 1st year of implementation, 2 - calculation based on the results of the 1st year of implementation, 3 - calculation based on the results of the 2nd year of implementation, 4- calculation based on the results of the 3rd year of implementation.)

In cases where a project affects the interests of not one country, but several, public efficiency characterizes the project from the point of view of the entire system as a whole. In the case of a "purely Russian" project, public efficiency coincides with the national economic efficiency.

RELEVANCE OF THE PROJECT

"Wherever there is life, there is danger." (A.Emerson)

In the modern world, no one is immune from unpleasant life situations.

We are especially concerned about defenseless citizens - our preschool children.
Our task is not only to protect and protect the child, but also to prepare him to face various difficult and sometimes dangerous situations for health and life.

Preservation of life, health and the formation of the foundations of life safety of preschoolers, as well as work with parents in this direction is the primary task of preschool teachers. The developed project will help preschoolers to form knowledge about emergency situations, their consequences and actions during life-threatening situations.

OBJECTIVE OF THE PROJECT

Creation of an educational animated film aimed at developing safe behavior skills in children;

PROJECT OBJECTIVES

1. Expand and systematize the knowledge of children about rescue services, the professions of firefighter, ambulance doctor, policeman, rescuer of the gas emergency service.

2. To form knowledge about the sources of danger and the rules of safe behavior at home.

3. To teach children to apply knowledge in practice, to act adequately in a life-threatening situation.

4. Expand the developmental environment by equipping with new manuals and toys made and purchased during the project;

5. Stimulate the development of independence and responsibility.

6. Foster a cautious and prudent attitude towards potentially dangerous situations.

7. Contribute to the formation of a positive perception of themselves and their families in children, partnerships between children and adults.

8. To increase the competence of parents in ensuring the safe life of children in the household sphere.

9. Involve parents at all stages of the project, strengthen their interest in cooperation with the kindergarten.

THE TARGET AUDIENCE
Children of a different age group of compensatory education for children with mental retardation, parents (legal representatives), teachers of preschool educational institutions are involved in the implementation of the project.

PROJECT IMPLEMENTATION MANAGEMENT

Ulyanochkina Svetlana Sergeevna - teacher-defectologist

Novikova Irina Vitalievna - educator

Artemova Valentina Eduardovna - educator

RESOURCE SUPPORT

1. Temporary support:
The project is being implemented from 11.01. 2016 to 25.04.2016
2. Logistics:
The implementation of the project is carried out by the resources of the preschool institution.

PRODUCT OF DESIGN ACTIVITIES

The project is being implemented in the following modules:
- design;
- creative;

Practical;
Stages of project implementation:

Preparatory stage 11.01.2016-22.01.2016

· Accumulation of information base.

· Development of the project by the teachers of the group.

· Acquaintance with the project of teachers, parents, determination of their role and place in this project.

· Questioning of parents and children

· Manufacturing of the necessary equipment.

Organizational and practical stage 25.01.2016 -22.04.2016

· Conducting contests for children and their parents, accompanying the implementation of the project;

· Reflection of knowledge acquired by children in various activities;

· Organization and conduct of classes aimed at expanding ideas about life safety.

· Enrichment with stimulating and energizing didactic material.

The final stage - summing up the results 04/25/2016

· Presentation of the finished product to children and parents.

· Presentation of the project to teachers of preschool educational institutions at the teachers' council.

District level presentation

GEOGRAPHY OF THE PROJECT
The project is being implemented in the city of Perm

EXPECTED RESULT

· Implementation of the set goals and objectives by all participants in the educational project.

· Animated film consisting of four short series "Emergencies at Home".

· Enrichment of the developing environment by equipping the group with additional equipment and a variety of games and toys.

· The development of the surrounding reality by children, an active interest in the problem of their own safety.

· Learning by children of the rules and norms of behavior in dangerous life situations.

· Development of the cognitive interest of preschoolers in the course of joint practical activities with parents and teachers.

· Intellectual and personal development of pupils.

· The child's awareness of himself and others, the development of methods of constructive behavior in emergency situations.

· Replenishment of the methodological base of the MDOU.

· Optimization of the use of technical and ICT facilities.

· Involvement of parents in the pedagogical process, strengthening of interest in cooperation with the kindergarten.

PROJECT IMPLEMENTATION

Project planning

Professions theme

- Conversation "All professions are important, all professions are needed"

Life-Saving Professions

- Role-playing game "I am a firefighter", "I am a policeman", "I am an ambulance doctor"

- Mini project "I dream to be ..."

Mini-project "Professions in miniature" (together with parents, creating dolls for a certain profession, composing stories: what should be ...?)

-Drawing competition

Transport theme

- Conversation "Such different cars", "Traffic rules"

- Reading fiction about transport, memorizing poems about transport

Didactic games "Call the required service", "Transport lotto", "Choose your special transport profession", "Recognize by the shadow", "Confusion", "Don't yawn, call the service quickly"

- Role-playing game "I am a driver ..."

- Drawing up a collage "Cars in the city"

- We draw special vehicles

Theme "My city Perm"

Conversation "My favorite city", "City sights", "What services of the year do we know", "How to live safely in the city?"

- Reading fiction about our city,

- Collection of folders with city photos

- Didactic games "What's missing from the picture?", "Who works in what building?" , "Confusion"

- Construction of multi-storey buildings from boxes

-Composition of the collage "Our city"

My Home theme

-Conversation "My house", "My apartment", "I know my address!", "My house is my fortress"

- Production of schemes "The Way Home"

- Drawing up stories about your apartment / house

- Mini project "Smart Home!" (creating a house for dolls - participants parents and children)

- Conversation"Dangerous objects in the house", "Household appliances - rules of use"

Folder - moving "Dangers at home"

- Safe Behavior Corner Design

Emergency Response Sheets Completed by Children

Practicing the skill of calling the rescue service

Board games "Rules of Conduct in Emergencies", "Home Alone"

Fire theme

Conversation "Do not play with fire at night or day, children,"

"What to do if there was a fire"
- Lesson "Take care of yourself"
- Role-playing game "Young Firefighter"
- Creative task (visual activity) on the theme "Fire is dangerous"

Game - dramatization "Matches are not toys for children"
- Training evacuation

Production of Schemes - Memo to call the fire service
- Fantasy based on the fairy tale by S. Marshak "The Cat's House";

Outdoor games: "From bump to bump", "Put out the fire", "Who will give the signal faster", "Build a shelter", "Young rescuers",

Shooting of the first episode of the animated film "Fire"

Home Alone Theme (Police)

Conversation "Meeting a stranger" (entrance, elevator, door, telephone conversation with a stranger)

Didactic game "Friend, friend, stranger"
- Reading fiction "Kolobok",
"The Wolf and the Seven Kids", "Little Red Riding Hood"
- Training game "Meeting with a stranger"
- Outdoor game "Find your home"
- Educational game "Danger in the house"
- Game "Riddle - answer"

Making Schemes - Police Service Call Memo

Shooting of the second episode of the animated film "The Stranger"

Ambulance theme

- Conversation "Where do doctors work?", "How to avoid trouble?", "When should you call a doctor?"

- Reading fiction "Doctor AyBolit", "Peter and the Wolf"

- The game "Help yourself" (First Aid)

-

Solving problem situations

Making Schemes - Ambulance Call Memo

Shooting of the third episode of the animated film "Ambulance"

Theme "Caution Gas!"

Conversation "And we have gas in the kitchen", "What you need to know about gas"

Reading fiction Krivitskaya A. "Who has gas in the kitchen"

- Simulation of hazardous situations

Solving problem situations

Production of Schemes - Memo to call the gas service

Shooting of the fourth episode of the animated film "Gas is Dangerous"

Assembling a cartoon film

Outcome

Presentation of an animated film to children and parents, colleagues, discussion, feedback, comments.

PROJECT IMPLEMENTATION RESULTS

The implementation of the project "Rescuers Yourself" contributed to the formation of children's knowledge about the sources of danger and the rules of safe behavior at home, taught to act adequately in a life-threatening situation. Thanks to the creation of an animated film, understandable for children, many children looked at the problem of safety differently, began to ask more questions, to draw parents' attention to various everyday situations.

In the course of the project, the assigned tasks were realized. The developing environment of the group was replenished with multifunctional houses for dolls, dolls of different professions, special vehicles, memos, safety schemes, a whole city made by the hands of children settled in the group, a variety of stimulating and activating material for role-playing games, teaching aids appeared in the group. The rules of behavior in emergency situations have been mastered with children. The involvement of parents in the pedagogical process was especially beneficial, mutual understanding was established, interest in cooperation with the kindergarten was strengthened. The goal has been achieved.

Participated in the implementation of the project 44 people

- 13 children students in a correctional group for children with mental retardation ;

- 3 teachers;

- 15 parents(showed an active parental position).

Annex 1- list of used literature p.9

Appendix 2 - analysis of questionnaires of parents and children page 10

Appendix 3 - product photos of joint activities of adults and children page 11

Appendix 4 - methodological equipment p. 17

Annex 1

Bibliography:

1. Avdeeva N.N., Knyazeva O.L., Sterkina R.B. Safety: A textbook on the basics of life safety for older preschool children - M .: AST, 1998.

2. T.G. Khromtsova "Education of safe behavior in everyday life".

4. Tsvilyuk G.E. The basics of safety: A book for children and parents. - M .: Education, 1994.

5. Shorygina T.A. Cautious Tales: Safety for Toddlers. - M .: Prometheus, 2002.

6. Encyclopedia for children. Supplementary volume. Personal safety. Precautions in everyday life. Behavior in extreme situations / Ch. ed. V.A. Volodin. - M .: "Avanta +", 2001.

Appendix 2

According to the parents' answers, the following groups are distinguished:

1st group: parents consciously relate to the need for special familiarization of their children with the rules of life safety not only in everyday life, but also on the street, note the importance of forming a careful attitude towards their health and the health of others, highlight the need to familiarize themselves with the sources of danger in order to form ideas about dangerous objects and the possibility of conscious action with them

2nd group: parents who consider it important to form ideas about the rules of life safety, but do not have the time or desire to independently acquaint children with possible dangerous situations and objects, note the importance of the presented activities in kindergarten; consider it sufficient to acquaint children with not all the rules of life safety, but only partially.

Among children, the following groups:

1st group: children who have formed knowledge about life safety, and taught the skills of safe behavior in various dangerous situations.

2nd group: children whose parents think they have taught safe behavior skills, but the child's knowledge is not learned enough.

Group 3: children have no idea about the rules of safe behavior in life-threatening situations, this group of children is most at risk.

ANALYSIS OF THE IMPLEMENTATION EFFICIENCY OF THE "LIMPOPO" PROJECT

In order to determine the effectiveness of a social project, final analytical and financial reports are provided on the activities performed and other events implemented within the framework of the project with the following indicators:

Quantitative indicators, they are determined:

The number of projects supported in the field of social protection, health care, education, youth initiatives, culture, etc .;

The number of contracts concluded (based on funding estimates);

The number of activities carried out during the implementation of the project (activities include: conferences, seminars, trainings, consultations, etc.);

The number of those who took part in the implementation of the activities (the number of men and women, labor veterans);

The number of organizations and institutions that received support for the initiatives (indicate the name, number of employees and the main type of activity);

The number of organizations of all forms of ownership involved in the implementation of supported projects (indicate the organization, head and type of activity).

Qualitative indicators, they are determined by:

The profile of newly created public associations, non-profit organizations;

The conditions for the new jobs created (indicate for which professions and how many jobs, type of payment and work);

The composition of those who took part in various training events;

The nature of the research performed on various activities (direction of research, quantitative and qualitative results, authors).

Currently, there is no single system of methodology for assessing the effectiveness and quality of the activities of social service institutions or the system of social services in a particular area. All the proposed assessments are not comprehensive, covering only one aspect (or some aspects) of the activity of the object under study.

Thus, the quantitative indicators of the coverage of the population with social services, the availability of institutions, the set of their functions do not give an idea of ​​the qualitative aspect of the object; subjective assessments by clients of the activities of social services are quite important, but, as has long been established by management theory, they mainly reflect their emotions (most often those who have discovered some deviations for the better or worse, or persons with a special disposition of character complain or admire). Finally, the degree to which the population is aware of the need for social services significantly influences the nature of the assessment given by clients. Therefore, while ongoing client research is a mandatory part of social service activities, social management professionals should be well aware of the relativity of the results obtained using such tools. Social expertise should also be mentioned among the assessment methods.

The result of such an assessment and the conclusions formulated on its basis constitute the final basic position for the entire subsequent design procedure. Therefore, conclusions must be reliable, objective and complete. They are designed to motivate the leader to work, to create in him an idea of ​​the real prospects for the development of a social object, to demonstrate what can be achieved in a specific situation, what problems cannot be solved without attracting other resources of the social system.

The economic subsystem of management is a set of economic levers through which the economic effect is achieved. In contrast to the organizational - administrative economic subsystem of management involves the development of general planning - economic indicators and means of achieving them. This is a kind of economic mechanism in economic relations. As a result of increasing the effectiveness of economic levers and incentives, conditions are formed under which the labor collective and its members are encouraged to work effectively not so much by administrative influence (orders, directives, instructions, etc.), but by economic incentives.

Social events of any project are aimed at improving the living conditions of people, they are designed to prevent or reduce social tension, to prevent social conflicts.

In any case, the assessment of effectiveness should be based on the following principles:

Taking into account the time factor, including the dynamism of the parameters of the project of its economic environment, gaps in time, the unequal value of costs and results at different times;

Comparison of situations not “before the project” and “after the project”, but “without the project” and “with the project”;

Assessment of all the most significant consequences of the project;

Taking into account the impact on the efficiency of the need for current costs necessary for the functioning of social and economic institutions created during the implementation of the project;

Assessment of the impact of uncertainty and risks.

The social significance of the project lies in the fact that it promotes the activity of the population, establishes a close connection between parents and local government.

The effectiveness of the project is undeniable provided:

Each child will have the opportunity to practice, play and develop;

Attracting children from disadvantaged families;

Instilling and developing skills for a healthy lifestyle in children;

Increasing group coherence and collectivism among children of primary school and preschool age.

Organize leisure activities for younger children, children of school and preschool age;

The joint activities of children and their parents will help establish contact and lead to emotional balance;

Provide the courtyard with children's playgrounds;

Determine how much time children spend on this playground;

Improve conditions for the development of physical culture among children;

To increase the level of landscaping of the courtyard territory;

Determine whether parents and children are satisfied with the appearance of a playground in the yard;

Determine whether the structures that were supplied at this site are traumatic;

Ensure the highest quality material from which the structures on the site are made, so that they are not harmful to children, and withstand any changes in temperature and precipitation.

Residents of 1mikroyon are interested in the implementation of the project, a lot of children and their parents will be involved in the implementation of the project and will help its implementation with their voluntary unpaid labor.

The experience gained in the creation of a playground for children "Limpopo" "can be extended to the entire territory of the city of Sayanogorsk.

All this will make it possible to interest children and adults, and to involve them in joint work, to instill in children positive qualities, such as hard work and initiative on the example of their parents.

During the grand opening of the children's playground, it is planned to hold a children's party with contests, games and prizes.

Criteria for evaluating the effectiveness of the project, a children's playground "Limpopo":

Number of children visiting the playground (people)

The number of children visiting the site at the age from 1 to 6 years old, and at the age from 7 to 14 years old (people)

Coefficient of parental interest in establishing a children's play area (%)

The number of events held at the playground with children (pcs.);

Time spent by children on the playground (hours, minutes);

Statistics of sick and healthy children for the year (persons);

Number of children injured by shells (%)

Number of parents playing with their children on the playground (people)

Process assessment, which provides an answer to the question of whether the project is being implemented as intended.

The main error of the existing system for assessing the effectiveness of social design is excessive subjectivity, which does not give a complete picture of the results of a particular project. Also among the errors was the fact that it is possible to evaluate the result only after some time has passed since the implementation of the project.

Thus, it can be noted that the assessment of project performance helps:

Focus the attention of performers on achieving specific results;

Analyze existing trends;

Provide timely adjustments;

To gain public confidence by publishing the results of S.V. Panikarov's activities. - Methods for assessing the effectiveness of regional social programs // Forum for workers of the Ufa scientific center of the Russian Academy of Sciences. - http://isei.communityhost.ru/thread/?thread__mid=828524342.