Social partnership in the field of education. Social partnership as a factor in the successful development of state and public management of an educational organization Directions of social partnership in education

Social partnership as a factor in the outstripping development of the regional education system

In a broad sense socialization- This is a process during which a person with certain biological inclinations acquires the qualities that he needs for life in society.

N. Savkin, defining socialization, limits the functional field by historical boundaries: "Socialization is the process of assimilation by an individual of a certain system of knowledge, norms, values, roles, as a result of which he is able to function in a given concrete historical situation."

In relation to education, socialization should be considered as a process of training and / or upbringing, ensuring the inclusion of a person in a particular social group or community. The formation of a person as a representative of a given group, i.e., a potential bearer of its values, norms, attitudes, orientation, presupposes the development of the necessary properties and abilities for this (as a willingness to follow these norms, attitudes, guidelines, etc.).

In this interpretation, socialization is considered as a regulative that is significant both for the education system and for society as a whole. The socialization process is realized with the help of social mechanisms associated with the social institutions of society (schools, families, various organizations, etc.), and ensuring the achievement of significant state, public and personal goals.

Social partnership in a broad sense is such a jointly distributed activity of social elements - representatives of various social groups, the result of which are positive effects that are accepted by all participants in this activity. At the same time, these activities can be carried out both permanently and situationally, through actions specially planned within the framework of social partnership. Social partnership is a way to build a civil society. In education, therefore, this is the path of its democratization and paradigm renewal.

To characterize social partnership in education, let us clarify the concept of a social group. A social group is a relatively stable set of people with common interests, values and norms of behavior that are formed within the framework of a historically defined society.

There are large social groups: social classes, social strata, professional groups, ethnic communities (nation, nationality, tribe), age groups (youth, pensioners); small groups, a specific feature of which is the direct contacts of its members: family, school class, production team, neighborhood communities, friendly companies.

Social partnership in relation to education should be understood as:

partnership within the education system between social groups of a given professional community;
partnership, which employees of the education system enter into, contacting with representatives of other spheres of social reproduction;
a partnership that initiates the education system as a special area of social life that contributes to the formation of civil society.

The last understanding of partnership is the most significant, allowing you to change, design, test and establish new socially significant functions of the education system. Moreover, in each situation of social interaction, different understandings of social partnership can be presented simultaneously.

The new economic order, the emergence of labor markets, capital, intellectual and educational resources are fundamentally changing the entire system of personnel training. In these conditions, the issue of forming a new system of relations between educational institutions and enterprises, employers 'unions, workers' associations, employment services, education management, students and their parents, that is, with those who become not just consumers of the "products" of educational institutions, but also should be the source of his financial well-being.

Today, one of the main tasks of the education system, in connection with the growth of requirements for the qualifications and quality of training of specialists, is to fully take into account the requirements of employers. It is possible to respond quickly to changes in the labor market conditions only if a social partnership system is created that will be able to unite all of the above entities, taking into account the interest in interacting with educational institutions on the basis of partnerships.

In order to interest its partners, the education system must prepare graduates who, along with professional characteristics (ranked first among employers' requirements), have developed personal qualities, such as communication, creativity, and responsibility.

Effective interaction with the employer (and the consumer in general) is possible when, along with the requirements for the level of training of specialists, the employer provides adequate financial support. And we are not talking about a one-time action. Social partnership involves the development of a package of regulatory documents that meet the needs of the customer and modern training technologies that are aimed at stimulating this partnership.

The development of a regulatory framework by regional authorities should provide for tax benefits and incentives that encourage employers to participate in financing educational institutions and social support for students; other benefits to businesses providing internships for students.

Social partnership for SNPO should become a natural form of existence. In a market economy, only in close contact with employers, other educational institutions, public organizations, government and self-government bodies, an educational institution will be able to fulfill its main purpose - to provide high-quality professional training in specialties in demand on the labor market. Social partnership, restoration and strengthening of ties with enterprises open up additional opportunities for advanced development for educational systems:

easier access to information about the labor market (who and how much needs to be trained);
taking into account the requirements of employers to the content of the training of specialists;
simplifies the procedure for adjusting old and developing new training materials and programs that meet the requirements of employers;
more opportunities open up for organizing students' practice;
employment opportunities for graduates are expanding.

The state is a partner of a special kind, it can act as a catalyst for changes in socio-economic life, financially and institutionally support public initiatives on which the partnership is based. The state creates legislative and regulatory conditions for the implementation of innovations, the development of local self-government, the non-profit sector, and charitable activities. It forms target programs for the development of the social sphere and combines various resources for their implementation. Using various organizational and financial mechanisms, including social order, the state engages local governments, non-profit organizations and business to implement targeted programs.

Local self-government is a phenomenon of public life, not state power. It acts on an equal basis with other forms of public and private self-organization, public self-government, public associations, corporations, etc. Representing the interests of the local community, local self-government, within the framework of its powers, provides an opportunity for the most effective solution of social problems through the implementation of specific projects. It works in conjunction with public associations and business representatives interested in the development of the local community.

Non-profit organizations, professional associations, independent think tanks offer new ideas and solutions, social technologies, provide civil control over the actions of the authorities, and attract volunteers to work. Public associations express the interests of certain groups of the population (youth, people with disabilities, etc.) and put forward new value orientations (environmental movement, movement for restorative justice, human rights movement, etc.).

Businesses and associations of entrepreneurs provide charitable donations, as well as the opportunity to use the experience and professionalism of competent managers in solving socially significant problems. Even if the problem is identified and is recognized by everyone, this does not mean that social partnership is possible.

Of course, the opportunities, and, consequently, the role of the parties in the framework of social partnership are not the same. If the role of commercial organizations is mainly about opportunities financing, and the role of government agencies is also in the use power levers, then public associations form and organize a unique resource: social initiatives of citizens... And the point is not only that third sector organizations are “closer” to the population and in the provision of services can act more flexibly, effectively and “humanely” than government agencies. In their activities, they embody new (alternative) values and priorities. First of all, these are the values and priorities of groups with unequal opportunities, which are deprived of access to power and information. Public organizations "voice" the needs of these people, usually being the first to formulate a social problem:

What factors contribute to the formation and strengthening of the system of social partnership?
Indeed, all participants in this process have their own interests.

However, there is a common thing that can unite them - this is the economy's need for highly qualified personnel.

It should be emphasized that the interest of all participants in the social partnership system in its early formation would be realized if:

A legal framework will be developed at the level of regional authorities to facilitate the formation of such a partnership.
A package of regulatory documents will be adopted on tax benefits and incentives for enterprises that provide not only industrial practice for students, but also on the basis of contractual relations involved in ordering the specialists they need through financial transfers.

Social partnership is based on well-defined rules. First of all, this is really a partnership, not charity, mercy towards those in need. It is a social action based on a sense of human solidarity and shared responsibility for a problem. In its most general form, we can say that social partnership occurs when representatives of three sectors (or any pair of them) begin to work together, realizing that this is beneficial to each of them and society as a whole. Social partnership is based on:

on the interest of each of the interacting parties in finding ways to solve social problems;
on combining the efforts and capabilities of each of the partners for their implementation;
on constructive cooperation between the parties in resolving controversial issues;
on the desire to find realistic solutions to social problems, and not to imitate such a search;
on the decentralization of decisions, the absence of state paternalism;
on mutually acceptable control and taking into account the interests of each of the partners;
on the legal validity of "cooperation", which provides favorable conditions for interaction to each party and society as a whole.

The key element around which social partnership is formed is a social problem. Such a problem, as a rule, arises when there is a non-antagonistic conflict of interests of different groups of the population regarding a certain common resource. The situation is complicated if these are groups with unequal opportunities. A conflict of interests of the population and the authorities can also be a problem, when the “demand” of some population groups to satisfy their needs that do not contradict public interests is not provided by the “supply” from the authorities for some reason, and serious social tension arises ...

Success in building social partnership, which means improving the quality of education, today largely depends on the initiative of the regional leadership responsible for this area. But to an even greater extent it depends on the educational institutions themselves, on the initiative and energy of their leaders, on their understanding of the importance of this issue and the ability to involve all their potential partners in it - both in the labor market and in the educational services market.

In the modern education system, social partnership is presented as one of the aspects of state-public education management. It concerns the transformation of three controls:

cadres (a means, the change of which is aimed at initiating the activity of professional pedagogical associations);
finance (a means, the change of which is aimed at ensuring the openness and rationality of financial flows);
information (a tool that aims to broadcast positive, constructive and forward-looking ideas about education to the public).

Experiments to change these means of the management system are important, but they do not fully ensure the tasks of advanced development and active participation of education in the formation of social partnership of social groups.

A promising direction of research and development in the field of social partnership in relation to education, in our opinion, is the study of the processes of emergence, adoption and implementation of educational and other social initiatives. The following questions are becoming relevant:

What is the source of the emergence of the educational (social) initiative?
What are the different interests, what social groups are realized in this case?
Is it possible to open up the process of realizing interests?
How effective will the implementation of the initiative have on the well-being of its participants and the wider social environment?

The answers to these questions for the education system are a kind of mechanism for searching for a new purpose of education in the changing socio-economic and cultural-anthropocentric conditions of human existence.

In order to implement an integrated approach to the development of a system of social partnership in the field of education, it seems appropriate:

systematically study and generalize the available foreign experience in organizing a system of social partnership in the field of education;
determine criteria and social indicators for analyzing the state and main trends in the development of social partnership;
expand social partnership in the field of education, taking into account the strategic directions and national priorities for the development of human resources in the field of lifelong education, the content of curricula, professional qualifications, certification of teaching and managerial personnel, their employment, standardization, accreditation of educational institutions and their funding;
pay constant attention to problems:

training, retraining, advanced training of personnel, certification of pedagogical and executive employees of educational institutions at the federal, regional, local local levels;
studying the labor market, the results of employment of graduates with the inclusion of these data in official reporting;
analyzing the need for training and retraining of personnel in local labor markets and regularly informing educational institutions, the public and employers about the results of this analysis;
development of a procedure for the formation of a state order for open source software, preparation of information on the labor market based on objective criteria and a competition for educational institutions for the right to receive a state order;
formation of boards of trustees with the participation of state authorities, local authorities, employers, parental and student communities.

For example, at the territorial (municipal) level, the subjects of social interaction can be local governments, boards of directors of vocational education institutions of the territory, territorial employment services, employers' associations, trade unions, public associations of citizens, and the media.

The organizational form of interaction is the territorial (municipal) Council of Social Partners in the field of vocational education, which performs the following functions:

formation of a territorial social and professional order for training, retraining and advanced training of workers
and specialists in the OU SNPO, SSPO, SVPO, taking into account the tasks of the socio-economic development of the territory;
practical development of multi-foundation models of professional educational institutions;
attracting social partners for co-sponsorship;
making proposals to the Regional List of Occupations
and specialties in demand in the local labor market.

At the local level, the subjects of social interaction can be vocational education institutions (UPE), employers (enterprises of various organizational and legal forms), trade unions, parents of students, UPE graduates.

Let's list the functions of the subjects of social interaction at the local level:

- Equity financing of vocational education programs;

- formation of an order for the quality of vocational education; quoting of student places for industrial practice and training of teachers;

- the formation of independent commissions for the assignment of qualification grades and categories to graduates of EE;

- implementation of functions of social support for youth;

- employment of graduates; protection and support of the rights and interests of the MA, advertising of its activities;

- the establishment of incentive scholarships and awards of the Council for the educational achievements of students;

- assistance in the establishment and development of interregional and international business and cultural cooperation of the UPR.

SOCIAL PARTNERSHIP IN THE SPHERE OF PROFESSIONAL EDUCATION1

M.S. Chvanova

The role of social partnership in the development of the vocational education system as a factor in the stabilization of the labor market has been substantiated. The article reveals its essence, prerequisites for activation, main directions, resource provision and mechanisms for the development of social partnership in the field of vocational education.

1. The role1 of social partnership in the development of the vocational education system. In recent decades, Russia has been actively integrating into the world community and is experiencing fundamental changes in socio-economic and cultural life. Objective needs and the gradually emerging subjective needs of Russians assign to civil society the same tasks that initially characterize it in the West:

The production of norms and values, which are then ratified by the state;

Integration of social groups into the community, in particular, by giving a civilized look to social conflicts and, thereby, extinguishing them;

Organization of the environment in which a developed socially active personality and local community are formed.

Modern knowledge-based production and the dynamic development of society form a rapidly changing labor market, at the same time, growing competition, structural changes in industry, military reform are forcing people to acquire new knowledge and professions. A developing society needs highly educated, moral, enterprising people who are able to independently make decisions in a situation of choice, capable of cooperation, for dialogue, distinguished by dynamism, constructive thinking, ready for intercultural interaction, with a sense of responsibility for the fate of the country, for its socio-economic development ...

Today, knowledge is updated approximately every 3-5 years, and therefore the problems of functional illiteracy, technological unemployment have become so acute, there is a shortage of economic, legal, technical, socio-psychological, environmental and other knowledge. Basic education has lagged behind the new realities of life, has exhausted its possibilities. Dina-

1 The topic was supported by a grant from the Russian Foundation for Humanities in 2004, Project No. 04-06-00043a.

Mism of the development of modern society is a real primary reason for the need for an urgent restructuring of education, it must adequately respond to changes in the external environment, move to an innovative path of development.

In modern education, the trends of globalization, internationalization and client-centrism are gaining strength. There is a shift from strategies of "mass training" of personnel to strategies of "individualized education" towards integrated educational services. In advanced countries, education is increasingly becoming a capital, an instrument of struggle for the market, solving geopolitical problems. In Russia, the sharp reduction in state funding for universities and the emergence of non-state educational structures, the transition from government orders for graduates to the market “sale” of graduates and educational services, the problem of profitability and the loss of the best teaching staff cause a sharp exacerbation of competition between universities and the actualization of the struggle for existence and natural selection. when determining the paths of development.

In the conditions of the economy in transition, the desire to reduce the cost of the final product and the need to ensure its competitive quality, the supply of labor always exceeds its demand. It is important to note one more specificity of the vocational education system - vocational training is objectively stretched over time. During the training of specialists, the labor market demand for them changes, sometimes quite significantly. The system of training specialists, focused on traditional models and technologies, lags behind the needs of the labor market, it becomes more difficult to manage the processes of training specialists in such conditions. It is important to take into account the development trends of the regional economy.

Social partnership in the field of vocational education contributes to the development of educational programs that combine academic quality with

employment opportunities, contributes to the increase in the mobility of qualified specialists, the establishment of closer ties with Europe. Social partnership acts as a means, firstly, of familiarizing with the profession and improving qualifications, secondly, achieving a certain social status, and thirdly, personal development, that is, defining and realizing life goals and values.

2. The essence of social partnership in the development of vocational education. Partnerships in vocational education can be viewed from two perspectives. On the one hand, this is a legal form of organizing joint economic activities of several individuals or legal entities, one of which is an educational organization of vocational education, on the other, it is a form of cooperation between public organizations, firms, companies with an educational organization, not enshrined in the constituent documents, but confirmed in fact (by agreement or protocol on corporate partnership). Partnership in vocational education implies cooperation (“shared activities”) of people and social institutions to achieve their own goals of vocational education. In a broad sense, social partnership is understood as the relationship between the state, represented by the Government, its bodies and representatives, with other entities: an individual, family, associations, non-governmental organizations, and vocational education organizations.

At its core, social partnership in the field of vocational education is a method for solving social, economic problems and regulating contradictions between the organization of vocational education, the employer and the state. Social partnership reflects a historically conditioned compromise of interests of the main subjects of modern economic processes; this is a condition for political stability and progress. The elements of social partnership in the field of vocational education are: a legislative framework that provides normative legal regulation of relationships

structures for making social decisions; mechanisms and methods of social interaction; structures implementing social partnership; information space that forms a positive attitude of society towards social partnership.

Legislative acts in the field of social partnership establish the following basic principles of partnership relations: equality of the parties; respect and consideration of the interests of the parties; the parties' interest in participating in contractual relations; assistance of the state in strengthening and developing social partnership on a democratic basis; compliance by the parties and their representatives with laws and other regulatory legal acts; powers of representatives of the parties; voluntary acceptance of obligations by the parties and their reality; the obligation to fulfill contracts, agreements; mutual responsibility for the implementation of contracts and agreements; social justice; coordination of interests. The legalization of social partnership testifies to the high assessment by state structures of its role in the formation of civil society, however, it does not cover all the potential capabilities of this social institution.

Social partnership in the vocational education system can be considered as a social resource of an educational institution; and as a factor in the stabilization of the regional labor market; and as a way to integrate the innovative and educational activities of the partners in the partnership with the aim of positive socio-economic changes; and as a technology for the interaction of specialists in the field of professional problems in order to optimize the decisions made; and as a certain type of relationship in which various social groups and the state as a whole are interested.

Social partnership in the vocational education system is manifested in the establishment of links between universities and various institutions of society and is based on the establishment of a certain balance of interests of the parties and the integration of interests into a single whole. The effectiveness of such interaction depends on the clarity of the definition

goals, formulation of tasks, correct distribution of roles, responsibilities and responsibilities of all parties on the basis of mutual interests. Since the sustainable development of the country presupposes the development of a strategy of caring for the present and future generations, the implementation of such a strategy is not possible without the development of social partnership.

In the field of education, social partnership should become, as it is currently happening in Europe, a means of updating the quality of education, its content, increasing its personal orientation, social and economic efficiency. This is possible only on condition that the organizational basis of social partnership will be the system of interaction between the subjects of the social contract, who find their interest in realizing the interests of the community. The qualitative difference between the social partnership system and simple cooperation consists in the merger of individual social groups into a community with the manifestation of a synergistic effect from the combination of all types of resources.

3. Prerequisites for enhancing the activity of the vocational education system in the field of social partnership. Most educational institutions by inertia train personnel mainly according to the existing structure, taking into account their capabilities, while the priorities and expected structural changes in the production and social sphere of the region are not sufficiently taken into account. Previously existing industry financing and state orders for specialists, formed by ministries, came into conflict with market principles. The role of centralized methods of managing vocational education has changed towards their limitation, while the powers of regional educational systems have increased.

The situation is complicated by the fact that not all school graduates can formulate their educational needs, as a rule, there is no “transparent” information about the labor market in the region, available to schoolchildren and their parents. Information about regional vacancies is not available to residents of other regions. Existence

There are social restrictions on relocation due to various reasons, including both administrative restrictions on moving to large cities of the capital, and delays in the payment of wages, as well as discrimination in hiring. There are forced labor, age restrictions on hiring, restrictions on gender and ethnicity, violations of labor laws. In addition, the mechanisms for coordinating the capabilities of a professional educational institution and the interests of the individual have not been worked out. There are observed the processes of substitution of the objective situation in the regional labor market, that is, the social order for a specialist with subjective understanding on the part of the heads of educational institutions. And as a result - licensing of new specialties, but not in demand in the region.

As a rule, there are no reliable forecasts of regional demand for specialists. The marketing activity of the highest school itself is not developed, there is no information infrastructure of the regional labor market. Changes in the economic and social sphere are permanent and require constant monitoring and changes in the system of training specialists, taking into account development prospects. There is no sufficiently clear methodology for the formation of a regional order for higher education for the training of specialists. Such an order should reflect various aspects of the interests of regional development. These are the tasks of social development of the region, solved directly and directly by the system of education, health care, and culture. The training of personnel for them in universities has a stable regional focus and can be reasonably justified. Of interest for the region is the staffing need for ensuring the activities of social and industrial structures: transport, energy and other communications, the need for staffing the housing and communal services, trade, enterprises producing the necessary products, an order for the training of specialists for the construction complex, the material and technical base of all spheres of activity related to the social needs of the population.

The training of specialists for enterprises in the region and producing products that do not have a direct purpose for local use is related to regional development, since when forming the local budget at the expense of the profits of enterprises and the personal income of their employees, the support of these enterprises and their complexes from the region is economically expedient. One of the essential types of this support is participation in the substantiation and implementation of an order for training specialists for these enterprises.

In a market economy, significant changes are taking place in the conditions for the functioning of higher education institutions in the regions of Russia. The previously indisputable advantage of prosperous organizations - a permanent, stable structure that is little dependent on changes in the external environment - is now turning into a disadvantage, since a rigid, inertial organization often does not allow timely response to changing market requirements.

4. Social partnership in the field of vocational education as a factor in the stabilization of the labor market. In modern conditions, there is a transformation of the labor market and social and labor relations. In the conditions of a transitional economy, a transition should be made from methods of centralized regulation of the employment sector to a combination of two mechanisms:

The market, the components of which are: demand for labor and supply of labor; competition between employers for quality labor, between employees for the best jobs; system of contractual labor relations; the price of labor; labor market infrastructure;

State regulation of the labor market, including: the formation of the legal field of interaction of its subjects; indirect economic regulation using methods of monetary and fiscal policy; formation of a system of social standards and minimum social guarantees in the field of employment.

Traditionally, the right to work is understood as the legally enshrined right to independently dispose of one's own way

to work, the right to assistance in employment and material support in case of unemployment, support for the labor and entrepreneurial initiative of citizens, protection from discrimination in employment and determination of the conditions of employment. The transformation affects the sphere and mechanisms of distribution and redistribution of the labor resource in the economy. The procedure for determining the conditions of employment (the procedure for hiring and firing, wages, working hours, social motives and guarantees) is undergoing significant changes. They gradually become the result of an agreement between the subjects of the labor market, are individualized; state regulation concerns only the minimum guarantees pursued by the policy of employment and income of the population.

If we talk about the formation of the labor market, then in relation to higher education, the demand for specialists should be taken into account as a regulator of their production (training) and the effective use of knowledge, skills and abilities acquired by people. The structure of the labor supply of specialists in the regional labor market, which has already formed in the conditions of free employment, does not coincide with the structure of demand for them; significant difficulties have arisen in the employment of university graduates. Some university graduates remain unemployed for a long time or are not employed in their specialty, which leads to increased social tension.

It is the ability of a university to quickly adapt to changing market conditions, the ability to transform key functioning processes into strategic initiatives aimed at meeting customer requirements as fully as possible that determine success in the competitive struggle. The increase in the level of uncertainty and the dynamics of the environment make the rigid centralized management of education ineffective, since significant resources are spent on processing information for decision-making and fewer resources remain for the formation of professionals and related search and adaptation activities. Therefore, the classical variants of centralized education management with a rigid hierarchical structure give way to more flexible schemes of hybrid de-

centralized centralized management.

At the present stage of economic development, the main reference point for the formation of regional policy in the field of vocational education should be aimed at eliminating deep contradictions between the dynamically changing demand for specialists in the regional labor market and their supply from vocational education institutions of all levels, mental inertia in the formation of their educational policy. A developed economy with a competitive environment rejects unskilled labor, creates psychological stress and imbalance in the labor market. As economists note, a stable balance between demand in the labor market and supply can be achieved with the help of youth education and retraining of the unemployed population.

Thus, the vocational education system in the region should be flexible, dynamic, and open to change. That is, its foundation should also be built on the principles of innovation, an innovative structure characteristic of the century of informatization and the development of an innovative economy. The constantly growing demands of the labor market require the creation of conditions for the implementation of continuous professional education both through the transition to the development of educational programs of a higher level, and through additional education.

5. Directions of development of the vocational education system based on social partnership. To ensure a constructive dialogue between employers and educational institutions, the development of social partnership mechanisms is required, which envisage not only joint work in the formation of the regional component of the educational standard, joint certification of specialists and graduates, a new system for assessing the quality of graduate training, but also the development of economic mechanisms for research and development. and professional cooperation on the basis of a system of contracts and development of investment mechanisms in the system of training specialists.

Thus, in the modern conditions of the development of the labor market in the region, the provisions underlying the regional policy in the field of vocational education are relevant:

The advanced nature of the development of vocational education in the region in relation to the development of the regional economy;

The decisive importance of vocational education for the formation of the regional labor market, ensuring effective employment and the development of human resources in the region;

Multidisciplinary, flexibility, variability of professional education, allowing to implement a continuous ascending educational trajectory vocational education, cultural and civic formation and development of the personality, adapted to the new socio-economic environment;

Strengthening and development of a single educational space in the field of vocational education based on the development of promising educational learning technologies;

Reliance in the development of regional development programs on the principles of state policy in the field of vocational education;

Correspondence of specialties and areas of professional training to the needs of the regional labor market;

Provision of personnel for the priority sectors of the production and non-production spheres of life for the region;

Taking into account the emerging regional market of professional and educational services;

Orientation towards meeting individual needs in obtaining a profession;

Delimitation of powers of the regional and federal levels of vocational education management;

Development of social partnership in the field of vocational education development in the region;

Formation of new approaches to financing and ownership of educational institutions;

Elaboration of new economic mechanisms for the development of the system of professional

th education, activation of investments, expansion of financial independence;

Mastering and development of educational marketing;

Establishing close contacts between employment centers, enterprises and vocational education institutions of all levels.

Thus, on the one hand, social partnership is one of the mechanisms for the development of vocational education, on the other hand, social partnership is one of the mediators of information links between the dynamic labor market and the vocational education system, on the third, social partnership contributes to the "transparency" of the regional labor market, fourthly, it is a factor in stabilizing the socio-economic life of the region. From the above, we can conclude that social partnership in the field of vocational education is a factor in the stabilization of the regional labor market.

The following basic principles of the development of social partnership in the vocational education system should be highlighted.

Humanization as the leading idea of the development of society should permeate all categories and spheres of interaction between partners in order to create favorable opportunities for the development of the creative individuality of a specialist's personality.

Cooperation of educational and social structures with production. This principle is determined by the strategy of socio-economic development, changes in the relationship between educational institutions and enterprises, demand and supply for educational services.

Democratization - expanding access for all members of society to cooperation in the field of meeting educational needs on the basis of social partnership.

Complementarity (complementarity) of all types of social partnership in the field of vocational education provides for a person's ability to choose any form of interaction in order to meet the needs in the field of formal, non-formal education and self-education.

Integration of educational structures. Creation of a unified educational space. If we consider it at the regional level, then such a space can be understood as the totality of all subjects of the region, directly or indirectly participating in educational processes. A single professional educational space of the country should unite not only professional institutions of various types and levels, students, teachers, parents of students, but also secondary schools, scientific organizations, institutions of additional education, museums, libraries, information networks (which are now isolated).

The flexibility of the system and its links lies in the ability to quickly rebuild in accordance with the changing needs of production, society and the individual. Providing maximum flexibility and variety of forms of interaction.

The openness of the vocational education system is expressed in its ability to set new goals, to advance the renewal of content, to include educational innovations, and new mechanisms of social partnership.

6. Resource support for the development of the vocational education system based on social partnership. A developed system of vocational education based on social partnership requires the development and implementation of integrative interdepartmental programs aimed at meeting the needs of the state, society and the individual in the context of the implementation of the idea of continuous vocational education of the individual.

The management of social partnership in the field of vocational education should be based on the delineation of responsibilities and competencies between ministries and departments, federal and regional administrative bodies, employers and educational institutions. The Ministry of Education provides legal and financial support for strategic programs and activities, primarily at the legislative level. A Federal Council for Social Partnership in the Sphere of Professional Education can be created

a strategy that includes all stakeholders, including government bodies, trade unions, employers, educational institutions, and is responsible for the development of conceptual directions for the development of vocational education. The Council solves the following tasks:

Accepts proposals for consideration, approves, agrees with the Ministry, implements and controls the quality of execution, participates in the preparation of legislative projects;

Supervises work on the creation of a system of methodological and informational support of social partnership in the field of vocational education (approves concepts, models, programs);

Determines the spheres of influence of consulting services, establishes the list and status of educational institutions that are part of expert and analytical groups for each of the priority areas;

Coordinates with the Ministry the financing of key projects being implemented and their investment.

Under the Federal Council, expert and analytical groups can be created in priority areas, which form and provide databases, technologies, educational projects, methodological developments and programs, make proposals for their testing and implementation.

The management of social partnership in the field of vocational education should be carried out on a democratic basis, in the format of an interdepartmental division of competences. A certain “decentralization of management” should ensure the involvement of all subjects of vocational education in the decision-making process as social partners. At the same time, the spheres of competence of partners are determined, functions are distributed between the federal, regional and local levels of government. This approach means delegation of authority to regional and local levels. Social partnership should be based on federal interdepartmental memorandums and regional intersectoral agreements on the development of vocational education, the content of training programs, financial

personal support of educational structures, provision of consulting services, etc.

The formation and development of social partnership in the field of vocational education requires the adoption of new regulations, organizational decisions and structural policies that allow for social partnership and stimulation (moral and material) of the individual in the field of vocational education. Regulatory support includes:

Development and improvement of the legislative and regulatory framework that ensures the functioning and development of social partnership in the field of vocational education;

Legal support of procedures related to quality management of education with public participation, including issues (within the framework of the relevant competence) of the formation of educational standards and state requirements for the minimum content and level of training of students, licensing, certification and accreditation of educational institutions and educational programs of continuing education;

Creation of conditions conducive to improving the regulatory framework, ensuring the effectiveness of international cooperation in the context of building a legal democratic society (including issues of recognition of documents on the appropriate levels of education, student mobility, etc.).

The system of Russian education should be focused not only on state orders, but also on the constantly growing public educational demand, on the specific interests of families, local communities, and enterprises. Targeting consumers of the educational services market should create a basis for attracting additional financial and material and technical resources. Funding for vocational education should be comprehensive and include both budgetary and other sources, including funds from special funds, employers and citizens themselves. Thus, it must be ensured:

Effective use of state budget funds allocated for training, retraining and advanced training of specialists, program activities and targeted projects, widespread attraction of funds from regional and local budgets, as well as funds from commercial structures interested in the implementation of educational programs and projects;

Self-sufficiency of educational projects by obtaining funding from partners and participants; creation of charitable foundations that accumulate voluntary contributions from individuals and legal entities;

Expansion of tax and other benefits provided to educational institutions and organizations involved in personnel training.

Information support provides, first of all, the creation of a single information space in order to attract the largest number of partners in the field of vocational education, provision of educational institutions with information technologies and teaching materials and complexes. The information environment should include means and technologies for collecting, accumulating, transferring, processing and distributing information and means for representing knowledge, as well as information for managing social partnership in the field of vocational education. The realization of the capabilities of information technology means a change in the previously existing organizational forms and methods of interaction and the emergence of new ones.

Social partnership should be provided with personnel capable of directing its development towards achieving the goals of education. The full implementation of the functions of education assumes that the subjects of pedagogical activity are people who, on the one hand, have a high level of pedagogical education, on the other hand, they themselves are in a state of constant improvement of professional competence and the development of personal qualities. The system of pedagogical education in the direction of preparation for the organization and management of social partnership is a set of ways, methods and means of personal development.

ts, activities and consciousness of the teacher in the network of formal, non-formal education and self-education, while maintaining a combination of independent, public and state forms of professional development.

Resource support of teacher education provides for the need to solve the following tasks: monitoring and analysis of the educational practice of the regions in the field of social partnership and staffing for its development; the introduction of the necessary structural changes in the teacher education system; creation of mechanisms to motivate the revitalization of activities in the field of social partnership; stimulating innovation; the formation of new mechanisms and remuneration of teachers, including the use for these purposes of funds from the implementation of additional educational services and products.

Material and technical and information support involves the creation of a unified information and pedagogical space based on modern means of information and communication technologies.

7. Mechanisms for the development of social partnership in the field of vocational education. The main task is to create conditions, prerequisites, laws that promote the development of social partnership in the field of vocational education: as a social resource of an educational institution; as a factor in the stabilization of the regional labor market; as a way to integrate the innovative and educational activities of the partners in the partnership with the aim of positive socio-economic changes; as a technology for the interaction of specialists in the field of professional problems in order to optimize the decisions made; as a certain type of relationship in which various social groups and the state as a whole are interested. It is important to foster a growing social partnership network that facilitates the integration of educational funding.

The mechanisms for the implementation of social partnership involve the development and

implementation of measures to create legal, financial, economic, organizational and methodological conditions for the development of social partnership in the field of vocational education.

At the federal level, such mechanisms can be:

Development of a policy for the development of a system of social partnership in the field of vocational education: development of a forecast based on a criterion-evaluative construction of development in the short, medium and long term, taking into account the dynamics of socio-economic changes; capacity building for the implementation and dissemination in all constituent entities of the Russian Federation of models of interaction of vocational education organizations with public, state and commercial structures; making appropriate changes to the regulatory framework; creation of a monitoring system that will allow tracking the results and assessing the impact of public institutions on the federal and regional components of vocational education;

Monitoring the state and development of social partnership in the field of vocational education (including educational statistics and monitoring the quality of education): formation and implementation of a system for assessing educational results; collection and analysis of statistical information and information on educational results to provide management structures and the general public with up-to-date information;

Creation of a modern training system for solving the problems of developing social partnership in the field of vocational education: development of a methodology for training and retraining of highly qualified specialists.

At the regional level:

Active participation of the regional community in scientific research on the

lization of educational innovations in the region;

Development of regional concepts of social partnership in the field of vocational education, creation and implementation of regional models and programs for the development of education in this direction;

Studying and meeting the promising needs of the region in qualified and competitive workers and specialists;

Implementation of a system of measures to ensure stable sources of non-government funding;

Community participation in the development of regional components of state educational standards;

Carrying out a set of measures for the formation and development of regional markets for educational services;

Monitoring of the continuing education system at the regional level;

Increasing the legal and financial independence of vocational education institutions;

Creation of new educational structures that provide a wide range of educational services to the local population in both urban and rural areas

Educational complexes, multidisciplinary resource centers, distance education networks;

Modernization of the content of vocational education curricula in accordance with the requirements of the labor market.

ESSAY

"Social partnership as a factor in the successful development of state and public management of an educational organization"

Introduction 3

Chapter 1 The essence of state and public administration

educational organization at the present stage. 5

Chapter 2 Social partnership as an effective resource of state and public management of an educational organization. eight

The essence of the concept of "Social partnership" 8
An approximate model of social partnership. eleven

Conclusion. 15

List of used literature 16

INTRODUCTION

The modernization of the educational system of the Russian Federation has caused a transformation of relations between the state and society in the field of education. First of all, this is due to the introduction of a new economic model for the functioning of the education system: the formation of market relations, involving the competition of educational institutions for the consumer; expanding the scope of additional educational services.

Under these conditions, society is concerned about guarantees of the availability of high-quality educational services, the growth of corruption in the field of education, and distrust in a number of educational reform areas being implemented in the country is growing. At the same time, the activity of citizens is growing in formulating an order for education, searching for optimal forms of obtaining a quality education.

At the same time, the state seeks to overcome the traditional departmental closeness of the education system and create conditions for building a relationship of dialogue and partnership with society in matters of the functioning and development of education.

The development of public administration and information openness in general education is declared as priorities in the program documents and legislative acts of the Russian Federation: the Concept of the long-term socio-economic development of the Russian Federation for the period up to 2020; Federal Target Program for the Development of Education for 2011-2015; Decree of the President of the Russian Federation of June 1, 2012 No. 761 "On the National Strategy of Action in the Interests of Children for 2012 - 2017". In the Federal Law of December 29, 2012 No. 273-FZ "On Education in the Russian Federation", the democratic nature of education management is enshrined as one of the principles of state policy and legal regulation in the field of education.

An educational organization, like any other social organization, actively interacts with the external environment, which has a complex impact on it. Educational organizations of additional education for children can have a fairly noticeable counter impact on the situation in their immediate environment. Among social subjects, interaction with which largely determines the life of an educational organization, an important place is occupied by social partners. Now the moment has come when education (including additional education) is spoken of as a service sector, using concepts such as competitiveness, educational service, market segment, marketing research, social / educational / partnership, franchising. New socio-economic conditions in our country require new forms of management, coordination and cooperation. All attempts to solve the problems of additional education in modern conditions only at the expense of the care of the state cannot be successful. Unregulated mechanism of transition to normative-per capita financing, transition from 2006. on the regional budget, an increase in the% of paid educational services - all raises the question of finding additional resources to improve management activities. In our opinion, one of the promising areas in this situation is interaction with social partners. Today, the problem arises of determining the mechanism of the relationship between the educational organization and its environment. It is especially acutely felt in additional education, because the financial support of the institution, its viability and competitiveness in the modern market of educational services depends on its decision. The purpose of this work is to develop an approximate model of the relationship between an educational organization and social partners. To achieve this goal, we set the task to consider the theoretical foundations and experience of the issue of social partnership, its role in state-public management of an educational organization, and also to develop an approximate model of social partnership.

CHAPTER 1

ESSENCE OF PUBLIC MANAGEMENT OF AN EDUCATIONAL ORGANIZATION AT THE PRESENT STAGE.

State and public administration of education is one of the types of interaction between the state and society. Its function is to ensure the implementation and satisfaction of the educational needs of society and its subsystems. But this is not just a set of social structures, but a whole system, which is based on the voluntary acceptance by the parties of certain obligations in the management of the educational process.

Public-public education management develops on the basis of such principles as openness and democracy, consistency and interaction, participation and co-management, and changes in several directions: a decrease in the degree of centralization in education management, interaction based on contractual relations, an increase in the role of innovations, an increase in public initiatives in education, the creation of "horizontal management structures."

Another significant change that characterizes the transition to state and public administration of education is the creation of non-state structures that expand the capabilities of state educational institutions in the form of boards of trustees and governing boards.

The goal of state-public education management is the optimal combination of state and social principles in the interests of the individual, society and government, i.e. they should be formed in a dialogue between customers and specific consumers of education results.
Thus, the content of state and public administration on the example of a separately taken educational organization constitutes the activities of the parties in the following areas:

1) ensuring the functioning of the educational organization: participation in the preparation, adoption and implementation of the regulatory framework; interaction with state and public associations and organizations contributing to the harmonization of relationships between participants in the educational process; attraction of forces and funds of legal entities and individuals; representing and protecting the interests of students, teachers and parents;

2) development of an educational organization: development and implementation of relevant programs, including those aimed at its modernization; improving the content, forms and methods of educational activities; preparation, development, adoption and implementation of measures to stimulate the work of teachers, educational, research and socially useful activities of students, possible activities of parents of students in the interests of education; identifying reserves for improving the quality of education and putting them into action, etc.

At the present stage of development of education, the strengthening of the importance of state and public management of an educational organization can be explained by three factors:

Socio-political, the essence of which is that the established processes of democratization stimulate the need for public participation in education management;

Pedagogical - as practice shows, the education of students' civic qualities (self-awareness, skills of social activity, decision-making, etc.) is impossible without gaining social experience;

Professional and managerial - increasing the efficiency of the development of the education system without involving the public in the management of educational organizations is impossible.

The creation of collegial representative bodies in educational organizations, endowed with a set of managerial powers (the right to make managerial decisions on a number of significant issues of the functioning and development of a general educational organization), helps to expand opportunities to meet the public order for education, to attract additional resources to educational institutions. Thus, social partnership is becoming an indispensable trend in a modern educational organization.

CHAPTER 2

SOCIAL PARTNERSHIP AS AN EFFECTIVE RESOURCE OF PUBLIC MANAGEMENT OF AN EDUCATIONAL ORGANIZATION

2.1 THE ESSENCE OF THE "SOCIAL PARTNERSHIP"

The term "Social partnership in education", like the activity itself, received full recognition in Russia several years ago. G. P. Zinchenko considers the concept of "social partnership" as a form of interaction between diverse subjects of society (state institutions, corporations, non-profit organizations, social groups, etc.), which allows them to freely express their interests and find civilized ways to implement them. Education is one of the most important values in society. However, everyone understands that society is not homogeneous, which means that not all partnerships are possible between education and different sectors of society.

In modern scientific literature and in practice, social partnership is characterized ambiguously, and in recent years the content of social partnership has undergone changes. In modern science, there are various approaches to understanding this problem.

Within the first approach, social partnership is presented as a specific type of social relations between professional social groups, strata, classes and power structures.

In the case of the second approach, social partnership is a specific type of social and labor relations between public authorities, the employer and the labor collective.

From the point of view of the third approach, social partnership is viewed as a worldview basis for coordinating and protecting the interests of various social groups, strata, public business associations and government bodies.

Thus, in essence, partnership is the interaction of participants in the educational process, on the one hand. On the other hand, social partnership is a relationship between collective actors interested at a certain stage of interaction. Assessment of the experience of interaction today shows that social partnership helps to direct resources to the development of joint activities of any educational institutions, their social self-organization and "self-government" regardless of their type and type. It attracts the resources of state and non-governmental organizations for the development of the educational sphere of a specific educational organization, and also helps to accumulate and transfer educational experience, both to a specific educational organization and its partners to form the ability of members of the educational community to long-term survival in the educational services market.

Social partnership allows you to act effectively and successfully, keeping in mind the priority perspective common to all partners, to effectively coordinate joint activities with a clear understanding of their responsibilities. These activities provide the most effective and cost-effective way to help needy members of the community who participate in partnerships, to work towards being different and recognizing the differences of individuals and organizations.

Briefly, the basic principles of mutually beneficial cooperation can be formulated as follows:

First, the real interaction of several partners.
Second, the partnership must be in writing. Such formality disciplines all participants in cooperation, calls for responsibility.
Third, the social partnership agreement or agreement must have a clear time frame,
Fourth, a document on social partnership is drawn up in order to resolve a specific issue (social problem), which is more efficiently solved by pooling resources
Fifth, an agreement on social partnership is considered fulfilled if the result planned by both parties has been achieved.

Opportunities for the development of education through partnership are built on the following mechanisms: openness and cooperation; communication and exchange of ideas;elaboration of the ideology of education and general approaches to community development.

Any interaction should be carried out in a specific system, which should include the following components:

subjects of social partnership;
the goal of social partnership, which can be considered as the formation of a system of voluntary and equal relationships and mutual support of subjects, leading to an increase in their educational potential;
tasks that are being solved by partners;
principles of social partnership, which are considered as a condition for the existence of partnerships;
activity content of social partnership:

Co-management of the educational process;

exchange of resources and cooperation of resources in the field of education (intellectual, personnel, information, financial, material and technical, etc.);
provision of services to a partner - advisory, informational, technical, etc .;
development and implementation of joint social, educational, cultural projects, individual cases and actions aimed at solving educational problems;
peer education in the field of educational activities;
public and state expertise of the educational process);
organizational forms of social partnership (councils, commissions, temporary creative teams, project groups, clubs, etc.);
the mechanism of social partnership (a set of methods and technologies, in particular, the technology of the negotiation process, the technology of social design, the method of humanitarian expertise, the method of reflexive control, etc., ensuring the development of partnerships).

Social partnerships can be effective or ineffective. The reasons for ineffective partnerships can be the following:

Lack of thought out municipal policy in the field of interaction between educational institutions and social partners
Insufficient degree of elaboration of the normative base of social partnership in education;
Lack of a coordinating center that unites and guides the efforts of the parties, as well as the lack of various forms and means of interaction between social partners.
Ineffective interaction of the educational institution's staff with the parents of students, public organizations, other educational institutions, and the local society

2.2 EXAMPLE MODEL OF SOCIAL PARTNERSHIP

Based on the consideration of the theoretical and methodological foundations of social partnership, we will try to create a model of social partnership / The main goal of the model is to determine the stages, priority areas of action at each stage of organizing social educational partnership.

The model can have a number of components, the interaction of which leads to the achievement of the objective function:

Our model will include the following components:

The key element around which social partnership is formed is a social problem, to the solution of which the interaction will be directed. Everyone should feel responsible and solidarity for solving the problem.
Social partnership participants

The teaching staff of the educational organization.
Administration of the institution.
Parents of students.

Representatives of public organizations, local society.

Social partnership occurs when participants begin to work together, realizing that it is beneficial to each of them.

Roles of the partners in the partnership

Commercial Organizations - Funding Opportunities
Government structures - the use of power levers
Public associations - form and organize social initiatives of citizens

Solution methods:

using the possibilities of network interaction to improve the quality of educational activities of the institution;
formation of a package of information and analytical materials, preparation of a package of contractual documents, a databank on possible formats for negotiating with social partners;
implementation of social projects and programs;
increasing the degree of openness of an educational institution through the use of public assessment of the activities of an educational organization;
the use of self-assessment of the teaching staff for the further improvement of the activities of the educational organization;

Resources:

Availability of material and technical base (equipment, equipped premises)
Personnel (teachers, administrative staff, students, parents)
Informational (official website, children's and youth cinema - photo studio, own correspondents, a public page on the social network, interaction with the media, etc.).
Financial (extrabudgetary funding source)

The criteria for the effectiveness of this model will be:

increasing the motivation of teachers and parents of students to increase the effectiveness of interaction on the organization and implementation of the educational process (the percentage of parents taking part in the life of the organization, the number of joint events, reducing the number of conflicts, etc.);
the number of projects implemented with the participation of social partners;
increasing the degree of openness of an educational institution and its competitiveness;
the level of development of the system of state and public administration of the educational organization;
improving the material and technical base of the organization;
the volume of attracting extrabudgetary funds.

Any problem that arises will be solved within the framework of social partnership in several stages:

Acquaintance. At this stage, the common goals, common values and resource base of the parties are determined. The presence of precisely common goals is an important factor for building a partnership, since if parents are more focused, for example, on subject learning, and the educational organization is on developing the social skills of children, then a conflict is inevitable. Parents will have many complaints about the content of education and the forms of educational work with children. It is necessary to monitor parent requests and resources. Public disclosure of your priorities will allow you to attract exactly the contingent to whom these ideas seem very close. The result of this stage should be the desire of parents and other partners to participate in joint activities.
Joint activities The future partners, having decided on the areas of interaction and resources, begin to develop specific programs of joint activities. At the same time, it is important to establish a division of responsibility for certain parties to joint activities.
The partnership itself. Solving the problem, implementing specific programs by joint efforts. A prerequisite for partnerships is their voluntariness. The compulsory creation of a board of trustees contradicts the idea of social partnership in principle.

This model or structure of social partnership includes components that must be taken into account when building interaction. We hope it will allow you to interact consciously and effectively, and will determine the role and responsibility of the parties to the interaction.

CONCLUSION

Thus, we examined the issues of social partnership and came to the conclusion that it is an irreplaceable factor and driving force in the development of state and public management of an educational organization at the present stage of education development. Our goal of creating an exemplary model of social partnership has been realized. The aforementioned areas of activity can form the basis for a program of network interaction between educational organizations and society with consistent work planning.

As a result, a properly organized social partnership will provide educational institutions with competitiveness in the educational services market, help mitigate the social consequences of ongoing reforms in education, improve the quality of management activities of organizations and benefit their development.

LIST OF USED LITERATURE

Akinfieva N.V., Vladimirova A.P. State-public administration MOS. - Saratov, 2001
Antonova L.N. The educational system of the Moscow region on the way to leadership // Academia. Pedagogical journal
Baranov, P.A. State-public administration as a resource for the development of the education system of St. Petersburg / P.A. Baranov // Management of the quality of education. - 2007. - No. 2. - S.84-90
Bochkarev V.I. State-public administration of education: what should it be? / Pedagogy. - M., no. 2, 2001. - p. 9-13.
Vetrov, A.V. Towards social partnership: the development of social and labor relations in modern Russia [Text] / A.V. Winds; ed. L.A. Gordon, E.V. Klopova and others - M .: Progress, 1993 .-- 123 p.
Gusarov, V. The interaction of society and the state in school management / V. Gusarov // Public education. - 2007. - No. 8. - S. 126-134.
Zinchenko G.P., Rogov I.I. Social partnership: textbook. M., 2009.224 s
N.R. Public-private partnership in Russia: problems of formation // Globalization and social changes in modern Russia. M., 2006
Osipov A.M., Karstanye P., Tumalev V.V., V.G. Zarubin. Social partnership in education [Electronic resource]. - Access mode: http://ibl.ru/konf/041208/87
Panova NV Social partnership in the process of integrating basic and additional education in education [Electronic resource]. - Access mode: http: // site / shkola
Tokareva L.A. Co-management as a condition for modernizing the system of modern education in Russia. Abstract dissertation. for a job. Cand. ped. sciences. - Saratov, 2001 .-- 172 p.
Yarchin I. Parents are not indifferent observers, but active partners / I. Yarchin // Uchitelskaya Gazeta. - 2008. - No. 05 February (No. 6). - P.8.

, relying on similar principles of interaction between the parties, in a number of aspects differs significantly from the social partnership carried out in the world of work. Consider why it is remarkable.

The idea of social partnership in education

Social partnership in any of the spheres of life is based on voluntary and mutually beneficial cooperation aimed at achieving by its participants some common social goals. Its rules for interaction on labor relations are legally sufficiently outlined (Section II of the Labor Code of the Russian Federation) and relate to the relationship "workers - employer" with the possibility of participation of government agencies.

Social partnership in the field of education, which basically has the same idea (voluntary mutually beneficial cooperation for solving common problems), does not have such a legislative base and, although it is based on similar principles of interaction between the parties, uses only those that are sufficient to achieve the set goals:

equality of participants;
mutual respect;
interest in results;
freedom to discuss issues of interest;
voluntary assumption of obligations;
a responsibility.

The composition of partners in the field of education is formed depending on the level of the educational institution and the tasks to be solved, and therefore cannot be unambiguously regulated. The educational institution and the student himself are always involved in it; at the preschool and school level, this circle usually also includes the student's parents. A higher level of an educational institution is also determined by a wider circle of persons interested in social cooperation with it. As the level rises, the emphasis may shift in determining the initiator of the partnership:

in a preschool educational institution (preschool educational institution), it usually becomes the institution itself;
in relations with a school, which is an intermediate stage between a preschool educational institution and an educational institution that provides vocational education, it can be both a school and both educational institutions bordering on it;
state bodies, employers, employment services, schools are interested in partnerships with a vocational education institution, and they can become their initiators.

Tasks of social partnership in education

For any of the educational institutions, the main task of social partnership will be to improve the quality and efficiency of education, that is, to improve the performance indicators for which they were created. However, at each of the levels of the educational process, a priority will be given to its own range of tasks to be solved social partnership in education:

at the preschool educational institution, the main attention is paid to the adaptation of the child in the team, the development of communication skills, the awakening of curiosity, the identification of special abilities;
the school provides the student with the basic knowledge necessary for further professional training, helps in career guidance, develops horizons, the ability to communicate, organize, self-organize, leadership, creativity;
vocational education institutions prepare future workers with the necessary knowledge and initial experience in the relevant professions that will be in demand on the labor market.

There is a fairly close interaction between these levels, thanks to which a less painful and more purposeful transition of students from one level to another is carried out. Educational institutions of vocational education, in addition, are to a certain extent interested in the further employment of their graduates, since the further demand for the professions received and the requirements for the degree of preparedness of specialists depend on this.

At the present stage, agreed partnerships between the school and vocational education institutions, on the one hand, government bodies, employers and other partners interested in specialists, on the other hand, allow, based on the possession of up-to-date information about the need for professional personnel, to quickly resolve such issues as:

reorientation to training people in more demanded professions;
changes in the requirements for the level of professional knowledge, allowing to raise the quality of training of specialists and the degree of their competitiveness;
development in future employees of certain moral and business qualities that determine their responsible attitude to work and the successful performance of their functions.

Types of social partnership in the field of education

Educational partnerships can take many different forms. Their circle, obviously, will turn out to be wider than in the case of partnership in the world of work, since not only is it not limited by anything, but also leads to the emergence of new effective forms.

The basis of the types of interaction between partners will be the exchange of information (predictive or relevant), which makes it possible to manage the educational process. At the level of preschool educational institutions and schools, partnership most often takes on the nature of cooperation that is not formalized by contractual relations, while in social interaction with a vocational education institution, an agreement (agreement) becomes the most important form of relationship. Contractual relations can take place in the field:

purposeful transfer of students from preschool educational institutions to certain schools, from schools - to certain vocational education institutions, from a vocational training institution - to a specific employer;
training the necessary specialists with sustainable practical skills acquired by them in the learning process through the supervision of this process by specific employers.

The role of government bodies performing the functions of collecting and systematizing data by region, analyzing and forecasting situations for the development of the economy and the demand for specialists, and adopting the necessary legislative acts to regulate the provision of legislation is quite significant in partnership in education.

Social partnership in a preschool educational institution

The preschool educational institution, along with the child's family, forms in him those basic personality characteristics that subsequently determine for him many life attitudes and, in particular, outlook, choice of profession, the possibility of professional growth, the comfort of being in a team.

Social partnership in a preschool educational institution can occur:

inside the preschool educational institution with the involvement of parents, the pedagogical council of the preschool educational institution, pedagogical collectives of schools, specialists in any specific areas;
at the regional level with the participation of organizations in other fields of activity (health care, culture, sports, social protection).

Forms of social partnership are:

various joint events (concerts, holidays, performances, competitions) both in the preschool educational institution and beyond;
lessons, meetings, educational trips;
days of open doors;
general parent-teacher meetings;
individual work with the family;
parental consultations, seminars, trainings;
individual preparation of children for school.

Social partnership at school

At school, social partnership becomes important in such aspects as:

development of communication skills and adaptation in a team;
civil and patriotic education;
preservation and strengthening of health;
obtaining knowledge that complements the school curriculum;
acquaintance with the professions and places of work of parents;
assistance in finding a job during school holidays;
cooperation with preschool educational institutions in preparing children for entering school and with professional educational institutions in terms of career guidance.

At this level, partnerships are never limited to the internal activities of the educational institution and are often taken out of the school, either by holding events outside the school (olympiads, competitions, trips, hikes, lectures), or by engaging third parties and organizations to work on the school grounds (staging performances, enhanced study of a foreign language, special lecture courses).

Social partnership in vocational education institutions

These institutions, in terms of meeting the needs of students and employers, are most susceptible to changes in the labor market, which forces them to respond quickly to these changes, that is, leads to the need for constant self-improvement.

Information about changes is based on:

on predictive data on the demand for certain professions and long-term plans for the development of territories received from government agencies;
employers' requests;
current data of the employment service;
students' requests for certain professions.

The optimal balance between the state of the labor market and the employment opportunities for newly trained specialists on it determines the timely and thorough analysis of the identified trends. The absence of such an analysis, focusing only on student requests for future professions, can create a situation in which graduated specialists will be unclaimed, and the labor market will have unfilled vacancies in other specialties. Therefore, it is at this level that the role of the state in creating a flexible education system and in managing it acquires particular importance.

Social partnership here can take place in such forms as:

development of training programs and qualification requirements for specialists;
conducting production practices at certain enterprises;
labor market monitoring;
retraining of specialists according to agreed programs;
training of teachers at partner enterprises;
creation of joint advisory bodies;
implementation of joint projects;
attracting partners' funds to finance the reform of the learning process;
government subsidies or tax incentives for businesses involved in the training process.

Outcomes

Social partnership in education carried out according to its own special rules, allowing to attract a fairly wide range of people to it. As the level at which a partnership rises, the share of third-party organizations and government agencies in it increases.

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

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Performed: student of the course

"Socio-pedagogical partnership

In solving urgent problems of education "

Month Yulia Vasilievna

Course curator: Associate Professor of the Department

socio-pedagogical

APPO education

St. Petersburg

Stepikhova Valentina Anatolievna

Saint Petersburg

2012

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

Yulia V. Mesyats, Deputy Director for BP

GBOU school number 600 with in-depth study of the English language Primorsky

district of St. Petersburg

Relevance.

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

The goal of social partnership

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

The main tasks of social partnership:

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

Principles of social partnership:

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

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

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

There are three stages in building partnerships for our school:

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

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

	Activity	Result
	Discussion of the strategy and tactics of social partnership	Drafting and signing contracts
	Designing joint activities	Drawing up plans for collaboration
	Implementation of joint activities	Holding joint events
	Mutual support	Psychological comfort of partners

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

GBOU school number 600 has a fairly extensive experience of interaction and cooperation in the local community in such areas as

Development of guardianship activities;

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

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

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

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

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

Civic passivity, dependence of some part of parents, their consumer attitude towards school can be overcome by developing social partnership first with a group of parents, developing voluntary public work, charity.

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

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

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

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

Cooperation with the Center "Family" is very old, the following joint activities have become traditional: "Adaptation of primary school students during the transition to basic school", counseling by psychologists for parents of problem students, social patrolling of families in difficult life situations.

Developing the system of continuous education (preschool institution-school-university), GBOU school number 600cooperates with kindergartens of the city, secondary schools and universities of the city to create a system focused on individualization and socialization of students. At the third stage of general education, we develop a system of specialized training, taking into account the real needs of the labor market, parental requests, working out a flexible system of profiles and cooperation with higher education institutions.

The opportunities for socialization of students are expanding, continuity between general and vocational education is ensured, and it becomes possible to more effectively prepare school graduates for the development of higher vocational education programs.

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

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