Social partnership at different levels of the educational system. Social partnership in the field of education

SOCIAL PARTNERSHIP IN THE FIELD OF VOCATIONAL EDUCATION1

M.S. Chvanova

The role of social partnership in the development of the system vocational education as a factor in stabilizing the labor market. Its essence, prerequisites for activation, main directions, resource provision and mechanisms for the development of social partnership in the field of vocational education are revealed.

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 undergoing fundamental changes in its socio-economic and cultural life. The objective needs and gradually emerging subjective needs of Russians assign to civil society the same tasks that initially characterize it in the West:

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

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

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

Modern production knowledge-based and dynamic development of society form a rapidly changing labor market, at the same time, growing competition, structural changes in industry, military reform force 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, 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, which is why the problems of functional illiteracy, technological unemployment are so acute, there is a shortage of economic, legal, technical, socio-psychological, environmental and other knowledge. Basic education lagged behind the new realities of life, exhausted its possibilities. Dina-

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

The mystic development of modern society is the real root cause of the need for an urgent restructuring of education, it must adequately respond to changes external environment to switch to an innovative way of development.

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

In the conditions of the transitional economy, the desire to reduce the cost of production 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 - the training of a profession is objectively extended in time. During the training of specialists, the need of the labor market 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, and it becomes more difficult to manage the processes of training specialists in such conditions. It is important to take into account the trends in the development of the regional economy.

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

the possibility of employment, contributes to increasing the mobility of qualified specialists, the establishment of closer ties with Europe. Social partnership acts as a means, firstly, of familiarization with the profession and advanced training, and secondly, of achieving a certain social status, thirdly, personal development, i.e., the definition and implementation of life goals and values.

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

At its core, social partnership in the field of vocational education is a method of 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: the legislative framework providing legal regulation of relations

structures for social decision-making; mechanisms and methods of social interaction; structures implementing social partnership; information space that forms positive attitude society to 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 interest of the parties in participating in contractual relations; state assistance in strengthening and developing social partnership on a democratic basis; observance by the parties and their representatives of laws and other regulatory legal acts; the authority of the representatives of the parties; voluntariness of acceptance of obligations by the parties and their reality; obligatory performance of contracts, agreements; mutual responsibility for the implementation of contracts and agreements; social justice; alignment of interests. Legislative registration of social partnership testifies to the high assessment by state structures of its role in the development of civil society, however, does not cover all the potential opportunities of this public institution.

Social partnership in the system of vocational education can also be considered as a social resource of an educational institution; and as a factor in stabilizing the regional labor market; and as a way to integrate innovation and educational activities participants in the partnership for the purpose of positive social and 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 system of vocational education 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, duties and responsibilities of all parties based on mutual interests. Since the sustainable development of the country involves the development of a strategy for caring for the current 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 the 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 system of social partnership and simple cooperation is the merging of individual social groups into a community with a synergistic effect from combining all types of resources.

3. Prerequisites for the activation of the system of vocational education 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 priorities and expected structural changes in production and social sphere region. Previously existing sectoral funding and the state order for specialists, formed by ministries, came into conflict with market principles. The role of centralized methods of managing vocational education has changed in the direction of 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. Being-

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

As a rule, there are no reliable forecasts of regional demand for specialists. not developed marketing activities the highest school, absent information infrastructure 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 the 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 sufficiently justified. Of interest to the region is staffing needs to ensure the activities of social and production structures: transport, energy and other communications, the need for staffing housing and communal services, trade, enterprises that produce the necessary products, an order for the training of specialists for the construction complex, the material and technical base of all areas of activity related to the social needs of the population .

The training of specialists for enterprises of the region and those producing products that are not directly intended for local use is relevant to regional development, since when forming the local budget at the expense of the profits of enterprises and the personal income of their employees, support for these enterprises and their complexes from the region is economically feasible. One of the essential types of this support is participation in the substantiation and implementation of an order for the training of specialists for these enterprises.

In conditions market economy there are significant changes 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 does not depend much on changes in the external environment - is now turning into a disadvantage, since a rigid, inertial organization most often does not allow timely response to changing market requirements.

4. Social partnership in the field of vocational education as a factor in stabilizing 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 the methods of centralized regulation of the sphere of employment to a combination of two mechanisms:

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

State regulation the labor market, including: the formation of the legal field for the interaction of its subjects; indirect economic regulation through the 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 manage one’s own

employment, the right to assistance in finding employment and material support in case of unemployment, support for the labor and entrepreneurial initiative of citizens, protection against discrimination in employment and determining the conditions of employment. Transformation affects the scope and mechanisms of distribution and redistribution of the labor resource in the economy. The procedure for determining the conditions of employment is undergoing significant changes (the procedure for hiring and dismissal, remuneration, work time, social motives and guarantees). They gradually become the result of an agreement between the subjects of the labor market, become 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, one should take into account the demand for specialists as a regulator of their production (training) and the effective use of the knowledge, skills and abilities acquired by people. The structure of the labor supply of specialists in the regional labor market, which was already formed in the conditions of free employment, does not coincide with the structure of demand for them; significant difficulties have appeared in the employment of university graduates. Some university graduates remain unemployed for a long time or are used outside their specialty, which leads to increased social tension.

It is the ability of the university to quickly adapt to changing market conditions, the possibility of transforming key processes functioning into strategic initiatives aimed at the fullest possible satisfaction of customer requirements determine the success in competition. The increase in the level of uncertainty and the dynamics of the environment make rigid centralized management of education ineffective, since significant resources are spent on processing information for decision-making and less resources are left for the formation of professionals and related search and adaptation activities. Therefore, the classical variants of centralized management of education with a rigid hierarchical structure are giving way to more flexible schemes of hybrid education.

centralized-centralized management.

At the present stage of economic development, the main guideline for the formation 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. According to economists, a stable balance between labor market demand and supply can be achieved through the education of young people and the retraining of the unemployed.

Thus, the system of vocational education in the region should be flexible, dynamic, and open to change. That is, its foundation should also be built on the principles of innovation, innovation structure, characteristic of the age of informatization and the development of an innovative economy. The ever-growing requirements of the labor market require the creation of conditions for the implementation of continuing professional education, both by moving to the development of educational programs of a higher level, and by additional education.

5. Directions for the development of the system of vocational education based on social partnership. To ensure a constructive dialogue between employers and educational institutions, the development of social partnership mechanisms is required, which include not only joint work in the field of forming 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 professional cooperation based on a system of contracts and working out mechanisms for investing in the system of training specialists.

Thus, in the current 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 leading 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 development human resources region;

Versatility, flexibility, variability of vocational education, which allows for the implementation of continuous upward vocational education along the educational trajectory, cultural and civic formation and development of the individual, adapted to the new socio-economic environment;

Strengthening and development of a unified 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 public policy in the field of vocational education;

Correspondence of specialties and directions vocational training personnel to the needs of the regional labor market;

Providing personnel for the region's priority sectors of production and non-production spheres of life;

Accounting for the emerging regional market for vocational education services;

Orientation to meet individual needs in obtaining a profession;

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

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

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

Development of new economic mechanisms for the development of a system of professional

education, activation of investments, expansion of financial independence;

Mastering and developing 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 system of vocational education, 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 foregoing, we can conclude that social partnership in the field of vocational education is a factor in stabilizing the regional labor market.

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

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

Complementarity (mutual complementarity) of all types of social partnership in the field of vocational education provides an opportunity for a person 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 it is considered at the regional level, then such a space can be understood as a set 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 various types and levels, students, teachers, parents of students, as well as comprehensive schools, scientific organizations, institutions of additional education, museums, libraries, information networks(which are now separated).

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. Ensuring 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 update content ahead of time, 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 implementing the idea of ​​continuous professional education of the individual.

The management of social partnership in the field of vocational education should be based on the division of responsibilities and competencies between ministries and departments, federal and regional administrative authorities, 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 field of vocational education can be created.

cation, including all interested parties, including public authorities, trade unions, employers, educational institutions, responsible for the development of conceptual directions for the development of vocational education. The Council performs the following tasks:

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

Supervises the work on the creation of a system of methodological and information support for 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 the expert-analytical groups in each of the priority areas;

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

Expert-analytical groups in priority areas can be created under the Federal Council, 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 competencies. A certain "decentralization of management" should ensure the involvement in the decision-making process of all subjects of vocational education 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 delegating authority to the 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

social 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 policy, allowing to ensure social partnership and stimulation (moral and material) of the individual in the field of vocational education. Legal 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 the management of the quality of education with public participation, including issues (within the relevant competence) of the formation of educational standards and state requirements to a minimum of the content and level of training of students, licensing certification and accreditation of educational institutions and educational programs of continuous education;

Creating conditions conducive to improving the regulatory framework that ensures efficiency international cooperation in the conditions of building a legal democratic society (including the issues of recognition of documents on the corresponding levels of education, student mobility, etc.).

The system of Russian education should be focused not only on the state order, but also on the ever-increasing public educational demand, on the specific interests of families, local communities, and enterprises. Orientation towards consumers of the educational services market should create a basis for attracting additional financial and material and technical resources. Financing of 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:

Efficient use of state budget funds allocated for training, retraining and advanced training of specialists, program activities and targeted projects, wide 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 educational projects by obtaining funding from partners and participants; Creation charitable foundations accumulating voluntary contributions of individuals and legal entities;

Expansion of tax and other benefits provided to educational institutions and organizations involved in staff 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, providing educational institutions with information technologies and methodological materials and complexes. The information environment should include means and technologies for collecting, accumulating, transmitting, processing and distributing information and means of representing knowledge, as well as information for managing social partnership in the field of vocational education. The implementation of the possibilities of information technology tools causes 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 suggests that as subjects pedagogical activity people who, on the one hand, have a high level of pedagogical education, and on the other hand, are themselves in a state of constant improvement professional competence and development personal qualities. The system of teacher education in the direction of preparing for the organization and management of social partnership is a set of ways, methods and means of developing personal

nature, activity 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 professional development.

The resource support of teacher education provides for the need to solve the following tasks: monitoring and analyzing the educational practice of the regions in the field of social partnership and staffing its development; introduction of the necessary structural changes in the system of teacher education; creation of mechanisms to motivate the activation of activities in the field of social partnership; stimulation of innovative activity; formation of new mechanisms and remuneration of teachers, including the use for these purposes of funds from the sale of additional educational services and products.

Logistics and Information Support involves the creation of a single information and pedagogical space based on modern means 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 contribute to the development of social partnership in the field of vocational education: as a social resource of an educational institution; as a factor in stabilizing the regional labor market; as a way to integrate the innovative and educational activities of the partnership participants with the aim of positive socio-economic changes; as technologies 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 encourage the development of a social partnership network that promotes the integration of funds for the financing of educational activities.

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 the criteria-based construction of development in the near, medium and long term, taking into account the dynamics of socio-economic changes; building capacity for the implementation and dissemination in all subjects of the Russian Federation of models of interaction between vocational education organizations and 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 outcomes to ensure management structures and the general public up-to-date information;

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

At the regional level:

Active participation of the regional community in scientific research on real

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;

Study and satisfaction of the region's future needs for qualified and competitive workers and specialists;

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

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

Carrying out a set of measures to form and develop regional markets for educational services;

Monitoring the system of continuous education at the regional level;

Increasing the legal and financial independence of vocational education institutions;

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

Educational complexes, multidisciplinary resource centers, distance education networks;

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

It has a long history in the educational field. The concepts of the pedagogical environment were developed by D. Dewey, S. T. Shatsky, A. S. Makarenko and others. Each of the authors expressed and substantiated his point of view regarding the interaction of the educational institution with the environment, but at the same time, all noted that it is important for the educational institution to develop and maintain stable ties with the families of students, with the administration and representatives of the civil society of the microdistrict, informal associations in order to ensure not an artificial world, but a real life of a child of his childhood in an environment that meets the needs of his age.

Definitions of social and pedagogical partnership

• Integration of the efforts of educational organizations or individuals to solve general pedagogical problems;
• Streamlining and coordinating the relationship of educational systems or institutions of society within the framework of their mutual interests in order to maintain integrity social system and normative-legal unity at the national and state level through ensuring the transmission of the social-normative and value content of culture in the framework of education and upbringing;
• A special mechanism for intersystem regulation, management, in the context of a sharp change in the role of the state in education, or transformations in the relationship of education with the macro environment;
• A tool for reaching consensus in relations between representatives of various social groups, each of which has its own interests, with the help of which they organize joint activities, coordinate them to achieve public consensus in management and development educational sphere.

Thus, in Russian pedagogy, the dialogical relations of social subjects serve as the basis for social and pedagogical partnership.

Remark 1

Social partnership in education helps to maintain unity, harmonize social structures and develop a unified and effective educational strategy, which allows integrating the interests of various social communities and groups in a single information and educational field.

Principles of building social partnership in education

1. Social justice and coordination of interests. In a natural market society social stratification it is important to ensure a balance of interests of all social groups (except, perhaps, marginal ones) in order to avoid social conflicts.
2. Legislative consolidation of relations, which ensures the formation of a strong and minimization and even complete exclusion of mutual claims.
3. Responsibility of partners towards each other.
4. Voluntariness and equity. These principles serve to integrate in a single educational and information space the interests of representatives of various social strata, one way or another involved in determining the ways and implementing the development of educational processes.

Levels of the system of social partnership in education by their scale

1. Partnership in a separate team of a certain educational institution.
2. Partnership of the education system, first of all, with public-state management systems.
3. Partnership of the Institute of Education with other public institutions, for example, with executive, legislative or municipal authorities, or with representatives of the business community.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

LITERATURE

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

2. Matvienko V. Educational policy of Russia at the present stage (thesis of the report) // “Alma Mater” (“Vestnik vysshei shkoly”). - 2001. - No. 9. - S. 17-21.

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

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

5. Sadovnichiy V.A. graduate School Russia: traditions and modernity

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

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

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

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

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

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

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

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

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

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

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The article is devoted to the problem of social partnership that is relevant in modern conditions and new for education. This problem is connected today with a fundamental change in the nature of relations between subjects social space in general and education in particular in the direction of growth of subjectivity, awareness, independence, freedom of choice of each of the parties of interaction. Social partnership is considered as a mutually beneficial relationship of the school with authorities and institutions, public organizations, which allows to significantly improve the quality of education and create conditions for the comprehensive development of schoolchildren. The article analyzes the features of the activity of an educational institution in the conditions of social partnership, examines the state of partnership activity in modern education and the direction of its research and development. The forms and criteria that characterize the effectiveness of the social partnership system in the context of a general education school are also defined. The issues of building a system of social partnership at school are shown in the context of the norms established by federal state educational standards.

social partnership

networking

educational space

successful graduate model

educational trajectory

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2. Bystrova N.V., Ukhanov A.F. Conceptual foundations of the educational system of a general education school // Society: sociology, psychology, pedagogy. - 2015. - No. 6. - P. 90–92.

3. Markova S.M. Problems of development of vocational education in Russia / S.M. Markova // Education and science. - 2007. - No. 2. - P. 36-42.

4. Ogorodova M.V., Bystrova N.V., Ukhanov A.F., Paradeeva N.V. Webinar as a form of networking // International Journal of Applied and fundamental research. - 2015. - No. 12–7. - S. 1322-1324.

5. Prokhorova M.P., Bystrova N.V., Ukhanov A.F., Sedykh D.V. Innovation activity teacher in the system of vocational education // Problems of modern pedagogical education. - 2016. - No. 51. - P. 140-146.

The education system of the Russian Federation is currently undergoing a period of modernization, accompanied by a continuous search for new approaches to improving the quality of education. One of the directions for the development of the education system in modern conditions is the implementation of the principle of social partnership, which is understood as purposefully organized by the school voluntary and mutually beneficial relations of equal subjects, which are formed on the basis of the interest of all parties in creating conditions for the development of schoolchildren. It is also created for the reason that solving some problems in education requires the efforts of the whole society, and not just one of its components - the school.

Competently built relations between the school and society (social environment) really allow you to create a more comfortable space in which the student is oriented and develops. It also helps to ensure that the student has the opportunity to implement their individual educational program for the implementation of their own creative, design, scientific and research activities, while covering certain, necessary for him, types of cognitive, labor, artistic and creative, social, sports activities. Such relationships solve the problem of the student's personal self-determination, which is one of the main ones in the context of the introduction of the Federal State Educational Standard.

What is "partnership" in the relations of the parties and subjects of the sphere of education? How is it different from other forms of interaction? Obviously, the content of the corresponding concept and activity in education should reflect the principles of partnership worked out in other spheres: political, economic, social. The experience of partnership in these areas suggests that the basis of partnerships are: equality, voluntary interaction, independence in the choice and decision-making of each of the parties, mutual benefit, dialogue, awareness.

Partnerships related to the essence of educational activities, affecting the subjects of the educational process (family, school, child), as well as school partnerships with other (external) structures and organizations as a means of improving the quality of education, began to be considered as objects of research only in recent years.

Currently, there is a problem of the inefficiency of the functioning of a modern school, which is not based on a model of social partnership that allows the formation of the social and legal, civic competence of schoolchildren, future active participants in society, adapted to later life in it as an equal social partner. This competence is one of the key competencies embedded in the model of a successful graduate, created in the context of the implementation of the Federal State Educational Standard. The model of a successful graduate assumes a high level of development of personal potential; formation and development of professional self-determination of a schoolchild. A modern graduate is a person who meets the conditions and demands of modern society as much as possible, possesses value-semantic attitudes, is able to set goals and build life plans, satisfies the social order and is adapted to modern life. According to the graduate model, a student has a range of specific skills:

Ability to act positionally certain areas human culture;

The ability to act in society, taking into account the positions of other people;

Ability to communicate and be understood;

Ability to analyze a certain problem, situation, solve it;

The ability to set subject, socially-oriented, personal tasks, to choose and determine the means and ways to achieve them;

The ability to create, explore, design;

The ability to build an individual educational trajectory and life trajectory.

To achieve results, in our opinion, is possible only by building an effective operating system social partnership.

The process of forming a system of social partnership in a general education school can be divided into a number of successive stages:

the first stage involves the creation of an information bank of social partners (with an indication of possible or available resources). Various bodies and institutions can act as social partners of a general education school, public organizations involved in the education and upbringing of the younger generation.

Bodies and institutions acting as social partners of the school can be divided into several groups:

1) educational organizations (higher and secondary professional, additional education);

2) bodies and institutions of the system for the prevention of neglect and juvenile delinquency;

3) state supervisory and control bodies;

4) public organizations;

5) enterprises and organizations of various forms of ownership.

Inside the school, the principle of social partnership is implemented through the interaction between the participants in educational relations (teachers, parents and students).

A body designed to coordinate the system of social partnership in general education school, in our opinion, may be the “Public (or governing) council of the school, consisting of school teachers, students and representatives of social partners.

The second stage is the planning and implementation of cooperation between the school and social partners.

Relations between the general education school and the bodies and institutions acting as social partners of the school, in our opinion, should be built on the basis of contractual relations (contract or agreement on cooperation). Based on the cooperation agreement, a plan of joint activities is being developed.

Forms of cooperation within the framework of social partnership can be:

Joint organization and holding of extracurricular activities,

Evenings-meetings with interesting people,

Joint research and diagnostic activities,

Consultations,

round tables,

Excursions and various thematic projects,

Invitation of specialists to various extracurricular activities,

Sponsorship for the school.

A separate area of ​​cooperation within the framework of social partnership is the development by teachers, together with social partners, of programs of variable training courses(optional courses), elective courses that take into account the needs, inclinations, personal, professional interests of high school students, their cognitive abilities. Such courses may include the following: "Methodology of scientific research", " Information Technology in research activities", "I am a researcher" and others.

The implementation of the principles of social partnership at school involves not only the fulfillment of contractual relations by all parties, but also a change in the approach to the implementation of the educational process at school.

Social partnership allows you to organize various forms of student activity not only within the walls of the school, but also outside it, using the resources provided by social partners. For their optimal use, it is necessary to make a transition from a predominantly class-lesson organization of educational activities to a spatial one, with the provision of students with the opportunity to carry out research, design, and social activities in extracurricular spaces, and not just in the classroom. Libraries, universities, other schools, educational organizations, cultural and educational, sports institutions become such extracurricular spaces. Interaction with institutions of additional education at the municipal and regional levels also makes it possible to build and organize a system of additional education at the school, taking into account the request of schoolchildren and their parents, inclinations, personal and professional interests of students. Thanks to close cooperation, it is possible to use the base of material and technical resources of the school's social partners for the implementation of pre-profile and profile training of students, and the organization of effective career guidance. Thus, the creation and implementation of the mechanism of continuity of education (school-college (technical school), school-university) takes place.

The main result of social partnership within the framework of a comprehensive school will be effectively functioning relations between social partners that provide:

Improving the quality of education;

Ensuring the availability of quality general education;

Strengthening the material and technical base;

Improving the competitiveness of the school;

Increasing the investment attractiveness of the school;

Formation of an effective market for educational services.

Today in educational practice there are processes associated with the expansion of the scope of partnerships. In the context of the growing relevance of pooling the resources of society in solving the most complex social problems, partnership is becoming the most important positive trend that forms new type relationships in the field of personality education. Obviously, in this new area for education, there are still many undeveloped and unexplored topics, in particular, from the point of view of practical implementation, they require additional study of the ways, stages, forms and mechanisms of social partnership (including intersectoral) in education as a means of increasing its quality.

Bibliographic link

Ogorodova M.V., Bystrova N.V., Ukhanov A.F. FEATURES OF THE IMPLEMENTATION OF SOCIAL PARTNERSHIP IN THE EDUCATIONAL SPACE OF THE SCHOOL // International Journal of Applied and Fundamental Research. - 2016. - No. 7-5. - S. 888-890;
URL: https://applied-research.ru/ru/article/view?id=9981 (date of access: 12/11/2019). We bring to your attention the journals published by the publishing house "Academy of Natural History"

The term "social partnership in education" - like the activity itself, received full recognition in modern Russia a few years ago. Few people doubt that education is one of the most significant values ​​in society. However, everyone knows that society is heterogeneous, which means that partnerships are not always possible between education and various sectors of society. I want to introduce you to the experience of the center children's creativity of the city of Serdobsk in solving the problems of social partnership, and today this is perhaps one of the few ways to preserve the system of additional education, and indeed each individual educational institution, in their social and historical mission, occupying a niche in the educational services market, social significance in the entire structure of the existing interactions.
An assessment of the experience of interaction showed that social partnership helps to direct resources for development joint activities any educational institutions, their public self-organization and self-government, regardless of their type and type. It attracts the resources of society for the development of the educational sphere. It helps to accumulate and transfer the life experience of both the educational community and its partners in order to form the ability of community members to survive in the educational services market for a long time. 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 your responsibility. Such activities allow to provide the most effective and economical assistance to needy members of the community participating in partnership, to ensure that, while remaining different, acknowledging differences. individual people and organizations.
Opportunities for the development of education in Russia through partnerships are based on the following mechanisms: openness and cooperation, emphasis on development, communication and exchange of ideas; developed philosophy of education and approach to community development; an opportunity for local residents, publicly active educational institutions of all types and types, local organizations to become active partners in solving problems in education and the community; providing parents with the opportunity to become a “good companion” on the educational route of the child; collaboration with volunteers to increase the number of services provided in the community.
MOUDOD CDT is an open socio-pedagogical system that closely interacts with all types of educational institutions of the city, region, public institutions, families of pupils. The market of additional educational services in Serdobsk is quite saturated and the competition between institutions is high. Cultural institutions (children's art and music schools, the City House of Arts, houses of culture), sports (3 children's sports schools), education (a center for additional education for children, a station for young naturalists). All of them, to one degree or another, carry out variable multi-level education.
Currently, the teaching staff of the children's creativity center cooperates with more than 40 various organizations our city.
Involving the public in the management of the development of education is a task outlined presidential program"Our new school”, one of the goals of which is the creation of a qualitatively new level of relations, interaction in solving the problems of the development of education by a circle of interested parties capable of reaching a constructive agreement and developing a unified educational policy.
Changes in socio-economic life that have taken place in recent decades have led to significant changes in the education system and the institution of the family. The scope of additional education has expanded. All this provided the family with real opportunities to choose the type of educational institution and the range of educational services provided by it.
The parent community today proposes to build relations between the family and the educational institution at the level of social partnership. These are educational services that correspond to the social order for the education of children. Throughout the year, we conduct monitoring among parents. We analyze the composition and structure of families of studying children. It turns out that the vast majority of children are interested in receiving high-quality additional education, upbringing and development, in the future they continue their education in educational institutions of higher and secondary vocational education.
In this regard, new associations were opened in the center of children's creativity: “School of Young Entrepreneurs”, where teenagers receive knowledge in jurisprudence, accounting, economics; "Lawyer", "Young programmer"; associations of journalists "We try the pen" and "Easy pen".
Cooperation with general educational institutions based on the integration of general and additional education makes it possible to create a unified educational environment at school, to bring the services of additional education to the student as close as possible. It allows you to optimize the use of the material base of partner institutions, develop it in a targeted manner, implement the program-methodical and organizational-methodological potential of institutions as efficiently as possible, coordinate the educational process at all levels of interaction, making it more mobile and student-oriented. The importance of such cooperation in the context of the implementation of a new educational concept with modern tasks of specialized, developmental education and socialization in the transition to a competency-based approach to the organization of the educational process can hardly be overestimated! In the schools of the district, this cooperation allows not only to provide more high level organize leisure and employment in the countryside, but also allows you to organize pre-profile training, implement professionally oriented programs. Of the 1,600 students of MOUDOD CTC, 700 students are now studying only on the basis of 9 schools in Serdobsk and the Serdobsky district.
In order to provide effective assistance to the family in raising a harmoniously developed personality capable of adapting to the changing conditions of society, establishing relationships of trust and cooperation between the family and the educational institution, the Family World program was created, which is aimed at creating conditions for cooperation between children and adults.
The teaching staff today is looking for any opportunities and means to help the family, provide psychological and pedagogical assistance, and teach how to raise a child. To educate without appropriate knowledge, guided only by a blind instinct, means risking the future of a growing person. Therefore, teachers learn themselves and carry their knowledge to parents. After all, no matter what the parents do, no matter who they are by profession, they are always the educators of their children.
It is important for us to achieve an active life position of parents, to make them want to know their child, to evaluate their relationship with him. And we use many forms and ways, proven by practice and time. These are parent-teacher meetings, but they are held in the form of gatherings-talks “Let's think together”, “CDT, family, society”; parent-pedagogical councils; trainings, discussions, round tables. Parents discuss at the lecture hall "Commonwealth", participate together with their children in socially significant matters for the improvement of the building, the collection of search material, etc.
Parents hope that in the center the child will be taught not only to dance, sing and design. They want their children to develop stable, creative interests, which will help them in the future in choosing a profession.
Joint rest, family holidays are enthusiastically received by children and their parents. The partnership nature of the relationship brings adults and children together, makes them allies in creative work.
The main result of the interaction of this chain "Child-family-teacher" is end result. Parents finance and go with their children on trips to regional and All-Russian contests, exhibitions, competitions. Purchase dance costumes, video equipment, provide financial assistance in the repair of classrooms.
The role of the institution of additional education is great in ordering the information that falls on the child from the media: radio, television, the Internet. Organizing work on the formation of the aspirations and interests of children, interacting with local press, local television, we effectively solve the problems of educating a common culture of young citizens, their attitude to the world, to themselves, the results of their creative activity.
Our teachers and pupils actively use the thematic pages of the newspapers Serdobskiye Novosti, Alyans, and Lyubimoy Gazeta. But the most indefatigable correspondents are activists of journalists' associations (on the basis of secondary school No. 10 and Lyceum No. 2). Their materials about the life of children's associations are constantly published on the pages of the school publications "Ten" and "Lyceum student". In addition to collecting and disseminating information, publishing materials about events in the MOUDOD CDT, young correspondents participate in social significant projects. For example, the Firebird project was presented at the regional stage of the All-Russian campaign “I am a Citizen of Russia” to create a regional newspaper for children and youth. As a positive trend, it can be noted that the teachers themselves began to actively promote their experience of working with children, to look for new forms of cooperation with the media. Thus, an effective system of informing citizens about problems in the children's and youth environment is being formed in the city. This allows not only to solve the problems of education and socialization of students, but also to actively promote their “product” in the market of educational services, to solve the image problems of UDOD.
Cooperation with educational and public institutions is developing most actively and productively in the period of preparation for mass events: "Let's join hands, family!", "Successful family"; socially significant cases: actions in support of children with disabilities "Kind Heart" and "Reach out a hand to a friend" (such an action took place during October, where the teaching staff involves social services, the administration of the Serdobsky district, individual entrepreneurs); scientific and practical conferences "Economic education of adolescents", held jointly with teachers of the Serdobsk multidisciplinary and agricultural technical schools.
The Center for Children's Creativity has been cooperating with the Kirsanov College of Civil Aviation for many years. We understand this educational partnership as cooperation of absolutely equal partner institutions and as a constructive association of teachers around one big thing - creating conditions for a young person to get a profession, while making a conscious choice with a sense of conscious responsibility, realistically assessing their potential and prospects for social and professional integration into modern society.. All parties of interaction are stipulated in agreements on joint activity. This entitles our graduates to the right of preference when entering the main specialties in this educational institution.
For many years, our teachers have been working with children with disabilities (HIA). Develop and implement new programs for the social adaptation of children through their creative activities. Now 6 teachers of the Center work with such children at home, collaborating with a psychologist, a social service - the Center for Social Protection, and parents.
The result of this great painstaking work is the performance and victory of children with disabilities at regional competitions, festivals "Under the sail of Hope", All-Russian competition children's creativity "Open heart". And most importantly, children have a desire for life, self-confidence, self-realization, that they are not alone. High results of socialization of such children can be achieved when they, studying in the same group with healthy children (in some cases, denoting leadership positions) achieve success in festivals and competitions without a “discount” on the level of health.
Undoubtedly, the introduction of new state educational standards (FSES) in secondary schools will make significant adjustments to the entire system of interactions at Russian market educational services. And in this regard, we hope that the existing experience of social partnership will allow institutions of additional education not only to survive, but also to develop in the modern market of educational services in accordance with the expectations of society and the state.