practice report

1.1 The essence of the education quality management system

Issues of the quality of education at any level have always been and remain the focus of scientific research and educational management practice.

Education as a system is a set of educational institutions that differ in very different characteristics, primarily in terms of level and professional direction. But, this is not just a set of educational objects, components, phenomena, processes, but interrelation and interaction in which the education system acquires new qualities: flexibility, dynamism, variability, stability, predictability, continuity, democracy.

Currently, the Russian education system is presented as follows:

Preschool education;

Primary education (primary school);

Incomplete secondary education;

Complete secondary education or industrial and technical education;

Higher education.

Russia now has universal 11-year school education.

In recent years, the variety of types and types of schools at the basic level of education has increased significantly. All schools are responsible for mastering basic programs; the certificate received by the graduate is recognized in all regions of Russia. Opportunities for early specialization are provided by gymnasiums and lyceums.

Among modern types of educational institutions, the most common in Russia are secondary schools, lyceums and gymnasiums.

Having common features with gymnasiums, lyceums, however, are fundamentally different from them in that they interact with universities and have now acquired signs of education aimed at individual development of the individual.

To implement the education quality management system in the municipality, several blocks of priorities have been identified, namely preschool and primary education, provision of compulsory basic general education, ensuring the preservation of children's health, scientific and methodological support for assessing the quality of education, information and analytical activities, and the presence of the necessary regulatory framework for the functioning of institutions.

Quality is determined by the action of many random, local and subjective factors. To prevent the influence of these factors on the quality level, a quality management system is necessary. In this case, what is needed is not isolated isolated and episodic efforts, but a set of measures to constantly influence the process of creating a product in order to maintain an appropriate level of quality.

Quality management of specialist training is a complex process, including the selection of quality indicators, content, forms, methods and means of training, organizational, technical and other aspects of management using international standards ISO 9000 series and methods of total quality management (TQM), which form the basis of the models European and Russian quality awards.

It should be noted that the international standards of the ISO-9000 family describe the elements that a quality system should include, and not how a specific organization should implement them.

Effective management in every system begins with the competence of top management. It is the senior management that must proceed from the strategy that the university is capable of more than in the past. The organizational structure of the university may include special units involved in coordinating quality management work.

The quality system of education at a university must guarantee that the requirements for university graduates are met in accordance with state educational standards by creating the necessary conditions. Ensuring and managing the quality of student training should be structured so that deviations from the requirements are prevented in advance, and not corrected after they are discovered. The reputation of the university as a reliable supplier of high-quality specialists with minimal risk for those enterprises that can be considered customers should be secured in the educational services market.

The goal of the university when creating a quality system in accordance with the requirements of international standards ISO 9000 series is to ensure the implementation of the following quality aspects:

Quality determined by determining the demand for products;

Quality resulting from product design;

Quality determined by the compliance of the product with the project;

Quality due to staffing;

Quality due to logistics;

Quality due to financial support.

The key goals of the university in the field of quality are the following:

Achieve, maintain and strive for continuous improvement of the quality of its work in all areas of activity in order to satisfy all established and expected requirements of customers and other interested parties;

Provide confidence to the administration and all employees that quality requirements are met and maintained and that quality is constantly improving;

Assure consumers and other interested parties that the quality requirements of all work are or will be achieved in the products supplied and services provided.

Quality management is based on documentation that describes (documents) all processes (procedures), as well as the actions of process participants to achieve the required level of quality.

According to the modern version of the ISO-9000 standard, the quality system is interpreted as a quality management system, which consists of three subsystems: a quality management system, a quality assurance system and a quality confirmation system.

It is necessary to start with ensuring the quality of training of specialists. Documentation for quality assurance management is available in every university, since it is, first of all, technological documentation (educational programs) regulating regulations on structural divisions and regulations for the implementation of various functions, as well as quality plans and programs, internal inspection plans, work plans, etc. .d.

The documentation of the quality management system includes: management policy in the field of quality, quality manuals for areas of activity, university standards, methodological instructions for areas of activity and a number of others.

The quality assurance system must include: regular self-assessments based on certain criteria; surveys of employees, graduate students, consumers; determining the level of students' mastery of academic disciplines; state certification of graduates.

And of course, the quality management system will be effective if all participants in the educational process are united by a common goal to achieve a high level of specialist training.

When developing a quality system, it is necessary to create methods for accurately determining the requirements for the performance of work in the following areas of the university’s activities: educational; scientific; informational; administrative and economic; social; financial.

In September 2003 At the Berlin Conference, the Russian Federation joined the Bologna Process, pledging to implement the basic principles of the Bologna Process by 2010.

The main goal of the Bologna Process is to create a unified pan-European education system that meets the requirements of ensuring the economic potential of a united Europe. The main features of a unified educational space:

The quality of higher education, including the quality of content, fundamentality, universalization and conditions for the implementation of educational programs, as well as the level of professional preparedness of graduates;

Mobility of students, teachers, researchers in a single educational space and free movement with employment of graduates in the labor market;

Diversity and flexibility of content and technologies for implementing educational programs, taking into account the traditions, autonomy and academic freedom of European universities;

Openness and accessibility of education ensured by mobility, the mutual opening of university branches in different countries and the introduction of technologies and organizational structures for distance learning.

The proposals being considered within the framework of the Bologna process are as follows:

Introduction of two-level training;

Introduction of a credit system;

Quality control of education;

Expanding mobility;

Ensuring employment of graduates;

Ensuring the attractiveness of the European education system.

However, activities related to the implementation of these proposals give rise to conflicting assessments. It is necessary to analyze the ways and means of optimal integration of Russian higher education into the European educational space.

Among the tasks of the Bologna process, the transition to a two-level system is considered the main one for Russia. The introduction of a two-level system provides for the first level - bachelor, the second level - master, but in Russia the introduction of a two-level system has encountered serious problems.

The transition to a two-stage system of higher professional education requires the relicensing of all higher educational institutions, the development of new criteria for the implementation of bachelor's and master's programs, the calculation of the specific cost of training bachelors and masters in various areas of training, the organization of real competitive selection for master's training with the provision of equal rights to graduates of other universities, determining the required volume of training for masters.

Russia needs transformations, but due to internal reasons, the concentration of financial resources for this is extremely difficult. Inclusion in the Bologna process helped to focus attention on the problems of strengthening the position of the Russian education system in the world. Creating an educational structure that is compatible with the educational structures of European countries makes it possible to build an education system in Russia that is more understandable for foreign citizens.

At the same time, the goals of the Bologna process do not fully correspond to global trends, so all reforms cannot be reduced to it. Russia must have its own national educational policy and, in parallel with participation in the Bologna process, form its own specific education system, based on internal needs and focusing on global trends.

The Bologna process is a good companion, providing solutions to the tactical problems facing Russian education.

New approaches and methods of a single pan-European educational space are based on the formation of a common understanding of the content of qualifications and degree structures of graduate specialists and include the following priority areas of work of higher educational institutions:

Determination of general and special competencies of graduates of the first and second cycles of education (bachelor, master);

Harmonization of curricula in terms of program structure and teaching methods;

Determination of special competencies of graduates;

Development of a methodology for analyzing common elements and special areas of specialist training.

For students, our country's participation in the Bologna process gave recognition to diplomas received abroad, on the territory of states that signed the Bologna Declaration. It follows from this that graduates of Russian universities have real chances to find employment abroad in their specialty. It also helped to simplify the travel of Russian students to study in Europe. There is an opportunity to study remotely at foreign universities.

The development of the Bologna Process is a tool for harmonizing the higher education systems of the participating countries and a mutually beneficial way to form a single European market for highly qualified labor and higher education. The inclusion of Russian education in the pan-European Bologna process has made it possible to achieve a competitive position for our universities and specialists not only in the European but also in the world community, solve the problem of recognizing Russian diplomas and strengthen our positions in the global market of educational services.

The main goal of building a quality system at a university is to ensure the competitiveness of the university in the market of educational services, entry into international markets of educational services due to the high quality of the educational process and the quality of training of specialists. This is also necessary from the point of view of harmonization of education within the framework of the Bologna process, where one of the key points is the introduction of uniform quality assurance mechanisms.

Mechanisms and methods for improving quality are largely an intra-university problem, therefore, further work in this direction remains up to the university.

Education quality management is the entire university management system through the prism of establishing a new quality of the system, process, and result of education, aimed at meeting the needs of consumers, scientific achievements, and developing the ability to meet new challenges. Management of the quality of education presupposes such an approach to the management of a university, when the quality indicators of all aspects of the activity of the educational institution are at the forefront, and innovative and motivational management methods are used.

Management of the quality of education in a university is the effective management of an educational organization based on scientific achievements, market mechanisms, enthusiasm and creativity of all subjects of education, their cooperation and partnership, new information technologies aimed at ensuring the conditions, process, results of such training, education and development of students, which will form in them properties that allow them to work successfully in material and spiritual production, live in a dynamically changing world, actively and creatively express themselves in mastering new knowledge and skills, meet the requirements and challenges of the future social time, in which current students will face live.

Effective management is based on the existing system of control elements. Education quality management is a special management organized and aimed at achieving certain, pre-predicted educational results, and the goals (results) must be predicted in the area of ​​potential development of the student (graduate) of the university.

The main tool for assessing graduates at present is their grades in the diploma. However, clear interaction with consumers is necessary, who should evaluate graduates. Not all consumers want a university graduate to be able to think creatively, solve non-standard problems, have computer training, be able to communicate, have a certain cultural level, or know foreign languages. For some, traditional knowledge and current skills are sufficient.

Thus, the negative aspects in the education quality assessment system are currently the following:

There is no clear terminology, that is, an unambiguous definition of “quality of education”;

Accordingly, there are no goals and objectives for assessing the quality of education;

Indicators assessing the quality of education are unsystematic, scattered (depending on the developer), and there is no quantitative assessment of them;

The indicators in the considered methods do not take into account one of the most important factors - the complex requirements of employers and the need for knowledge and skills for the future society, not only for today and the coming years;

The ability of students to work independently (decision making, innovative approaches, processing the necessary literature and choosing the optimal solution) is not taken into account;

In the considered methods, if any specific indicator is calculated, it is done separately, that is, there is no comprehensive assessment of specialists.

At the present stage of modernization of Russian education, the priority directions of state education policy are:

Formation of a modern system of continuous professional education;

Improving the quality of vocational education;

Ensuring accessibility to quality general education;

Increasing the investment attractiveness of the education sector.

This will ensure the further implementation of tasks in the modernization of Russian education and the solution of problems facing the education system.

The development of a system of continuous education will create conditions for the formation of flexible educational trajectories and ensure the response of the education system to the dynamically changing needs of the individual, society, and economy. At the same time, opportunities will arise to equalize access to quality education at all levels of the educational system.

Improving the quality of vocational education in modern conditions is possible only on the basis of intensifying innovative processes in this area, ensuring the integration of educational, scientific and practical activities. This will remove the problem of the closed nature of the education system, open it to external influences, and lead to constant updating of the content of education and teaching technologies.

Ensuring the availability of high-quality general education should first of all be aimed at equalizing the starting opportunities for obtaining general education. This will reduce social differentiation and lay the necessary foundation for improving the quality of education, social, territorial and educational mobility of children and youth.

Increasing the investment attractiveness of the education system will help solve the problem of the shortage of qualified personnel in the education system, increase its management potential, ensure the development of the resource base, as well as the introduction of new technologies into the educational process.

To ensure quality at all levels of education, it is necessary to create an adequate legislative, organizational, methodological and material base.

Understanding university activities and the above problems from the perspective of the criteria of International Standards allows:

Develop modern regulatory and working documentation for all areas of activity;

Eliminate duplication of procedures;

Create a control system based on quality plans;

Increase the efficiency of the organizational structure;

Clearly distribute the powers and responsibilities of all levels of management;

Clearly formulate goals and highlight key processes;

Manage resources more efficiently.

And most importantly, the introduction of a quality-based management system at a university makes it possible to involve the entire staff, including students, in ensuring high results in educational and scientific activities.

Thus, managing the quality of education is an active way to influence the quality of education in general, as well as the educational institution.

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INSTITUTE OF ADVANCED QUALIFICATIONS OF EDUCATIONAL WORKERS OF THE KRASNOYARSK REGION

EDUCATION QUALITY MANAGEMENT.

METHODOLOGY. THEORY. PRACTICE

Monograph

KRASNOYARSK 2008

The methodological, theoretical and practical aspects of designing systems for managing the quality of education at the municipal and school levels of educational organization are revealed.

PREFACE ……………………………………………………………….. 4 Chapter 1. Methodology for managing the quality of education

1.1. Concepts of “quality of education”

and “education quality management”……………………………………...6

1.2. Education quality management model……………………………...13

Chapter 2. Theory of education quality management

2.1. Framework ideas about modern education………………….23

2.2. Education quality management mechanism …………………………..45

2.3. Policy in the field of quality of education…………………………….65

Chapter 3. Practice of quality management in education

3.1. General format of the state-public system

assessment of the quality of education……………………………………………………………..70

3.2. Matrix of indicators to use

in managing the quality of education at the regional level……………………81

3.3. Regulations on the quality of education in Lyceum No. 1 in Kansk……………...89

3.4. Self-assessment of an educational institution……………………………..101

3.5. Information support for decision making

in the education quality management system……………………………107

Conclusion……………………………………………………………………………….111

Literature………………………………………………………………………………..112

PREFACE

· using key competencies as a means for transition from one level of school to another;

· using the experience of carrying out socially significant activities to integrate into public life.

The reproduction of professionalism of teaching staff in an educational institution is determined by the indicator “the level of representation and dissemination of modern standards of teaching work in an educational institution.”

Criteria:

· use of digital resources in the exchange of experience;

· the use of reflective forms of analysis of one’s own activities;

· use of synergetic forms in methodological activities.

Optimization of the composition of teaching positions in an educational institution is determined by the indicator “the level of compliance of the provisions on the job responsibilities of teaching staff with the content of the educational program.”

Criteria:

· using the content of the educational program to develop and formalize requirements for the quantitative composition of the staffing table of an educational institution;

· using the content of the educational program to develop and formalize requirements for the performance of full-time employees of an educational institution;

· using the content of the educational program to develop and formalize requirements for the rights and responsibilities of full-time employees of an educational institution.

Rational cooperation in the intra-school division of labor is determined by the indicator “the level of exchange of activity results in the intra-school division of labor.”

Criteria:

Competent management of people is determined by the indicator “the level of formalization of relations between a manager and a subordinate.”

Criteria:

· the use of assignment procedures to regulate hierarchical relationships in an educational institution”;

· the use of ordering procedures to regulate competitive relations in an educational institution”;

· the use of conflict law procedures to resolve contradictions in the relationship between a manager and a subordinate.

The positioning of an educational institution is determined by the indicator “the level of attraction of additional resources to the educational institution.”

Criteria:

The innovative organization of changes in an educational institution is determined by the indicator “the level of processes ensuring the formation of modern educational practice.”

Criteria:

· the use of software and design forms to implement the necessary changes in the activities of an educational institution;

· use of the regulatory framework to legitimize changes being made in the activities of an educational institution;

· the use of modern financial and economic instruments to ensure the necessary changes in the activities of an educational institution.

Education quality management is carried out using procedures that provide analysis and the ability to implement necessary changes on the part of managers at various levels in the area of ​​their specific jurisdiction (competence) and responsibility.

Procedures for managing the quality of education in an educational institution

At the beginning of the school year, managers, using the presented criteria, together with the teaching staff and the public, conduct an open project session. During this session, specific goals are set and developed:

· assessment indicators;

Monitoring of the developed assessment indicators is carried out systematically throughout the academic year. The following tools are used. For each group of students, teachers and parents jointly set a goal for each indicator for a certain period of time. At the end of this period, the result obtained and the stated goal are compared and the difference between them is correlated on the rating scale.

If you mark the corresponding indicators on the horizontal axis, and expert judgments on the vertical axis, you can build a graph of qualitative changes and calculate the final coefficient of educational effectiveness for each student in a given educational institution. The educational performance coefficient is calculated using the following formula:

Kr.= ---% , where

Kr. - coefficient of educational effectiveness.

Es. - the total score equivalent of all expert judgments for each of the indicators.

max Es - the maximum possible total score equivalent of all expert judgments for each of the indicators.

If the value of the performance coefficient is correlated with the amount of funding per student in accordance with the standard for the type of educational program used in a given educational institution, then it is possible to obtain a coefficient of efficiency of budget expenditures associated with ensuring the effectiveness of education personally for each student.

Cef.= ---% , where

N - financing standard.

The introduced coefficients make it possible to establish a relationship between the amount of finances calculated on the basis of the per capita financial standard per student and the effectiveness of education personally for each student. Establishing this kind of dependence is necessary in order to create an analytical base with the help of which it would be possible to influence changes in the value of the financial standard and the use of increased financial resources for targeted changes in the above seven areas related to the parameters of competitiveness, efficiency and reliability.

educational institution, as well as on changing the indicators necessary to ensure a higher level reliability. A special form of media is being formed – the “Open Negotiation Platform”.

Procedures for managing the quality of education in the municipal education system

At the beginning of the school year, managers, using the presented criteria, together with the leaders of the municipal education system and the public, hold a Municipal Management Forum (MUF). Within the framework of the FFM, the leadership teams of each educational institution set specific goals and develop:

· assessment indicators;

· procedures and assessment scale;

· ways to achieve a possible level of achievement;

· “steps to implement” achievements.

Monitoring of the developed assessment indicators is carried out once a quarter. The following tools are used. For each educational institution, together with the leadership group, a goal is set for each indicator for a certain period of time. At the end of this period, the result obtained and the stated goal are compared and the difference between them is correlated on the rating scale.

The rating scale is a three-level system of expert judgments. Expert judgment expresses the fact of a discrepancy between the accepted goal and the actual result.

Expert judgment of the first level is ranked 0 points and looks like this: “the stated goal and the actual result do not coincide.”

Expert judgment of the second level is ranked 1 point and looks like this: “the stated goal and the actual result partially coincide.”

Expert judgment of the third level is ranked 2 points and looks like this: “the stated goal and the actual result coincide as much as possible.”

If you mark the corresponding indicators on the horizontal axis, and expert judgments on the vertical axis, you can build a graph of qualitative changes and calculate the final coefficient of management performance for each educational institution. The management performance coefficient is calculated using the following formula:

Kr.= ---% , where

Kr. - coefficient of effectiveness of management activities

Es. - the total score equivalent of all expert judgments for each of the indicators

maxEs - the maximum possible total score equivalent of all expert judgments for each of the indicators

If the value of the efficiency coefficient of management activities is correlated with the budget of an educational institution, then it is possible to obtain the efficiency coefficient of budget expenditures allocated to maintaining management in an educational institution.

Cef.= ---% , where

Cef. - coefficient of efficiency of budget expenditures.

N - budget of the educational institution.

The introduced coefficients make it possible to establish a relationship between the size of the budget of an educational institution, calculated on the basis of financial standards, and the effectiveness of management activities in a particular educational institution. Establishing this kind of dependence is necessary in order to create an analytical base with the help of which it would be possible to influence changes in the structure of the budget of an educational institution, towards the growth of that part of it that directly affects the growth of the organizational and managerial culture of the educational institution. It becomes possible to establish a relationship between the amount of the budget spent on increasing wages through the use of the incentive bonus fund, on changing the staffing table and the effectiveness of management activities in a particular educational institution.

Establishing this kind of dependence is necessary in order to create an analytical base with the help of which it would be possible to influence changes in the value of the financial standard and the use of increased financial resources for targeted changes in the above seven areas related to the parameters of competitiveness, efficiency and reliability.

The obtained data is presented to the public. Based on the results, public discussions are organized and joint proposals for growth are developed. competitiveness and efficiency educational institution, as well as changing the indicators necessary to ensure a higher level of reliability . A special form of media is being formed - the “Municipal Management Forum”.

Chapter 2. Theory of education quality management

2.1. Framework ideas about modern education

As a result of mastering the material in this chapter, students will:

know

• main approaches to defining the concept of quality of education;
• the essence of education quality management as a systematic methodology for effective management;
• basic principles of quality management and features of their application in educational organizations;
• basic models and methods of education quality management;

be able to

• analyze various models of education quality management and their effectiveness in the management system of an educational organization;
• formulate the mission, vision, policy of the educational institution in the field of quality;
• identify the main consumers of the educational institution and determine their requirements for the quality of education;
• establish indicators for planning, monitoring and evaluating the quality of education;
• describe and model the main processes of an educational organization;
• develop pedagogical control programs;

own

• skills in formulating and solving problems of managing the quality of education at the level of an educational organization;
• ways of describing the main, auxiliary and management processes of an educational organization and their analysis;
• methods of monitoring, auditing and self-assessment of the quality of education in an educational organization.

Two leading trends determine the face of the modern world - increased attention to education and increased interest in quality issues. The increasing complexity of socio-economic processes, the declared transition to innovative development, the knowledge economy and the increasing role of education in these processes lead to an increase in the responsibility of educational organizations for the quality of the education provided. The clearly manifested inconsistencies between the “challenges of new times” and traditional approaches to education force us to look for ways and mechanisms for modernizing educational systems. A serious problem is the increasing pressure of the market, dictating meaningful changes in the demand for education - increasing emphasis is placed on the practical value and applicability of acquired knowledge, the relevance of education is growing

throughout life, the requirements for the level of education when hiring increase. In these conditions, the problem of ensuring high quality education becomes particularly urgent. The multifaceted nature of this problem attracts specialists from various scientific fields - pedagogy, psychology, sociology, economic theory, management, etc. - to its solution.

Quality of education: concept and essence

Before considering issues related to education quality management, it is necessary to define this concept itself.

The category of “quality of education” is in common use today, it is contained in laws regulating educational activities, it has become the subject of wide discussions among the pedagogical community, and the object of research by many scientists and practicing teachers. At the same time, an unambiguous and shared understanding of what the quality of education is has not yet been formed.

The Russian language dictionary gives the following definition of quality: “quality - 1) an essential feature, a property that distinguishes one object or person from another; 2) the degree of dignity, value, suitability of a thing, action, etc., compliance with what they should be ". Thus, on the one hand, quality is diversity, on the other hand, functionality.

It is believed that in the first of these meanings, quality is a category of philosophy. The encyclopedic dictionary states: “Quality is a philosophical category that expresses the essential certainty of an object, thanks to which it is exactly this and not something else. Quality is an objective and universal characteristic of objects, revealed in the totality of properties.” A similar definition of quality was given by Aristotle in the 3rd century. BC: “quality is a species difference related to the essence.”

The philosophical definition of quality focuses on the distinctive features of an object, and the statement of these differences does not carry any evaluations (worse, better). Therefore, in the philosophical interpretation of quality, it makes no sense to raise the question of distinguishing between low or high, bad or good quality, etc. Defining the quality of education as the uniqueness and specificity of a particular pedagogical system, we draw attention to the distinctive features of a particular educational practice (“Waldorf school is a system of a different quality than traditional pedagogy”), the need to give education a variable character, the development of the diversity of its forms and types, the formation of the unique appearance of a particular educational organization. A deep understanding of the essence of the category of quality is found in the works of philosophers of various schools: German classical philosophy - Kant, Hegel, Feuerbach, mechanistic philosophy - Descartes, Locke, Hobbes and others. In Hegel's view, the concept of quality is inextricably linked with categories such as quantity and measure. By exploring this relationship on the basis of the formulated law of the transition of quantity into quality, Hegel was able to show the dialectical nature of quality and reach a new level of its analysis - the possibility of measuring the degree of its expression. A systematic consideration of the concept of quality has been developed in Marxist philosophy. Engels attempted a new look at the nature of quality - “... there are not qualities, but things that have qualities, and, moreover, infinitely many qualities.” In this definition, attention is drawn to the objective nature of quality (quality of what?) and the multiplicity of distinctive features (properties) of objects, and therefore the possibility of influencing quality by changing these properties.

Paying attention to the different degrees of expression of the same properties in different objects and attributing a certain value to these properties, we move from the philosophical interpretation of quality to its so-called “economic”, production interpretation, where the key becomes the understanding of quality as a set of things that are significant for a particular person ( user, consumer) properties of objects (consumer properties). A set of these properties (requirements) forms the basis of specifications for products or services), standards, standards. The most general definition of the concept of quality in this sense is given by the GOST 1BO 9000:2011 standard: “quality: the degree of compliance of inherent characteristics with requirements.”

The same Russian language dictionary provides the following definition: “Product quality is a set of product properties that determine its ability to satisfy certain needs of the national economy or population. Improving product quality is an important condition for increasing the efficiency of social production.” Here quality is organically associated with the need to satisfy which it is created. With this interpretation, two essential features of the quality of any product or service, including educational ones, can be identified:

• - the presence of certain properties;
• - attributing a certain value to these properties from the consumer’s perspective. The idea of ​​the measurability of quality as a consumer value formed the basis of such scientific disciplines as qualimetry and qualitology. From the position of the founders of qualimetry (the science of methods for measuring and quantifying quality) - Dutch scientists J. Van Ettinger and J. Sittig, quality can be expressed in numerical values ​​and, as consumer value, is determined through some constant measure, for example, monetary equivalent. From an economic point of view, the fundamental basis of quality is need. In the conditions of the emerging market of educational services, knowledge about the structure of needs, demand, market conditions, its dynamics, and the degree of satisfaction of those for whom this service is created comes to the fore. With the development of marketing ideas and technologies, there has been a significant deepening of knowledge about the nature of needs. Thus, the most successful, in our opinion, definition of need is given by one of the world's leading marketers, Philip Kotler: “Need is a need that has taken a specific form in accordance with the cultural level and personality of the individual. Need is a feeling of lack of something felt by a person.” It is the need, the unsatisfied need, that prompts a person to actively search for means of satisfying it, and the manufacturer to create the product that is the subject of the search and is capable (directly or indirectly) of satisfying this need (Fig. 6.1).

Rice. 6.1.

As one need is satisfied, a person develops another, then the next, etc. The diversity of educational needs stimulates the development of the educational services market, not only in quantitative, but also in qualitative terms, since competition forces an educational organization to look not just for a way to satisfy a need, but for the best (most effective, economical) option, and the consumer has the opportunity to choose, those. quality takes on a commercial form.

An extremely important circumstance linking need with quality is that the degree of need satisfaction influences a person’s behavior in similar circumstances in the future. In general, people tend to repeat the behavior that is associated with them

with the satisfaction of needs, and avoid those that led to dissatisfaction (this fact is well known as the “law of results”). Therefore, by constantly showing concern for the quality of education (meeting consumer requirements), the leader stimulates people’s desire to receive education in a given educational organization (make a “repeat purchase”), builds customer loyalty, thereby increasing the competitiveness of his educational institution. It is especially important to understand this during the transition to the concept of lifelong education, when a person will strive to regularly improve his level of education through the development of additional education programs.

There is another important factor connecting need and quality, called demand. Demand is a form of expression of real need, ensured by the purchasing power of potential consumers. Even having an unmet need for some educational service, but not being able to receive it, a person does not become a real consumer. At first glance, the connection between demand and quality is not so obvious: does the inability of a significant part of the population to purchase paid educational services make them of low quality? But this obviousness is apparent. Quality is the presence in a product or service of characteristics that provide a real opportunity to satisfy a need. The need exists, but the possibility of satisfying it does not, which means there is no quality. What property does such a formation lack? This property is accessibility. Quality refers to phenomena that ensure, among other things, a correspondence between supply and demand and force an educational organization to continuously improve its activities, including in the direction of reducing the cost of services and increasing their availability.

It should be noted that for economic systems the concept of product (service) quality is quite simple and understandable, however, when trying to apply it to such a specific area as education, many questions arise. What exactly is a product (service) in this case? Who is the manufacturer? Who is the consumer? Whose and what needs are being satisfied? Recently, quite often, without delving too deeply into the essence of these questions, they are answered simply: an educational organization acts as a producer of educational services, and their consumer is society and its institutions, a potential employer, the students themselves and their parents. At the same time, however, no one disputes the active role of the student in the educational process, which means everyone recognizes that he is directly involved in creating the quality of education, i.e. acts simultaneously as a consumer and producer of the product of educational activity. And does an educational organization directly provide educational services to the state, society, or employer? But nevertheless, they also act as consumers of the results of educational activities, being interested (feeling the need) for an educated citizen, a socially active person, a competent worker, etc. In addition,

the state determines educational policy, finances educational activities, regulates them through licensing, certification and accreditation procedures, sets standards for the content and results of education; employers are also increasingly involved in educational activities, providing internship sites, taking direct part in the educational process, etc., i.e. also acting as participants in the processes of creating quality education.

To answer these and other difficult questions, let’s look at how the concept of “quality of education” is defined in various sources.

According to well-known researchers of educational systems G.S. Kovaleva and M.B. Melnikova, there is no unity among theorists and practitioners in defining the concept of quality of education. In a number of cases, it seems that researchers deliberately bypass its definition and go straight to the problems of its measurement and assessment. In particular, the International Institute of Educational Planning generally states that it is impossible to define the concept of “quality of education”.

Some researchers narrow the concept of “quality of education” to the concept of “quality of training.” "Sometimes the category of quality is identified with the completeness of knowledge and its depth, where completeness is interpreted as the ability... of a student to reproduce the signs of the subject being studied that are necessary and sufficient to understand its essence. In other cases, the quality of knowledge is understood as its generality - understanding the essence of knowledge from the connection of its characteristics, his ideas, concepts. Often the quality of knowledge is interpreted as systematicity, or as the learner’s ability to build relationships of cognizable objects, their hierarchy." In addition, it is postulated that “for practical purposes, the quality of education should be understood as “qualitative changes” in the educational process and in the environment surrounding the learner, which can be identified as an improvement in the knowledge, skills and values ​​acquired by the learner upon completion of a certain stage.”

For many decades, the concept of “quality” in the educational sphere was consonant with the concept of “intellectual excellence,” which was measured, for example, by the proportion of specialists with higher education or the number of victories at international Olympiads. Another approach determines the quality of education through the establishment of a normative (standardized) level of training (readiness). Within this approach, the issue of confirming the quality of education is associated with assessing the compliance of the educational services provided with federal state educational standards (FSES). At the same time, failure to comply with the requirements of the standard means, in essence, termination of the educational activities of the educational institution by decision of the educational management body. Does this mean that low-quality education does not exist at all? An unambiguous answer to this question within the framework of the understanding of quality as compliance with a standard can hardly be obtained.

In the dictionary of concepts and terms under the legislation of the Russian Federation on education, the quality of education is interpreted as “a certain level of knowledge and skills, mental, physical and moral development that graduates of an educational institution have achieved in accordance with the planned goals of training and education.” Similarly, D. Sh. Matros, D. M. Polev, N. N. Melnikova propose that the quality of education “... is understood as the relationship between the goal and the result, the measure of achieving the goal.” The positive thing here is that quality is linked to the planned goals, which means that by varying the level of goals, the educational organization sets for itself (orients itself) one or another level of education quality.

The attempt of a number of authors, in particular Professor E.M. Korotkov, to define the quality of education as a complex concept seems very productive. “The quality of education... is a set of characteristics of competencies and professional consciousness that determine the ability of a specialist to successfully carry out professional activities in accordance with the requirements of the modern stage of economic development, at a certain level of efficiency and professional success, with an understanding of social responsibility for the results of professional activities.” The author's attempt to define the quality of education not only as a result of activity, but also as the possibility of achieving it in the form of the internal potential of the educational system and external conditions deserves approval.

A number of researchers propose that all aspects characterizing the quality of education be divided into three groups:

• indicators of investments in education (quality of resource provision),
• indicators related to the educational process (quality of processes),
• indicators of learning outcomes (quality of training, value orientations, demand, employment of graduates, etc.).

In the work of S. E. Shishov and V. A. Kalney, the quality of education is interpreted as “a social category that determines the state and effectiveness of the educational process in society, its compliance with the needs and expectations of society (various social groups) in the development and formation of civil, everyday and professional competencies of the individual. The quality of education is determined by a set of indicators that characterize various aspects of educational activity: the content of education, forms and methods of teaching, material and technical base, personnel, etc., which ensure the development of the competencies of students." The important point here is that the quality of education is characterized by a set of indicators and is directly related to the satisfaction of needs (demands, expectations). Revealing the essence and content of the concept of “quality of education” as the ability to satisfy perceived or existing needs requires establishing these diverse needs and identifying different groups of consumers.

However, each consumer may have his own ideas about the value of education and his own requirements for its quality. For example, one student will look for a university with a high image, the possession of which will make the employment process easier for him, while another will give priority to the professional competence of teachers, the availability of information resources and a free canteen. The state requires an educational organization to guarantee the implementation of educational standards established by it at a fixed level of costs. Parents can consider a quality learning process to be one in which their children do not harm their health. And society wants engineers not to cause technological disasters. In other words, each consumer (group) sets their own system of quality indicators.

Who are the consumers for the education system?

Of course, the most significant consumer for the education system is the state and society as a whole. It is they who, at the macro level of management, formulate the requirements for the qualitative and quantitative characteristics of both the education system itself and the educational process and its results. Today, more than ever, the question of the influence of education on the socio-economic development of the country is becoming more pressing, and the problems of protecting national interests and ensuring Russia’s national security are becoming especially acute. This requirement relates to the education system as a whole, its structure, goals, content, methods, means and organizational forms of education. At the same time, the very concept of national security ceases to be considered exclusively from a military-technical or economic point of view, but acquires a sociocultural meaning and, in this regard, becomes a pedagogical category. At the next level - the need for interaction - we can also see very specific requirements of the state for the education system. The state is interested in expanding international cooperation, international integration, and joining the world community. It is no coincidence that one of the conditions for Russia's accession to the WTO was its accession to the Bologna process, which guarantees a comparable quality of education that corresponds to the world level. Another level of needs is the need for respect and recognition. Russia has always laid claim to the role of world leader. This was greatly facilitated by the internationally recognized quality of education. Russia's successes in space exploration, medicine, physics, energy and many other fields were and are largely determined by the traditions of high quality domestic education. Finally, the needs for self-realization at the state level set the vector for the modernization of the state structure, the development of democratization processes, and the transition to civil society. Solving these problems is impossible without changes in education, its transfer to a qualitatively new level.

A distinctive feature of this group of consumers is the clear expression of the nature of their needs in various types of documents (Law on Education, National Doctrine of Education, Concept and Program for the Modernization of Education, etc.), as well as the ability to control the degree of their satisfaction using a variety of tools (for example, licensing, certification and accreditation procedures). The expression of the nature of public needs in education is realized by the state by setting requirements for the quality of education, which are specified by a system of relevant indicators.

Other consumers of education include a variety of social institutions - sectors of the national economy, enterprises, institutions, organizations, professional communities, as well as individual employers. Their needs for highly qualified, competent, socially active specialists can also be considered at different levels of the hierarchy.

The needs of an individual in education are manifested in the fact that it gives a person the potential opportunity to satisfy vital needs (for food, clothing, housing), and the higher the quality of the education received, the higher, as a rule, is the quality of life. The needs for respect (a highly educated person evokes universal admiration), self-realization (quality education creates conditions for professional and personal growth), etc. are realized in a similar way. By defining their needs and expectations for the quality of education of their children, parents also contribute to the satisfaction of personal needs of different levels - here is hope for a secure old age, and pride in the child’s achievements, etc.

Each of the listed consumer groups has very specific requirements for the education system, the educational process and its results. Each of them contributes something different to the definition of the quality of education, and therefore anyone who is trying to understand what the quality of education is must have a clear picture of the totality of the requirements and expectations presented by each of the consumer groups.

Thus, the idea of ​​the quality of education often depends on subjective assessments. Very interesting and original in this regard is the position of I.V. Bestuzhev-Lada, who identifies two essential aspects when defining the concept of quality of education:

• 1. Subjective quality = personal satisfaction.
• 2. Objective quality = socio-economic efficiency.

Objective quality - generally accepted opinion regarding quality

something, some overall judgment about quality (for example, the high quality of training of Harvard graduates is generally recognized).

Subjective quality - this is an opinion about quality expressed by a specific person (group of people), reflecting the degree to which their requirements are met (the results of international comparative studies of the quality of education PISA mean nothing to a person who categorically believes that Russian education is the best in the world).

The following classification criteria can be used here: relative quality, level of quality, measure of quality.

Absolute quality - classification of objects according to their compliance with regulatory requirements (standards, standards - “the way they should be”).

Relative quality - classification of objects depending on the degree of their superiority (comparing objects with each other - “higher than”).

Estimated quality - This is the quality of a non-existent object associated with the satisfaction of a potential need. Potential quality includes the quality of a learning process that is already being implemented, but not yet completed, when it is not yet known exactly whether its final results will satisfy the requirements.

Real quality - the quality of an object, manifested and assessed at the time the object is used for its intended purpose (in the process of satisfying a need).

Quality level - quantitative assessment of an object's ability to satisfy needs.

Measure of quality - the degree of compliance of the object’s properties with the limiting values ​​of the indicator (maximum quality).

The most successful attempt to systematically define the concept of “quality of education” was made, in our opinion, by scientists at the Research Center for Problems of the Quality of Training of Specialists. One cannot but agree with the authors’ idea that “the quality of education as a social system... network correspondence (adequacy) to the requirements imposed on the educational system by doctrine, society, personality, and other educational systems.” The authors propose to consider the concept of “quality of education” in a broad and narrow sense.

The quality of education in a broad sense is:

• - balanced compliance of education (result, process, system) with diverse needs, goals, requirements, norms (standards);
• - a systemic set of hierarchically organized, socially significant essential properties (characteristics, parameters) of education (as a result, as a process, as a system).

In a narrow sense, “quality of education” is the body of knowledge, the level of competence of a graduate.

All of the above allows us to imagine, study and explore the quality of education in the form of a pyramid, including:

• - quality of the education system;
• - quality of educational processes;
• - quality of educational results.

Concluding the analysis of approaches to defining the concept of quality of education, we should pay attention to one more feature that is fundamentally important from a methodological point of view. The unproductiveness of searching for a universal definition of such a multifaceted and complex concept as the quality of education does not at all exclude the possibility of identifying its essential properties and structure. The quality of education always acts as a means by which the compliance (or non-compliance) of the educational system, the processes implemented in it and the results achieved with the requirements of the state, society and the individual are revealed. Both the system, the process, and the result must correspond to their social purpose and meet the very specific requirements of various consumer groups.

Analysis of different views on the category of quality allows us to identify its essential features, which are present in one form or another in most definitions.

• 1. Quality is the essential certainty of an object, which characterizes it as integral (a sign of quality integrity).
• 2. Quality as a system property has a complex hierarchical structure. It is possible to decompose quality into its constituent elements (lower order qualities, properties). For quality measurement, this means that using some easily measurable properties, one can assess higher-order quality, the direct measurement of which is not possible. (a sign of hierarchical quality).
• 3. Quality has the property of different individual perceptions, i.e. suitability and adaptability to certain goals, conditions, needs of a person or organization (a sign of axiological quality).
• 4. The degree of satisfaction of needs is determined by the intensity of the expression of quality, which manifests itself in the qualitative and quantitative conditionality of the object. The dialectical unity of quality and quantity is found in the category of measure as the degree of expression of quality, determines the possibility of its quantitative assessment ( sign of quality measurability).
• 5. Quality is variable. It may improve or deteriorate under the influence of external conditions or as a result of activities. Another factor causing instability of quality is the variability of needs ( a sign of quality variability).
• 6. Quality changes can occur spontaneously or purposefully. In the second case, we are dealing with targeted management and (or) specially organized activities to change (improve) quality (a sign of quality controllability).

To understand the essence of the problem of managing the quality of education, it is methodologically important to distinguish between factors influencing quality and conditions ensuring quality. The fact is that the ability of factors to influence quality improvement largely depends on the conditions for quality assurance. The existence of this dependence is often not taken into account in the practice of assessing the activities of educational organizations, so we are forced to once again address this problem.

Conditions may favor the full manifestation of the capabilities of factors or restrain the realization of these capabilities. In this case, either the quality deteriorates, or more costs are required to achieve and ensure a given level of quality. There are many examples of this. For example, poor provision of technical teaching aids limits the possibilities of the educational process and worsens working conditions. As a result, the professional knowledge and skills of teachers are not fully used, therefore, the potential quality is not achieved, in addition, the costs for teachers to master new technologies are in vain, i.e. take on the nature of costs.

Therefore, in the structure of the concept of quality of education, in addition to the elements listed above, it is also necessary to include the quality of the conditions for carrying out educational activities.

conclusions

• 1. The quality of education is the object of research in many sciences - philosophy, pedagogy, psychology, sociology, economics, management, law, etc.
• 2. The fundamental basis of the quality of education is the human need for education.
• 3. The consumers of the results of educational activities are the state, society, employers, and individuals. Each consumer group has specific requirements for the education system, the educational process and its results.
• 4. The quality of education is a balanced compliance of education (result, process, system) with diverse needs, requirements, norms, as well as a systemic set of hierarchically organized, socially significant essential properties of education (as a result, as a process, as a system).

• See: Sailor D. III., Polev D. A/., Melnikova II. II. Education quality management based on new information technologies and educational monitoring. M.: Pedagogical Society of Russia, 1999.
• Planning the quality of education. The collection and use of data for informed decisionmaking / ed. by K. N. Rose and L. Mahck. UNESCO, Pergamon Press, 1990.
• Chelyshkova M. />., Kovaleva G. S. Basic approaches to assessing the quality of training of students in Russia and abroad: overview. report / Eighth symposium "Qualimetry of man and education. Methodology and practice of qualifications and metric monitoring of education in Russia" / under scientific. ed. N. A. Selezneva, A. I. Subetto. M.: Research. Center for Problems of Quality of Training of Specialists, 1999.
• New quality of higher education in modern Russia (Contents. Implementation mechanisms, long-term and immediate prospects). Conceptual and program approach // Proceedings of the Research Center / scientifically. ed. N. A. Selezneva, A. I. Subetto. M.: Research. Center for Problems of Quality of Training of Specialists, 1995.

There are different approaches to describing the principles of constructing education quality management systems, but in general they are united by one idea - such a description should be based on a common conceptual management model.

Management in a broad sense is understood as the function of complexly organized systems (biological, technical, social), ensuring the preservation of their structure, maintaining the mode of operation and sustainable development, and realizing the goals of the system. Management is an attribute exclusively of social systems; it exists only in organizations.

Management in the narrow sense refers to the organizational structures and administrative bodies themselves that carry out management functions. In the interests of effective management, it is necessary to clearly define the structure of the management system and the interconnection of its links. In the general case, the solution to this problem is assigned to the so-called structural management. In addition, it is necessary to determine and form such characteristics of the system and its subsystems so that they are able to perform their target functions. This is achieved based on parametric control. The solution of situational management problems associated with the system's reactions to changes in the external and internal environment lies in the zone of so-called situational management. When management is built taking into account the development trends of the system and its environment and (or) is aimed at eliminating (compensating for) possible adverse consequences, then it can be called proactive, anticipatory.

The general control scheme can be presented as follows (Fig. 6.2).

Rice. 6.2.

Any control can be considered as an interaction between the control (subject of control) and the controlled (object of control) subsystems, as a result of which the control object moves from some initial state to the desired final state. Each of the states of the control object is described by a specific set of measurable characteristics (indicators), and the control task can be described through changing the states of the object - the values ​​of these indicators or the formation of new characteristics of the control object (giving it new qualitative properties). Moreover, even if the initial and final states of the object coincide, this can be considered as a special case of control aimed at maintaining a stable state of the object. Thus, in management there is always control object, which is described by some set of properties(characteristics) that define it state(initial, final, intermediate), management program as a way to transfer an object from one state to another and subject of management, forming and implementing this program. The character remains unchanged in any management system. relations: the control subsystem exerts a purposeful influence on the controlled subsystem, and these influences are accepted (perceived) by the latter. This conclusion is in good agreement with the famous statement of the “father” of cybernetics, Norbert Wiener, who argued that control is the sending of messages that effectively influence the behavior of their recipient.

It is possible to formulate a list of conditions, in the absence of which there can be no talk of any kind of management, including management of the quality of education.

• 1. This is the presence of a clearly formulated management goal and criteria for its achievement, defined before the start of the management process.
• 2. Availability of reliable information about the state of the management object at any stage of the management cycle.
• 3. The ability to measure indicators of the state of the management object at any stage of the management cycle.
• 4. The presence of a certain list of alternative options for achieving management goals - ways to implement the management program and a formalized method for constructing and sorting through these alternatives.
• 5. The ability to fairly fully assess the consequences of implementing each of the alternatives, including from the point of view of its compliance or non-compliance with the goals and existing restrictions.

The transition from a general definition of management to the concept of quality management involves identifying the specifics of the control and managed systems, as well as control actions.

This is how the GOST standard 150 9000:2011 defines the concepts of “management” and “quality management”.

Management: coordinated activities to direct and control an organization.

Quality management: coordinated activities to direct and control an organization with regard to quality.

Management system: a system for developing policies and goals, and achieving those goals.

Quality management system: a management system for directing and controlling an organization with regard to quality.

The ISO 9000 series of standards also distinguish between the concepts of quality planning, quality assurance, quality management and quality improvement.

Quality planning: part of quality management, aimed at establishing quality goals and identifying the necessary product life cycle operational processes and associated resources to achieve quality goals.

In essence, quality planning is a description of the desired result (the final state of the control object), which serves as the goal of management, as well as all fixed intermediate states and resources necessary for the transition. A typical example of planning the quality of education is the development of the Federal State Educational Standard, and at the level of an educational organization - development programs, road maps, etc.

Quality Assurance: The part of quality management aimed at creating confidence that quality requirements will be met.

Quality assurance refers to all types of activities planned for implementation within the framework of the quality management system (management program), which determine the possibility and conditions for giving the management object the required quality characteristics. Quality assurance in relation to education is the development of a set of necessary measures to achieve education quality indicators at the level of requirements established in educational standards, other regulatory documentation, as well as consumer requirements. Elements of the quality assurance system are the development of educational programs, qualification requirements for teachers, the content of certification procedures, distribution of responsibilities and powers, organization of interaction, etc.

Quality management: part of quality management aimed at meeting quality requirements.

Quality management is methods and types of operational activities aimed at the successful implementation of an educational program, regulation and control of the educational process, timely elimination of inconsistencies and process deviations.

The main difference between quality management and quality assurance is that the latter means the construction of an appropriate management system, and the former means its effective functioning. Quality management involves the active influence of the control subsystem on the control object, leading to a change in its state. Therefore, it can be considered an active way to influence quality.

Management of the quality of education, therefore, should be understood as a targeted and continuous impact on the processes and conditions of educational activity, ensuring the achievement of educational results that best meet the needs of various consumer groups.

Quality improvement: part of quality management aimed at increasing the ability to meet quality requirements.

Essentially, these are all actions for planning, ensuring and managing quality, performed at a new stage (cycle) of management to achieve higher values ​​of quality indicators of processes and (or) results of educational activities, increase the degree of customer satisfaction, reduce costs (increase operational efficiency) and eliminating the causes of identified inconsistencies.

It is impossible to achieve perfection in such a complex activity as education right away. This can only be achieved through a long series of improvements covering all stages of the process. The principle of constant improvements - a product, service, technology or employee behavior - is now so firmly established in the daily practice of the best organizations that some researchers, with good reason, write about the need to develop a “habit of improvement” among staff.

To effectively organize the process of managing the quality of education, it is necessary that the main categories of management be clearly defined, allowing for a better understanding and organization of the entire process.

The goal of management is to achieve the required level of quality of education. We are talking about what set of properties and what level of quality should be set, and then achieved, so that this set and this level meet the established requirements to the maximum extent.

The subject of management is governing bodies of all levels and persons called upon to ensure the achievement and maintenance of a given level of quality of education.

The object of management is the quality of the education system, the quality of the educational process and the quality of educational results. The control object can be either the entire set of properties of the system (process, result), or some part of them or a separate property. In particular, the object of management can be determined by the competitiveness of a graduate of an educational organization, the level of his competence or some other indicator, the characteristics of educational activities, in particular, the proportion of teachers with an academic degree. For a lecture, for example, the objects of quality management can be: the level of its problematic nature, accessibility of presentation, clarity, student activity, logic and structure of the material, etc.

The object of quality management in accordance with international standards AND CO 9000 can be:

• - activity or process;
• - the result of activities or processes, which, in turn, can be material (for example, a textbook written by a teacher), intangible (for example, information learned while reading it) or a combination of them;
• - organization, system or individual;
• - any combination of them.

Quality management functions are classified actions for managing the quality of education, corresponding to the characteristics of the object and subject of management and management goals.

Management methods are the ways in which management subjects influence the elements of the education system and the educational process, ensuring the achievement of the planned result. Traditionally, the following groups of methods are distinguished:

• - economic, ensuring the creation of economic conditions that encourage workers in the educational sector to study the needs of consumers, organize and carry out educational activities that satisfy these needs and requests;
• - socio-psychological, influencing the motivation of participants in the educational process to achieve high quality education, and also providing, on the one hand, encouragement for teaching staff for achieving high quality, and on the other, a system of sanctions for low-quality education;

organizational and administrative, carried out through mandatory standards, directives, orders, instructions from managers;

- pedagogical, including all stages of creating the quality of education from pedagogical design to pedagogical analysis and ensuring optimal interaction between teachers and students.

Managerial relations, i.e. relations of subordination (subordination) and coordination (cooperation).

Management principles. The following are the basic principles of quality management:

1. Customer focus. Organizations depend on their customers, therefore must understand their current and future needs, fulfill their requirements and strive to exceed their expectations .

The wording does not seem to contain anything new. Even as children, we heard that “the customer is always right,” but who took this seriously? Especially in the education system. The teacher was always right. For centuries, a stereotype about the infallibility of a teacher has been created and maintained in the minds of students and the public. But today we are seriously beginning to talk about the transition from a pedagogical-centric model to a personality-oriented education. And not only talk, but also implement this principle in practice. Today the focus is on marketing research, market analysis, which serve as a mechanism regulating educational activities. The task of implementing the principle of individualization of learning in the context of mass education is extremely difficult, but this is one of the most important areas of modernization of educational systems.

Another reason for the relevance of this principle is globalization education markets. The emerging unified European and global educational space has led to the emergence of such a concept as “cross-border education”. Globalization is sharply increasing competition, and we must be prepared for the fact that tomorrow we will have to fight for every student and teacher not only with domestic, but also with foreign universities.

Applying the customer focus principle requires:

• identifying external and internal consumers, stakeholders, identifying their needs and expectations;
• ensuring a balanced approach to consumer demands and the needs of other stakeholders (state, society as a whole, regions, labor market, etc.);
• communicating these needs and expectations to all personnel of the educational organization;
• establishing the degree of fulfillment of consumer requirements, measuring the level of their satisfaction;
• management of interaction with consumers.
• 2. Leadership leadership. Leaders ensure the unity of the purpose and direction of the organization. They should create and maintain an internal environment, in which employees can be fully involved in solving the problems of the organization."

Today it is obvious that in order to lead your organization to success, it is not enough to be a knowledgeable leader, you must become a leader. Effective management of an organization, project management, implementation of a quality system are areas of activity that cannot exist without leadership. Administration and total control are being replaced by a completely different function. A leader becomes a mentor, adviser, assistant, even a coach. These roles are unusual for a leader, so the question of leadership training arises.

Application of the principle requires:

• demonstrating commitment to quality by example;
• understanding and responding to external changes;
• a clear forecast of the future of your educational organization;
• creating an atmosphere of trust;
• providing staff with the necessary resources and freedom of action within the framework of responsibility and authority;
• initiating, recognizing and rewarding people's contributions;
• supporting open and honest relationships;
• training and “growing” of employees;
• motivating staff to improve quality;
• providing supportive control.
• 3. Staff involvement. Employees at all levels form the backbone of the organization, and their full involvement enables the organization to benefit from their abilities.

The success of a modern educational organization is determined, first of all, by the leader-team relationship. This means that an educational organization should be a system of interacting teams, and not a rigid hierarchical structure. The principles of team organization of the educational process, project groups, temporary creative teams are designed to combine the advantages of a small organization with the advantages of a large one. In this case, the following organizational form is usually used: project management. Engagement among team members is enhanced by using the principles participatory management, i.e. while providing all team members with a real opportunity to participate in management decisions. Such an organization gives people a sense of belonging, which increases motivation for creative work.

Application of the principle requires:

• employee initiatives and responsibilities:
• actively seeking opportunities for improvement;
• striving for continuous improvement of one’s competence;
• exchange of experience and knowledge;
• focus on creating additional value for consumers;
• creating a positive image of your educational organization;

Management is required to provide conditions under which staff will:

• get satisfaction from work;
• feel a sense of pride in belonging to this organization;
• be encouraged for suggestions for quality improvement.
• 4. Process approach. The desired result is achieved more efficiently, when activities and related resources are managed as a process .

Most experts in the field of quality management believe that it makes sense to consider all activities carried out in an organization as processes. We are talking not only about a different organization of activities, but also about the phenomenon of process thinking, in which the understanding of the role and place of the employee in the organization changes.

Application of the principle requires:

• defining the organization's processes;
• identifying and measuring process inputs and outputs;
• defining process interactions;
• assessing the impact of the process on consumers;
• establishing clear rights, powers and responsibilities for managing the process;
• identifying internal and external customers, suppliers and other interested parties;
• process design at each stage, their resource support;
• measurement and correction of processes.
• 5. Systematic approach to management. Identifying, understanding and managing interrelated processes as a system contributes to the effectiveness and efficiency of the organization in achieving its goals.

A systems approach requires coordination of all aspects of the organization. First of all, this leads to the coordination of the tasks arising in quality management with the organization's mission, its vision, strategic goals, etc.

Application of the principle requires:

• defining the system by establishing and developing a set of interrelated processes that ensure the achievement of the organization’s goals;
• designing a system in which goals are achieved in the most affective way;
• understanding the relationships between elements in the system;
• continuous improvement of the system through measurement and evaluation;
• documenting procedures.
• 6. Continuous improvement (continuous improvement). Continuous improvement of the organization as a whole should be considered as its constant goal .

Any improvement begins with a person, with a change in his worldview, value system, improvement of knowledge, skills, abilities, and personal qualities. The next step is to improve the team's work, first of all, by creating a friendly atmosphere. Next comes the improvement of the “habitat”, workplace, and working conditions.

Application of the principle requires:

• developing in each employee of an educational organization the need for continuous improvement of their activities and their results;
• applying basic continuous improvement concepts;
• periodically assessing compliance with established excellence criteria to identify areas of potential improvement;
• continuous improvement of the efficiency of all processes;
• training employees in methods and means of continuous improvement;
• defining improvement metrics and goals;
• recognition of improvements.
• 7. Making decisions based on facts. Effective decisions are based on the analysis of data and information.

The system of indicators describing the activities of an educational organization includes: financial and economic indicators, indicators of performance and customer satisfaction, characteristics of processes, indicators of opportunities for training and staff growth. The totality of these sets constitutes the so-called balanced scorecard. They connect the mission, vision and strategy of the organization with assessments of the results of current activities, allowing competent management decisions to be made.

By making decisions based on facts, we reduce losses from ineffective management decisions and at the same time accumulate information, which gradually turns into organizational knowledge.

Application of the principle requires:

• measuring and collecting data and information related to quality indicators;
• ensuring confidence in the reliability and accuracy of data and information;
• using proven methods to analyze data and information;
• understanding the value of appropriate statistical methods;
• making decisions and taking actions based on a balance of analysis, facts, experience and intuition.
• 8. Creating mutually beneficial relationships with suppliers. The organization and its suppliers are interdependent, and relationships of mutual benefit enhance the ability of both parties to create value.

Today we should be talking about building long-term strategic partnerships with the social environment, based on the desire for quality and excellence.

Application of the principle requires:

• identification of main suppliers;
• establishing relationships with suppliers based on a balance of short-term and long-term goals;
• openness;
• initiating joint development and improvement of process quality;
• working together to create value for the consumer;
• exchange of information and plans for the future;
• recognition of supplier achievements and improvements.

The application of the general principles of control theory is possible to any

object, including the quality of education, under certain initial conditions. One of the leading Russian experts in the field of quality, A.V. Glichev, calls these conditions:

• - the presence of given (probable) values ​​of characteristics (parameters) of the state of the controlled object and functions for changing them (object behavior programs);
• - instability of the object in relation to the program (the presence of a probability of deviations of parameters from the specified values);
• - the availability of methods and means for detecting and measuring deviations of an object from a given program or parameter values;
• - the ability to influence the controlled object in order to eliminate emerging deviations.

Let us consider these conditions in relation to the quality of education.

Availability of specified values ​​for the state parameters of the managed object. As noted earlier, the requirements for the quality of education are determined taking into account the various needs of the state and its institutions, society and the individual, are established and recorded in state educational standards, a list of accreditation indicators, qualification characteristics of a specialist, etc. Parameters of the quality of education, with the establishment of fairly clear boundaries and indicator values, are included in programs for monitoring the effectiveness of educational organizations, various ratings, etc. The same monitoring and ratings, as management tools, are aimed at stimulating the management of educational organizations to change the values ​​of performance indicators (for the better, of course), i.e. to a change in the state (rating position, for example) of the object they control. From the above it follows that the first control condition in the case of the quality of education is satisfied.

GOST 150 9000:2011. Quality management systems. Fundamentals and vocabulary.

Glichev L. V. Fundamentals of product quality management. M.: AMN, 1998.

CHOU DPO "Knowledge Center"

Professional retraining program

“Management in education in the context of the implementation of the Federal State Educational Standard”

GRADUATE WORK

on the topic of: "MAIN AREAS OF INCREASE

EFFECTIVENESS OF QUALITY MANAGEMENT

EDUCATION IN GENERAL EDUCATION

INSTITUTION"

Saki, 2017

Introduction 3-5

1.Theoretical aspects of the formation of a management system

quality of education

1.1 Managing the quality of education as a pedagogical problem 6-7

1.2. The concept of quality of education 7-14

1.3. Intra-school control as a mechanism for managing the quality of education 14-18

2. Experimental part

2.1 Ascertaining experiment 18-22

2.2 Formative experiment 22-39

2.3 Control experiment 39-40

Conclusion 40-41

List of sources used 42-44

Introduction

In determining the objectives of the development of modern education and its reform, issues of ensuring its quality occupy a priority place. In recent years, the problem of the quality of education has become extremely relevant. The increasing intellectualization of production, the emergence of a market for educational services, and the development of information technology have a serious impact on the actualization of the quality of education as a modern socio-pedagogical problem.

In the modern understanding, the quality of education is not only the compliance of students’ knowledge with state standards, but also the successful functioning of the educational institution itself, as well as the activities of each teacher and administrator in ensuring the quality of educational services.

The extreme relevance of the problem of the quality of education is also associated with the development in recent decades of the so-called “philosophy of total quality”. Within the framework of this philosophy, there is a rethinking of the traditional concept of quality as the degree of compliance with any standard, in our case an educational one, that is, the extent to which consumers are satisfied with the educational services provided.
In the context of this approach, the quality of education in the 21st century school. is defined as the relationship between goal and result, expressed in a set of characteristics that reflect the level of achieved quantitative and qualitative results, the level of organization and implementation of the educational process, and the conditions in which it takes place.

At the present stage of development of society, the quality of education is one of the most important problems. In the concept of modernization of the Russian school, achieving a new quality of general education is declared a priority task.

When we talk about the quality of education, we mean assessing what results teachers achieve in teaching students. However, recently, more and more often, they also take into account the quality of the educational process itself and the conditions in which it is implemented.

For a modern educational institution, the concept of “quality of education” is associated, first of all, with its competitiveness in the market of educational services. At the same time, it is considered as a complex of consumer properties of an educational service that ensures the satisfaction of internal needs for the development of the student’s personality.

In this regard, the need to manage the quality of education at the school level is becoming increasingly aware and urgent. Managing the quality of education in a school is a process of design, that is, setting educational goals and determining ways to achieve them; organizing the educational process and motivating its participants for quality work; control as a process of identifying deviations from goals and monitoring - a system for tracking changes in development; regulation and analysis of results.

The efforts of teaching staff of many educational institutions are aimed at improving the quality of the educational process. However, there is a contradiction: such efforts in many cases do not lead to the expected results, and the quality of education remains low.

Today, there are various directions for increasing the efficiency of education quality management in an educational institution. These include: accreditation of an educational institution, a school system for assessing the quality of education, monitoring the educational process, in-school control, etc. In this work, I would like to dwell in more detail on the system of in-school control, as one of the directions for increasing the efficiency of education quality management, in connection with because it has been less studied in the scientific and pedagogical literature.

The purpose of this work: create a system of intra-school control as one of the directions for increasing the efficiency of education quality management.

Object of study: the quality of education.

Subject of study: system of intra-school control as one of the directions for increasing the efficiency of education quality management.

Research hypothesis: quality management of the educational process in an educational institution will be effective when creating a system of intra-school control.

Research objectives:

Determine and justify the types and forms of intra-school control, requirements for intra-school control.

Monitor the quality of education of students;

Develop a system of intra-school control in an educational institution;

To determine the effectiveness of using the developed system of intra-school control as one of the directions for increasing the efficiency of education quality management in an educational institution.

1. Theoretical aspects of the formation of an education quality management system.

Education quality management as a pedagogical

problem.

One of the leading trends in the modernization of education in Russia is increased attention to the problem of improving its quality, which requires the development of conceptual approaches to finding ways to solve it. Modernization of the education system involves solving a number of problems of a social and pedagogical nature.

The social aspect of solving this problem is revealed in the correspondence of the quality of education to the needs of society, the country and the vital needs of people. This places special demands on a modern school, which should promote the successful socialization of young people in society, their active adaptation to the labor market, and the acquisition by younger generations of social skills and abilities, which, in turn, leads to increased attention to the effective search for pedagogical solutions. In pedagogical terms, the quality of education is considered from two perspectives: firstly, as the degree of compliance of the educational system with established requirements and the quality of educational services provided by the educational institution; secondly, as the effectiveness of the educational process, meeting the needs of social customers not only in terms of students mastering a certain amount of knowledge, but also in the development of their personality, cognitive and creative abilities. The solution to the problem of improving the quality of student education is associated with the organization of the educational process in a modern school and the features of the management carried out in it. In essence, we are talking about the existence of a connection between the quality of education as a result and the quality of the educational process organized in an educational institution, thanks to which, under certain conditions, this result is achieved. In other words, to achieve the quality of education, management must also be of high quality, which involves the search, development and practical implementation of new forms and methods of management activities that ensure the achievement of the predicted result.

Concept of quality of education

The problem of the quality of education is one of the most pressing problems of modern society, the development of which requires new approaches in the development of education. The requirements for the quality of training of schoolchildren are also changing. In the national doctrine of Russian education, the quality of education is considered a leading priority. A truly high-quality education is the basis for stability and personal guarantee for a school graduate. Further professional education of graduates of general education institutions should be based on high-quality, “solid” school education, including such characteristics as the basics of personality “stability”, the ability to work together (team), readiness for learning and self-learning.

Modern economic relations, the transition to a democratic and legal state, and the development of the educational services market place qualitatively new demands on graduates. Education is the main value that a person has in modern society. Quality education is the most important factor in the formation of a new quality of economy and society. “The responsibility in education to the consumer is especially high, since its product is a new generation, a future society.”

The concept of “quality of education” is multifaceted. In a general sense, “quality” is interpreted as fitness for a specific purpose; a set of characteristics of a product or service; compliance of an object as a result of labor with certain specified standards, etc. Thus, the quality of education is presented as “the relationship between goals and results, as a measure of achieving goals” in the educational process.

Research by the Russian Academy of Education makes it possible to formulate the characteristics of quality education: education is designed to equip students with knowledge and skills that will not become outdated in the foreseeable future, to form and develop such personal qualities that will make it as easy as possible for a young person to adapt to social realities, allow him to realize himself in difficult situations, contradictory society in the most adequate personal and social ways. However, from this formulation it is difficult to understand what personality qualities will allow a graduate to adapt to an ever-changing life field?

In the dictionary of concepts and terms under the legislation of the Russian Federation on education, “quality of education of graduates” is interpreted as “a certain level of knowledge and skills, mental, physical and moral development that graduates of an educational institution have achieved in accordance with the planned goals of training and education.”

Quality is a controversial term for different audiences in the education system. Parents of students correlate it with the development of individuality and the further educational success of their children. Quality for teachers means the presence of a high-quality curriculum, provision of educational materials and aids, normal working conditions; Students often associate quality with the internal school climate, with “comfort” at school. Future employers (business, industry) correlate the quality of education with an active life position, knowledge, skills and abilities of graduates that allow them to make optimal decisions, etc.

Therefore, it is not surprising that by the quality of education, some authors understand “the degree to which the expectations of various participants in the educational process are met from the services provided by an educational institution, while others understand the degree to which the goals and objectives set in education are achieved.”

However, despite the widespread discussion of the quality of educational preparation of students, the practice of ensuring the quality of education of schoolchildren in many cases still does not give the desired results.

The change in the educational paradigm entailed a change in the goals of education. It is focused on a different result, a different quality. The majority of teachers’ idea of ​​the quality of education remains the same.

The study of scientific literature, school practice, and experience of cooperation with school leaders, deputy directors and teachers makes it possible to identify the contradiction between the declared goals and the traditional system of educational training, focused only on the formation of private instrumental components of schoolchildren’s educational activities.

The most important meaning of education is the student’s self-discovery, recognition of his true self, and the creation of his own image in the interaction between teacher and student. This is fundamentally different from the task of imitating a model. The acquisition of knowledge, skills, or information and rules cannot be an end in itself. These are necessary, but not sufficient conditions for the formation and self-realization of an individual, since in modern society the recipient of education is the whole individual, and not one or another of his social functions and ways of using them. It is not knowledge itself that is the goal of the school, but the student who considers this knowledge valuable, his intellect and spiritual development. That is, a quality education will be an education that results in a student with a developed intellect and the ability to think, speak, and act independently and responsibly. Quality education is the education of personality traits.

Assessing the quality of education at school is also one of the most difficult pedagogical problems. The forms and methods used today for assessing the quality of students’ education do not allow this assessment to be made comprehensively and completely objectively, since it is not easy to determine everything that needs to be assessed. The number of “excellent” and “good” students in a school says little about the quality of education for each student individually; moreover, it does not indicate the student’s problems.

As A. Talykh notes, “today, when it is no longer enough, as before, to reduce the quality of education to the usual percentage of academic performance and other formal indicators, conscious school management is possible only if there is complete, prompt and reliable information about the results of the activities of all subjects of the educational process , the degree and nature of the influence of objective environmental factors."

The quality of education is the degree to which the goals and objectives set in education are achieved. Quality criteria largely depend on the educational system in which they are considered and which pedagogical approaches predominate.

Thus, the quality of education in the system of humanistic pedagogy is considered from the student’s perspective.

A humanistic approach to determining the quality of education involves fulfilling the following “prescriptions”:

standardization, prescription, external certainty and controlled curriculum, program are rejected. The basis is to provide students with the opportunity to determine the meaning of their studies and design (take part in the creation) of a program and become responsible for realizing educational needs and creating conditions for themselves;

assessment is defined as a source of information for the learner and feedback to obtain information about the quality of the learner's learning, as an integral part of the learning process. Self-assessment of each other is approved as a way of developing and deepening awareness of the teaching;

social emphasis is placed on constructivism, it is emphasized that learning is more a process of assimilation of public (social) practice than an individual achievement.

According to the definition of the International Organization for Standardization (ISO), quality is a set of characteristics of an object related to its ability to satisfy stated or expected needs. In this definition, an object is understood as everything that can be individually described and considered, i.e. product, service, process; system, organization or individual, or any combination of the above. Each need is expressed by a number of requirements that participate in the formation of relations of the suitability of an object for the purposes of the consumer, serve to assess the suitability of the object for its purpose, and, therefore, delineate the boundary of the quality of the object. In practice, the term “object” is often replaced by the term “product”. A product is the result of a process or activity.

Quality requirements can be defined as the expression of certain needs or their translation into a set of quantitatively or qualitatively established requirements for the characteristics of an object for the purpose of their implementation in the object and verification.

According to M.M. Potashnik, “the quality of education is presented as a relationship between goals and results, as a measure of achieving goals, despite the fact that goals (results) are set only operationally and predicted in the zone of potential development of the student.” A similar definition of the concept of “quality” is also given by Matros D.Sh., Polev D.M., Melnikova N.N.

A.M. Moiseev interprets the concept of “quality of education in school” as “a set of essential properties and characteristics of educational results that can satisfy the needs of schoolchildren themselves, society, and customers for education.”

V.M. Polonsky understands the quality of education of graduates as “a certain level of knowledge, skills, mental, physical and moral development that graduates have achieved.”

V.P. Panasyuk defines the quality of school education as “a set of properties that determines its ability to satisfy social needs in the formation and development of the individual in the aspects of his training, education, expression of social, mental and physical properties.”

In the group of definitions discussed above, we are talking about quality as a characteristic of the result of the educational process, but there is no mention of quality as a characteristic of the educational process itself. At the same time, there is a point of view according to which, when speaking about the quality of education, it is necessary to keep in mind the quality of the educational process and educational services.

Thus, in the psychological and pedagogical dictionary this concept is interpreted as follows: “quality of education is a concept that includes the quality of educational services and the quality of educational training of a graduate or applicant. The quality of educational services is understood as a set of characteristics of the educational process, which is measured (evaluated) by summarizing the results of final certification of graduates.

The quality of educational training of a graduate or applicant is a set of characteristics obtained (mastered) by a citizen during the educational process, knowledge, skills and abilities in demand by the state, society, and individual. The quality of education is measured (assessed) in the process of final certification.”

Shishov S.E. and Kalney V.A. define the quality of education as “a social category that determines the state and effectiveness of the educational process in society, its compliance with the needs and expectations in the formation and development of civil, everyday, and professional competencies of an individual.”

According to T.I. Shamova, P.I. Tretyakova “the quality of education is the resultant of the following components: the needs of the individual and society, target priorities, the predicted process and the result (standard).”

T.M. Davydenko, G.N. Shibanova believe that the quality of education involves not only identifying the final results, but also the quality of the conditions of education and the educational process.

In this work, we will also adhere to this position, that is, when talking about the quality of education, we will consider two sides: procedural and effective.

The interconnection of these parties is obvious: without a quality process, a quality result is impossible.

In turn, the quality of the educational process, in our opinion, is also an integrative concept and several components can be distinguished in it:

quality of educational technologies;

the quality of the learning process (the activities of the teaching staff in general and each of its subjects in particular);

quality of conditions (scientific and methodological, managerial, organizational, psychological, material and technical, etc.);

quality of teachers (qualifications).

So, the quality of education is an integral characteristic of the education system, reflecting the degree of compliance of resource provision, the educational process, and educational results with regulatory requirements, social and personal expectations.

Assessing the quality of education - determining, using diagnostic and evaluation procedures, the degree of compliance of resource provision, the educational process, educational results, regulatory requirements, social and personal expectations.

1.3. Intra-school control as a mechanism for managing the quality of education.

Intra-school control is one of the general functions of intra-school management systems. In contrast to inspection, intra-school control is carried out by the subjects of the educational institution itself. The purpose of intra-school control, as emphasized by L.I. Vagina, - to provide information about the real state of affairs in an educational institution, to identify the causes of shortcomings in work to correct the situation, to provide methodological and practical assistance to teachers. Control and analysis of information underlie management decision-making and thus make management meaningful and purposeful. Information obtained during in-school control is used in assessing the work of personnel and summarizing best pedagogical experience.

Intra-school control includes a systematic study of the life of the school, the educational process and the work of the teacher. All aspects of teachers’ work are analyzed: planning, didactic and technical preparation for the lesson, individual work with students, variability of homework, testing and assessment of students’ knowledge.

The basis for internal school control is a pedagogical analysis of the results of the teacher’s work and the state of the educational process. The following are put forward as the goals of intra-school control:

achieving compliance of the functioning and development of the pedagogical process at school with the requirements of the state education standard;

further improvement of the educational process, taking into account the individual characteristics of students, their interests, educational opportunities, and health status.

Functions of internal school control:

Feedback function.

Without objective and complete information that continuously flows to the manager and shows how the assigned tasks are being accomplished, the manager cannot manage or make informed decisions.

Diagnostic function.

This refers to an analytical cut and assessment of the state of the object under study based on a comparison of this state with pre-selected parameters for improving the quality and efficiency of control. It is connected, first of all, with translation to a diagnostic basis. The teacher must have a clear understanding of the level of requirements, the criteria for assessing student development and assessment methods.

Stimulating function.

It assumes the transformation of control into a tool for the development of creativity in the teacher’s activities.

In the educational process, intra-school control is usually carried out over the implementation of general education, the state of teaching academic subjects, the level of knowledge and skills of students, extracurricular educational work, and the organization of extracurricular educational work.

Intra-school control in working with teaching staff is carried out over the implementation of regulatory documents, implementation of decisions of teachers' councils and recommendations of scientific and practical conferences, production meetings, over the work of methodological associations, over the professional development of teachers and their self-education.

The educational and material base is subject to internal school control on such parameters as the storage and use of educational visual aids and technical aids, the development of the office system, the maintenance of school documentation and school office work, the activities of teaching staff, etc.

To characterize intra-school control, it is important to understand its types, forms and methods. The problem of their classification currently remains controversial, which confirms the relevance of this problem in theory and practice and the ongoing search for its optimal solution. Scientists such as M.L. are working on this problem. Portnova, N.A. Shubin, T.I. Shamova and others. So in the classification of T.I. Shamova distinguishes two types of control: thematic and frontal.

Thematic control is aimed at an in-depth study of any specific issue in the system of activity of the teaching staff, group of teachers or individual teacher; at the junior or senior stage of schooling; in the system of moral or aesthetic education of schoolchildren. Consequently, notes T.I. Shamov, the content of thematic control consists of various areas of the pedagogical process, specific issues that are studied deeply and purposefully. The content of the thematic control consists of innovations introduced at school, the results of the implementation of advanced pedagogical experience.

Frontal control is aimed at a comprehensive study of the activities of the teaching staff, methodological association or individual teacher. During frontal control of the school’s activities, all aspects of the work of this educational institution are studied: universal education, organization of the educational process, work with parents, financial and economic activities, and more.

Taking into account the fact that control is carried out over the activities of an individual teacher, a group of teachers, and the entire teaching staff, several forms of control are distinguished: personal, class-generalizing, subject-generalizing, thematic-generalizing, complex-generalizing.

Figure 1 - Forms of intra-school control.

In the process of intra-school control, methods such as observation, conversations, oral and written control, questioning, studying best teaching practices, timekeeping, diagnostic methods are used, i.e. methods that allow you to obtain the necessary objective information. Methods of intra-school control complement each other, and if the administration wants to know the real state of affairs, it should, if possible, use various control methods.

When conducting control, it is effective to use the method of studying school documentation, which reflects the quantitative and qualitative characteristics of the educational process.

In school practice, sociological methods of collecting information are also widely used; questionnaire, survey, interviewing, conversation, method of experimental assessments. They allow the inspector to quickly obtain the information he is interested in, and the proposed methods can include information that is of interest to the inspector, counting on the interested, responsible attitude of the respondents.

2. EXPERIMENTAL PART

2.1 Ascertaining experiment

Organizing intra-school control is one of the most difficult activities of the head of a general education institution, requiring a deep understanding of the mission and role of this function, understanding of its target orientation and mastery of various technologies. Intra-school control is a system for assessing the state of the educational process at school. The complex processes taking place in a modern school cannot take place without analyzing the results of activities, evaluation and self-assessment of the work of teachers, students, parents, and heads of educational institutions as a single school community.

Each school leader must have a clear idea of ​​how the school is developing and how the educational process is being improved. In other words, awareness is needed about all areas of the team’s life and activities, and constant feedback is needed. Complete reliable information can only be obtained with the help of well-established in-school control.

There is no unambiguous interpretation of the essence and purpose of intra-school control either in theory or in practice today.

Yuri Anatolyevich Konarzhevsky believes that internal school control is one of the most important management functions, which is directly related to the functions of analysis and goal setting.

Alexey Vasilievich Chobotar believes that internal school control is one of the main functions of management, aimed at obtaining information about the activities of teachers and assessing it in order to make constructive decisions on further optimization of management and self-government in school

I adhere to the following interpretation of intra-school control: intra-school control is the provision of methodological assistance to teachers in order to improve and develop professional skills

interaction between the administration and the teaching staff, aimed at improving the quality of education and the effectiveness of the pedagogical process.

It is intra-school control that is the necessary link, as a result of which the regulation function begins to work, making the necessary adjustments both in the analytical process and in the process of planning and organizing action.

The purpose, content and methods of corrective actions in the management process are dictated by the control function, which, by identifying non-compliance with standards and requirements, provides information about where, what, how and when it is necessary to put it in proper order. The selectivity and accuracy of the regulation function will entirely depend on the level of quality of intra-school control.

It is intra-school control that becomes the necessary link, thanks to which the analysis function can be carried out, achieving its high-quality implementation. It is intra-school control that acts for the analytical function as the main supplier of necessary and necessary information, which is then processed and analyzed in the management mechanism. The control function is an integral part of management activities. Information obtained during control is the basis for making management decisions. In the practice of Russian education, motivating control opportunities are not used enough. Control is mainly focused on identifying shortcomings, which causes psychological discomfort for the employee. Although, one of the main tasks of control is to encourage teachers to improve the results of their activities and search for new opportunities.

The negative attitude of teachers towards control makes it very difficult for the administration of the educational institution to carry out the control and diagnostic function. Meanwhile, control is necessary to provide feedback so that the manager knows the objective state of affairs in his institution. Consequently, the manager must create such conditions so that control is as effective as possible, and so that employees of the institution are interested in the objectivity of control. These and a number of other school problems raise the need to improve internal school control.

The purpose of this work: creation of a system of intra-school control as one of the directions for increasing the efficiency of education quality management in an educational institution.

In accordance with the purpose of the work, it was set hypothesis: quality management of the educational process in an educational institution will be effective when creating a system of intra-school control.

To achieve the goals and objectives of the study, a set of methods was used:

theoretical analysis of psychological and pedagogical literature, normative, instructive and methodological documents and materials on the problem under study;

study and generalization of pedagogical experience in education quality management;

pedagogical modeling methods

methods of observation, questioning.

The pilot study was carried out on the basis of rural municipal budgetary institutions. These are schools with the number 1594 people. Every year, the school’s work plan includes the issue of internal school control. The purpose of internal school control is: to improve the level of school activity; improving teachers' skills; improving the quality of education at school.

ABOUTmain control tasks:

Periodic verification of compliance with the requirements of state, adjusted subject programs;

Formation of a responsible attitude in students towards mastering knowledge, skills and abilities;

Systematic control over the quality of teaching academic disciplines. Compliance by teachers with scientifically based requirements for the content, forms and methods of educational work;

Step-by-step control over the process of students’ assimilation of knowledge, their level of development, mastery of methods of independent acquisition of knowledge;

Providing assistance to teachers in teaching and educational work and improving their teaching skills;

Studying the work experience of teachers;

Diagnosing the state of the educational process, identifying deviations from the programmed result in the work of the team and its individual members, creating an atmosphere of interest, trust and joint creativity;

Development of the most effective technologies for teaching the subject;

Increasing the responsibility of teachers, introducing new methods and techniques into the practice of teaching academic subjects.

The purpose of the ascertaining experiment was to study the quality of education at the initial stage of the study. To achieve this goal, I monitored educational progress in the first half of the 2016-2017 academic year. After conducting and analyzing control measures, the following results were obtained:

2.2 Formative experiment

The theoretical provisions on intra-school control outlined in the first chapter as one of the directions for increasing the efficiency of education quality management, as well as the analysis of the results of the ascertaining stage of the study, allowed me to determine the goal of the formative experiment, which is to develop a system of intra-school control in order to improve the quality of education management. In the process of creating an internal school control system, it was based on the following principles:

The principle of searching for the positive: if the supervisor is determined to obtain a positive result of control and will note the successes in the work of the teacher first of all, then the dialogue between him and the controlled person about eliminating shortcomings in the work will become more productive.

The principle of monitoring the achievement of a goal: it makes no sense to monitor the functioning process by cyclically repeating the forms and topics of control. Control should be aimed at obtaining information about the achievement of the goals and objectives of the institution.

The principle of the teacher’s subjective position towards the system of intra-school control: the more actively teachers of educational institutions themselves participate in the process of intra-school control - mutual control and self-control, the more understandable and important it is felt by them.

The principle of transparency and openness of control: the results of control, both positive and negative, must become known to the entire team. In this case, each member of the team can independently evaluate themselves or note their mistakes in relation to general criteria.

Systematic principle: if control is episodic, then its productivity will sharply decrease.

I have identified the stages and main directions of intra-school control.

Stages:

Planning.

HSC planning is carried out on the basis of local acts and taking into account the results of an analysis of the work of the teaching staff.

Collection of information.

Sources of information: lesson, group of students, class journal, student diary, student notebooks, teacher thematic planning, curriculum, test, student personal files.

Control methods: observation, checking documentation, survey (oral, written, including questionnaires), testing, operational analysis (analysis of a lesson or event just held with its organizers or participants), retrospective analysis (evaluation of the school’s activities by graduates of previous years, analysis of entrance exams ).

Methods of collecting information: using control sheets, various tables, programs and observation charts, notebooks and visit logs.

Information processing and expert assessment.

When processing information and expert assessment of the results obtained, formulas for calculating quality indicators and rating scales are used.

Spread of information.

HSC information is brought to the attention of teachers, and, if necessary, to students and their parents at meetings with the head teacher, production meetings, teacher councils and parent-teacher meetings.

Data storage.

Results controls are presented in the form of tables, graphs, diagrams, test analytical information. Storage is carried out on paper and electronic media.

Main directions, each of which has its own goal:

1) Quality control of the educational process. This includes:

.

Goal: organize the work of the school’s teaching staff to improve the quality of student performance; monitoring and correction of the educational process in order to eliminate the causes and obstacles to creating a situation of successful learning.

.

Goal: to increase the personal responsibility of school teachers for the effectiveness and quality of their professional activities in order to improve the quality of the educational process.

.

Goal: to organize the work of the school’s teaching staff to comply with uniform standards, requirements for the preparation of school documentation, uniform requirements for students’ oral and written speech, for carrying out written work and checking notebooks, to form in students a responsible attitude towards maintaining notebooks and diaries.

.

Goal: to organize the work of the school’s teaching staff to ensure the successful acquisition of a basic level of education by students with low educational motivation; organize the work of the school’s teaching staff to create conditions for the development and self-development of students, the successful mastery of educational programs by students, the development of their individual abilities, control and correction of the educational process in order to eliminate the causes and obstacles to creating a situation of successful learning.

2) In-school control over the methodological and innovative work of the school.

Goal: to organize the work of the school’s teaching staff to increase the methodological level of each teacher, develop and improve mechanisms for disseminating advanced pedagogical experience, improve the level of qualifications: to involve teachers in active innovative activities, to develop students’ competence and research skills.

3) Work with teaching staff.

Goal: to improve the system of work with teaching staff on self-assessment of activities and increasing professional competence.

4) Attending classes.

The purposes of attending lessons are different:

4.1. An introductory visit to lessons is an acquaintance with the work system of a teacher (young specialist, new employee) through attending a series of lessons. Main goal: assessing the optimality of the chosen lesson structure and combination of teaching methods and techniques to achieve a pedagogical result. The administration’s focus is on the teacher’s work, its effectiveness and consistency.

4.2. Control and generalization of visiting lessons is a traditional classroom and generalization control for each educational institution. Main goal: assessment of the state of educational work in a specific class in various subjects over a certain period of time. The administration’s focus is on the work of students in a single lesson and a number of lessons.

4.3. Thematic attendance of lessons is the study of individual aspects of the educational process in an educational institution. Systematic attendance at lessons is carried out regularly, throughout the academic year or a number of academic years. Main goal: identifying elements of pedagogical excellence (professional creativity, innovation) that deserve to be studied and introduced into teaching practice, as well as difficulties and problems that require administrative assistance. The administration focuses on a selected aspect of the educational process.

In accordance with these directions, a general work plan for the school was developed, which reflected the system of intra-school control (see Appendix), and control programs were developed.

1.1. Quality control of students' knowledge

As part of this direction, we carry out starting tests from grades 2-8, 10; diagnostic work in graduating classes; interviews with class teachers and subject teachers based on the results of preliminary performance for each quarter; control was carried out over the organization of control lessons, the state of teaching the Russian language and mathematics in primary grades and grades 9, 11, identifying the practical orientation of training sessions and organizing the repetition of educational material in graduation and pre-graduation classes. The result of this work is a slight but constant increase in the quality of knowledge:

Table 2. The effectiveness of the learning process based on the results of the 1st half of the 2016-2017 academic year

1-11 grades

students subject to certification (grades 2-11)

% of academic performance

% quality by OU

Have time

They don't have time

No ratings provided

With one "3"

With one "2"

With two "2"s

More than two "2"

In all subjects

partially

Diagram 1. Comparative indicators of academic performance and quality of knowledge at school.

1.2 Monitoring the teaching of academic subjects and the professional activities of teachers

Within the framework of this direction, the state of organization of the educational process is checked:

In the 5th grade, with the aim of studying continuity in teaching and upbringing, mastering program material, diagnosing the level of training, health status, basic emotions at the beginning of education in the 5th grade;

In the 10th grade, in order to diagnose the quality of education and the results of the educational process in the conditions of specialized education;

- providing methodological assistance to newly arrived teachers, much attention is paid to personal control of teachers;

Analysis of the effectiveness of using teaching forms and methods in the lesson;

Monitoring the teaching of physical education lessons and organizing the work of the SMG;

Analysis of the effectiveness of using forms and methods of teaching in the classroom during the transition to new standards and the organization of extracurricular activities in accordance with the Federal State Educational Standard;

The organization of student-centered and differentiated learning in the classroom, first of all, is the personal control of teachers who, according to the results, have a quarter of unsuccessful students and students with one C grade.

Mentoring a young teacher can also be attributed to this area. The purpose of this work: to organize work with young teachers, to provide practical assistance to teachers in improving theoretical knowledge and improving teaching skills. The work is carried out in the following areas: providing assistance to young specialists in adapting to the teaching staff, increasing the level of methodological preparedness of teachers, providing practical assistance to young specialists, ensuring the continuous development of modern educational technologies, exchanging experiences of successful teaching activities, providing assistance in the self-educational work of young specialists, providing psychological support.

The result of this work is stable academic performance at the end of the school year over the past 3 years, a decrease in the number of students conditionally transferred to the next grade.

Diagram 2. Comparative indicators of academic performance and quality of knowledge in school

1.3 Control of maintaining school records.

To implement this direction, the following was checked: timeliness and correctness of registration of personal files of students in grades 1, 5, 10; the quality of drawing up work programs in subjects, elective courses, and elective courses; the quality of drawing up work plans for the Ministry of Defense; compliance with a single spelling regime when filling out logs by class teachers and the objectivity of grading by subject teachers; the number and purpose of student notebooks in subjects, compliance with a single spelling regime; the work of class teachers and subject teachers on the issue of timely issuance of current grades and students’ compliance with a single spelling regime when keeping diaries; availability of information for graduates on preparation for the State Examination (the presence of stands on preparation for the State Examination in the offices, posting information on the school website); The teachers’ ability to correctly draw up lesson plans was analyzed.

Checking school documentation leads to the conclusion that 90% of teachers fill out logs correctly and on time, 10% make mistakes, which are reflected in the administration’s certificates for checking logs. An analysis of the system for monitoring student knowledge using class registers reflected the following: that 20% of teachers violate the system of oral questioning of schoolchildren due to the weak accumulation of grades, low density of questioning per lesson, and, as a consequence, the effectiveness of lessons. There is insufficient ongoing monitoring of the knowledge of low-performing students. In this regard, teachers are recommended to draw up an individual work plan for each low-performing student. On my part, teachers’ lesson plans are being checked, which should reflect the work with these students and I can monitor the teacher’s work. The result of this work is the learning indicators for the first half of the 2016-2017 academic year.

1.4 Working with students who have low educational motivation and students who have a high level of educational and cognitive activity.

This area of ​​the HSC includes the following questions: individual conversations with students who have violated discipline during and after school hours; individual conversations with parents of low-performing students; participation in the school stage of the All-Russian Olympiad for schoolchildren; identifying students who are poorly motivated to learn in preparation for the State Examination, drawing up a plan for working with students who have low educational motivation and students who have a high level of educational and cognitive activity; availability of monitoring of students and subject teachers during preparation for the State Examination; work of class teachers with “at-risk” students and their families; the work of subject teachers to eliminate gaps in the knowledge of low-performing students; holding parent meetings in grades 9 and 11.

Teachers of the Russian language and mathematics are interviewed every month based on the results of diagnostic work and the preparation of graduates for the State Examination, because It was precisely in the pre-graduation classes that last year the results of the transfer certification were low. Each teacher has drawn up a preparation plan for the State Examination, scheduled individual consultations for each student, and monitors individual records of the results of preparation for the State Examination.

Preparation for the State Examination for graduates of grades 9 and 11 is carried out in accordance with the schedule of preparation for the State Examination, which includes issues: to improve the quality of teaching academic subjects, activities for information support for the State Examination of both graduates and their parents.

Based on the results of 1 diagnostic work, each subject teacher draws up a plan for preparing for the State Examination of both children with low motivation to learn and those with high motivation to learn; monitors the results of preparation for the State Examination, both for the class as a whole, and monitors individual records of the results of preparation for the State Examination; We determine the days and times of individual consultations for each graduate; every month we write diagnostic papers on subjects in order to track the dynamics of each child; We hold parent meetings at which we inform about the procedure for conducting the State Examination and about changes to this procedure. It has already become a tradition to conduct individual interviews with parents of graduates to determine for each student an individual strategy for preparing for the exam. The results of this work are visible from the diagrams:

Diagram 3. Percentage of quality of the OGE in the Russian language of 9th grade graduates

Diagram 4. Percentage of quality of the OGE in mathematics of 9th grade graduates

Diagram 5. Average Unified State Examination test score in Russian for 11th grade graduates.

Diagram 6. Average USE test score in mathematics for 11th grade graduates.

Results of participation in olympiads and competitions at various levels.

Every year, the school sums up the results of students’ participation in sports competitions, creative competitions in the field of art and intellectual competitions and olympiads. During the 2015-2016 academic year, the “Gifted Children” database was significantly expanded in the “Education”, “Sports”, “Art” sections:

Diagram 7. Database “Gifted Children”.

The most significant Olympiad for all schoolchildren in Russia is the All-Russian Olympiad for Schoolchildren (VsOSH), which is held in several stages. In the 2015–2016 academic year, the school stage of the All-Russian Olympiad for schoolchildren was traditionally held in all subjects (Russian language, literature, mathematics, physics, chemistry, geography, biology, history, social studies, law, life safety, physical education), including for students 4 classes (in Russian language and mathematics). Compared to the 2014-2015 academic year, the number of participations in the first (school) stage of the secondary school increased - 683 participations (344 students). In the 2014-2015 academic year - 605 works (317 students). Some of them took part in two, three or even more Olympiads. More than 50% of the tasks were completed by 175 Olympiad participants (25.6%), while 83 people (12%) failed to complete the tasks.

84 students passed the second (municipal stage) (last year - 79 people). 9 students became winners of the municipal stage of the VSOSH, taking 12 prizes. There are no first places. 2nd – 3rd place prizes were taken by 7 students, IV degree prize winners – 5 students.

The number of schoolchildren’s participation in intellectual competitions at the regional level and higher in the 2016–2017 academic year was 1,557, which is 497 more participations compared to the 2015–2016 academic year. For the first time, school teachers organized participation in such distance Olympiads and competitions as the All-Russian School Subject Olympiad in the Russian Language "Pallada", the International Foxword Olympiad, the International Intellectual Competition "Classics 2015-2016", the International Distance Competition "Olympis 2016 - Spring Session" "

The number of schoolchildren’s participation in intellectual competitions at the regional level and higher in the 2015–2016 academic year was 1,557, which is 497 more participations compared to the 2014–2015 academic year. For the first time, school teachers organized participation in such distance Olympiads and competitions as the All-Russian School Subject Olympiad in the Russian Language "Pallada", the International Foxword Olympiad, the International Intellectual Competition "Classics 2015-2016", the International Distance Competition "Olympis 2016 - Spring Session" "

The increase in the number of participants in Olympiads and competitions at various levels occurred due to the targeted work of the Ministry of Education and subject teachers specifically with a group of gifted children. The winners of the Olympiads were awarded certificates of honor at the school-wide assembly. Based on the results of the school stage, the following decisions are made:

1) Discuss the results of school Olympiads and the number of participants at MO meetings.

2.1. to study the material of district and regional subject Olympiads in recent years in order to effectively prepare students for the municipal stage of the All-Russian Olympiad for schoolchildren.

2.2. conduct targeted work with a group of gifted children to prepare for the municipal stage of the All-Russian Olympiad for schoolchildren

2.3. to intensify interest in the subject through extracurricular activities, club activities, holidays, provide support, individual work with gifted children, ensuring the implementation of individual educational routes for students.

2.4. increase the number of hours spent preparing students for Olympiads through hours of individual and group lessons and extracurricular activities.

2) Intra-school control over the methodological and innovative work of the school.

The most important means of improving the pedagogical skills of teachers, connecting the entire system of school work into a single whole, is methodological work. The role of the methodological work of the school is significantly increasing in modern conditions due to the need to rationally and efficiently use new methods, techniques and forms of training and education.

In the 2015-2016 academic year, a pedagogical council was held on the topic “Formation of motivation for independent search for knowledge.” Considering the relevance of this topic for successful learning, having systematized the theoretical foundations on the problem of learning motivation, the pedagogical council made the following decision:

Take as a basis in the practical activities of each teacher the developed scheme for the formation of the student’s motivational sphere.

Use the experience of subject teachers in applying the most effective forms of work, as well as the achievements of modern science in developing motivation.

Take into account the age-related characteristics of schoolchildren’s motivation in their work.

Consider innovative technologies that help increase learning motivation at the meetings of the School of Education of subject teachers, such as “instructional design technology”, “activity method technology”, “student portfolio technology”, etc.

To motivate independent cognitive activity of students through the creation of a media library and provision of free access to the Internet.

Taking into account this decision and taking into account the level of organization of the educational process, the characteristics of the composition of the school’s students in the 2016–2017 academic year, the school’s methodological theme is as follows: « Formation of learning motivation as an indicator of the quality of knowledge.”

Directions of methodological work: improving the quality of education in school through the continuous improvement of the teacher’s pedagogical skills, his professional competence in the field of theory and practice of pedagogical science and subject teaching, and the development of innovative teaching technologies.

Forms of methodological work:

work of the school methodological council;

work of methodological associations;

teachers’ work on self-education topics;

open lessons;

generalization of advanced pedagogical experience of teachers;

extracurricular activities;

certification of teaching staff, participation in competitions and conferences;

organization and control of course training for teachers.

The main condition for the formation and expansion of the necessary and sufficient personnel potential of the MBOU is the provision of a system of continuous pedagogical education in accordance with the new educational realities and objectives. For the high-quality implementation of PEP, school teachers improve their professional skills through continuous professional development every 3 years, participation in professional competitions, organizing and conducting master classes, training seminars, participation in projects, creation and generalization of teaching materials, participation in the work of school teaching associations .

The main requirement for a teacher is to carry out professional activities in accordance with the requirements of the federal state educational standards of primary general, basic general, and secondary general education.

The expected result of advanced training - the professional readiness of education workers to implement the Federal State Educational Standards - has not been fully achieved. Most of the school's teachers have completed course training on the implementation of the Federal State Educational Standard. In the 2015-2016 academic year, the implementation of basic education standards began on a regular basis in all fifth grades. 90% of the school’s working teachers are theoretically ready for this process, of which 100% of the teachers teaching in these classes in primary schools are trained in accordance with the Federal State Educational Standard of Education. The overall rate of training in accordance with the Federal State Educational Standard for Education is 87%. It is not possible to achieve 100% of the training indicator according to the Federal State Educational Standard for Education due to the annual replenishment of the teaching staff with new, untrained personnel.

Currently, for objective reasons, 13 teachers have not completed advanced training courses on the implementation of the Federal State Educational Standard.

Advanced training of teaching staff is carried out on the basis of a long-term course training plan, taking into account the requests of teachers, the results of their teaching activities, taking into account the goals and objectives facing the educational organization.

Table 3. Dynamics of course completion.

Index	2012-2013 academic year year	2013-2014 academic year year	2014-2015 academic year year	2015-2016 academic year year
Studied at advanced training courses at SAOU DPO IROST, as well as on the basis of KPK and KSU and other organizations
including training on implementation in the educational process Federal State Educational Standard new generation (planned and targeted)
courses planned passed advanced training
visited targeted courses (courses as part of modernization, under agreements with Municipal Educational Institution)
visited targeted courses on State assignments of GlavUO, DOiN (free)
attended extra-budgetary courses (procurement, organization of summer holidays, occupational safety and health, industrial safety, civil engineering and emergency situations, energy saving, etc.)

3).Work with teaching staff.

The quality of students’ knowledge and training also depend on the level of professionalism of teachers. After analyzing this area, the school administration came to the conclusion that the problem of professional competence of teaching staff is becoming acute.

In connection with this, during the inter-course period, for the purpose of intra-organizational training of school personnel, as a self-learning organization, the methodological service of the educational organization conducts thematic teaching councils and methodological seminars, the topics of which reflect current problems in the development of education. As part of intra-organizational training, using the experience of school teachers, a pedagogical council was held on the topic “First steps in the implementation of the Federal State Educational Standards LLC”; the following issues were considered at school-wide methodological seminars and meetings of the School of Education:

“Design of work programs for academic subjects in accordance with Federal State Educational Standards LLC”

“Study of the Professional Standard of a Teacher”

“Current pedagogical technologies in the context of the introduction of a new generation of Federal State Educational Standards”;

“A modern lesson in the light of the requirements of the Federal State Educational Standard LLC.”

“Methodological and psychological support for working with gifted children.”

“Organization of work with underachieving and low-achieving students.”

“Self-education is one of the forms of improving the professional skills of a teacher.”

The creative group of the class teachers' educational organization conducted a workshop on "The use of modern educational technologies in the activities of the class teacher."

The administration also pays attention to the issue of attending classes. The school administration attends lessons, educational and elective courses and classes as part of additional education.

All lessons attended are analyzed by the administration, recommendations are given to each teacher.

Analysis of lesson attendance shows:

teachers are proficient in student-centered teaching technologies at a fairly high level;

the majority of teachers are quite experienced, have a confident and professional command of the educational material, and ensure that the educational standard is met in the subjects;

In the classroom, a situation of success is created and student creativity is encouraged.

Based on the results of the lessons attended, the following conclusions can be drawn:

The school's teachers set and strive to comply with uniform requirements for students in the classroom.

School teachers master the methodology of conducting a traditional lesson, but they use a variety of techniques and methods for organizing educational activities, as well as the use of computer technology, which makes the lesson interesting and educational.

There is a tendency that some teachers pay enough attention to individual work with low-performing children in the classroom, involving them in the work of the class, focusing on the progress of studying educational material, taking into account the level of their preparation when completing tasks. At the same time, attention is paid to the development of monologue speech in students, the ability to illustrate the answer with their own, independently selected examples, drawing up short plans of what they read without leading questions from the teacher, independently understanding the material, carrying out self-monitoring and self-analysis of educational activities.

Subject teachers need to use methods and techniques in their lessons that would ensure effective cognitive activity of all students to the best of their abilities; with the need for the integrated use of various teaching aids aimed at increasing the pace of the lesson and saving time for mastering new educational material and ways of studying it.

2.3 Control experiment

The task of the control stage of the study is to identify changes in the level of quality of education among schoolchildren of the second and third levels of education.

To achieve this goal, I will conduct repeated monitoring of academic performance based on the results of the 2016-2017 academic year. Namely, at the end of May 2017, the results of the end of the 2nd half of the 2016-2017 academic year will be analyzed in comparison with the results of the 1st half of the 2016-2017 academic year.

But already now, in the process of obtaining intermediate data, it should be noted that, indeed, by using the system of intra-school control, it is possible to obtain positive dynamics in managing the quality of education. After the activities, the students’ level of mastery of the material increased, i.e. The quality of education in the educational process has improved.

Conclusion

Today, schools strive to ensure the normal functioning of the educational process, the high-quality achievement of educational results that meet the state standard, and the necessary level of motivation, health and development of students for this. Educational institutions are trying to move from a functioning mode to a development mode, purposefully engaging in innovative work.

Studying the state of teaching and the quality of students’ knowledge is extremely important and significant for resolving issues of improving teaching, for managing the educational process, since timely information received about the results of the teacher’s work and the educational activities of students allows the manager to quickly respond to difficulties, provide targeted assistance and regulate educational process.

Among the various areas of increasing the efficiency of education quality management, an important factor in managing the educational process at school is intra-school administrative control - a leading management function designed to serve as feedback between the subsystems of an educational institution.

The results of control have meaning and influence the effectiveness of school activities if they themselves are subject to control: the correctness of the choice of criteria for evaluating a particular type of activity is analyzed, ways of collating and comparing the data obtained are sought, directions and stages for correcting identified deficiencies are developed.

The goal of my work was to create a system of intra-school control as one of the areas for increasing the efficiency of education quality management. It was also necessary to experimentally test the effectiveness of using this control system.

After conducting an experimental study, I received results that allowed me to conclude that the low results of our students during monitoring at the ascertaining stage and the positive dynamics of monitoring results at the intermediate stage are not accidental and confirm the need to use an in-school control system for effective management of the quality of education in an educational institution. Therefore, our hypothesis was confirmed.

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