NETWORK INTERACTION IN EDUCATION

State Autonomous Educational Institution of Further Professional Education "Institute for Educational Development of the Republic of Tatarstan"

(IRO RT) Kazan

Network interaction today is becoming a modern highly effective innovative technology that allows educational institutions not only to survive, but also to develop dynamically. The article discusses the characteristics of a network in the educational process, key characteristics, and features of network interaction in education. Using the capabilities of the Internet and ICT tools significantly expands the productivity of network interaction.

Currently, the effective implementation of basic educational programs of general education requires network interaction of general education institutions, which contributes to the expansion of their material, technical, information, methodological and human resources. Unified qualification requirements for educational workers are aimed at increasing their labor activity, business initiative and competence, labor productivity, the fullest use of professional and creative potential, rational organization of work and ensuring its effectiveness.

Strategy for the development of education in the Republic of Tatarstan for 2010-2015. “Kilachak”, within the framework of the task of creating a unified electronic educational space, provides for the creation of conditions for the development of network activity of teachers of educational institutions. A key factor in creating a unified scientific and educational space is the development of information and communication technologies (ICT). ICT is the main technological platform for the development of network forms of interaction. Under these conditions, the concept of network interaction as a single information space, a scientific and educational environment that provides equal rights and opportunities for scientific and educational institutions, scientific and pedagogical workers, students and students is most fully realized.

Currently, networking in the field of education is considered as horizontal interaction between educational institutions to distribute functionality and resources. Seminars, round tables, conferences, discussions and meetings to exchange experiences and problematic issues, days of partnership interaction are already well-known forms of work. Network interaction today is becoming a modern, highly effective innovative technology that allows educational institutions not only to survive, but also to develop dynamically. It is important to note that with network interaction, not only the dissemination of innovative developments occurs, but also there is a process of dialogue between educational institutions and the process of reflecting each other’s experience in them, reflecting the processes that occur in the education system as a whole.

An important feature of network interaction is that there are no organizations in the network in the traditional sense. The primary element of a network association is an interaction precedent, a network event (project, seminar, meeting, exchange of information, etc.). Each person can enter into a certain interaction with the network, and this interaction constitutes the content of the individual educational development of each person, educational institution, and educational environment. Innovations in the context of an educational network acquire an evolutionary character, which is associated with the continuous exchange of information and experience, and the absence of mandatory implementation. The experience of network participants turns out to be in demand not only as an example to follow, but also as an indicator that allows you to see the level of your own experience and supplement it with something new that contributes to the effectiveness of further work. Network interaction is a system of connections that allows you to develop, test and offer innovative models of educational content and management of the education system to the professional teaching community; this is a way of activity for sharing resources, a way to stimulate pedagogical initiative. Participation in the work of online communities provides an excellent opportunity for heads of educational institutions, ministries, and departments to keep abreast of problems and pressing issues in the teaching environment and quickly respond to them, to act ahead of legislative decisions.

In pedagogical practice, the idea of ​​network interaction between educational institutions arose in the late 1990s and is associated with the name and the educational network “Eureka” created by him. In relation to the field of education, he singled out the characteristics of “network interaction” as opposed to the traditional one. At the center of network interaction is not the information itself, but the person and the event. Persons are teams of authors, carriers of innovative pedagogical technologies. The second component – ​​“event” – presupposes an orientation towards solving a certain problem, for which an event is initiated. The network interaction of educational institutions, in his opinion, is fundamentally different from the hierarchical interaction functioning in the modern education system. Norms of activity are not set from above, but appear within the network of educational institutions, based on the characteristics of the activities of each network participant. An educational network is defined as a set of subjects of educational activity that provide each other with their own educational resources in order to improve the effectiveness and quality of each other’s education.

The idea of ​​network interaction has also found its development in the field of additional professional education. Considering the phenomenon of network educational programs for teachers, he notes their special importance in the development of research potential and professionalism. The educational network, in his opinion, provides for: the presence of not only vertical, but also horizontal connections of the educational institution; the presence and understanding of the common goal and objectives of the activity, which are clarified in the conditions of dialogue and interaction. A network is a form of solving creative innovative problems that requires combining the efforts of different educational institutions, as well as other subjects of the socio-cultural environment of the territories; In network interaction, psychological compatibility and positive relationships between people are important. The network consists not only of educational institutions, but also of individual teachers, micro-communities, associations seeking to develop new pedagogical experience; The ideas of scientists, their experience and personal participation are actively used on the network. The network is open to new ideas, approaches and participants; The educational network needs information resources (the Internet and other methods of transmitting and processing information).

Using the capabilities of the Internet and ICT tools significantly expands the productivity of network interaction. With the traditional organization of methodological work, all teachers in a certain community know each other and have direct contact with each other. Such direct long-term connections are minimal, as a result of which such interaction exhausts itself and becomes unproductive, since limited communication capabilities cannot provide the level of information exchange that is necessary for fruitful work. With the network organization of interaction, indirect connections are observed: the circle of interaction increases, and, consequently, the results of work become more productive and of higher quality; due to network interaction, each participant has a unique opportunity to develop and improve their professional key competencies. Participants in joint activities are not required to be synchronously present in the same place, at the same time; everyone has the opportunity to work with network resources at a time convenient for themselves.

The pace of development of network interaction at different levels of the education system seems far from uniform. The development of network interaction is most active at the level of educational institutions of general education. There is network interaction between universities in the main areas of the Bologna Process based on ICT. The coordinator of this project is the National Training Foundation. Information support for the project is provided by the State Research Institute of Technology “Informika”. To solve the problems of professional training of teaching staff in 2010 at the Russian State Pedagogical University named after. The Network Association of Universities “Teaching Personnel of Russia” was created.

The establishment of network interaction in the system of advanced training meets the “challenges” of the information society, which determine the trends in the development of the education system. In the process of interaction, professional skills are improved, the achievements of individual teachers and educational institutions become the property of the professional community, the quality of education improves and, of course, pedagogical initiative is stimulated. The first stage in the formation of network interaction in the system of advanced training for teachers begins with the creation of a resource center that initiates the development of various programs for advanced training of teachers. According to experts, pedagogical universities can act as resource centers for postgraduate education in order to ensure continuity of pedagogical education, which will allow students to obtain, update and expand professional knowledge, skills, enrich and develop professional experience. This reflects both the processes of adaptation of a specialist to the dynamics of changes in the professional sphere, and the need for professional self-realization.

Network interaction in education is a complex mechanism through which several organizations are involved in the educational or extracurricular process.

Integration

These are different efforts to centralize resources. This algorithm has already demonstrated its relevance and consistency. Network interaction of educational institutions presupposes a special social partnership, which implies “two-way utility”. Informal and formal contacts arise between all participants in such interaction. Networking in the education system is especially developed in middle and high schools.

What is a network?

In pedagogical practice, concepts such as partnership and network are encountered quite often. A network is a collection of institutions. Let us note the inter-network nature of the resulting system.

Characteristics

Network interaction in education is a mechanism that has certain parameters, such as:

• unity of purpose;
• certain resources to achieve them;
• summary control center.

Features of creation

Models of network interaction in education depend on what resources will be exchanged. The main task of a full-fledged system is to achieve the initially set goal. Depending on which specific problems of network interaction in education are chosen as the main ones, certain types of educational institutions are connected to the created system. The main governing body is mainly the district or city administration.

Interaction Options

The main problems of network interaction in education are associated with the significant territorial remoteness of different educational organizations. To overcome such problems, computer technologies are used.

Inclusive education

Particular attention is paid to working with children with serious health problems. Such students cannot attend school for medical reasons, so the Ministry of Education of the Russian Federation created a special project for them. It involves network interaction. Teachers communicate with their students through the latest computer technologies and programs. Before a teacher is allowed to work with a sick child, he undergoes special course training. Such courses are aimed at overcoming psychological problems related to establishing contact with a sick schoolchild.

Coordination of relationships between students, parents, teachers, and educational institutions is carried out by a special department for inclusive (distance) learning. What is the algorithm for such interaction? First, schools transmit information to department specialists about the number of children in need of distance education, indicating pediatricians’ recommendations for organizing the educational process. The information received is studied at the coordination center, and the information received is entered into a special database. At the next stage, a mentor is selected for each specific child.

Special requirements are put forward for a teacher who will work with a sick child. In addition, he must be a good psychologist in order to help the child in the process of communicating with his ward, rid him of self-doubt and various complexes that arise due to limited communication with peers.

At the third stage, the educational program is selected and approved by the coordination center.

Such network interaction in education is a set of measures aimed at conducting distance lessons with schoolchildren who have health limitations. The coordination center creates a network schedule, which indicates for each child the time of the lesson and the working teacher. The teacher is employed in the educational institution to which the child is assigned.

The algorithm for hiring a distance teacher is similar to the usual hiring of an employee at an educational institution. The school director is provided with a scanned original application, copies of award documents, a certificate of no criminal record, confirmation of completion of special course training, and a tariff sheet. The head of the school prepares an order for hiring a part-time student and introduces him to the distance teacher. After all formalities have been settled, the actual educational process begins.

Such work also requires serious periodic reporting. At the end of each month, the teacher sends a report on the lessons taught to the coordinator. A special form has been developed for issuing grades for a quarter and half a year, which is filled out by the teacher. All reporting materials are sent to the coordination center, then duplicated to the educational institution where the child is enrolled. The Law on Education in Network Interaction regulates the relationship between a distance mentor, the student’s parents, and representatives of the Ministry of Education.

Additional education

Network interaction in additional education has certain parameters:

• it is based on the joint activities of adults and children;
• there is an indirect or direct impact of the subjects of this process on each other, which makes it possible to establish a full relationship between them;
• there is a possibility of real transformations in the emotional, volitional, cognitive, personal sphere;
• the personal characteristics of all participants and their mastery of social skills are taken into account;
• the principles of creativity and trust, cooperation and parity are used;
• interaction is carried out on the basis of trust, support, and mutual partnership.

Network interaction of additional education institutions makes it possible to combine the efforts of various clubs, schools, and sections aimed at nurturing a harmoniously developed child’s personality. How is such a system created? What are its main goals and objectives? Considering that network interaction in additional education is aimed at creating a basis for the full formation of a child’s personality, additional education centers were opened in regional centers and large cities. In such organizations, children are offered a variety of sports sections, music clubs, and dance studios. When entering such a center, the child and his parents are given a tour by the staff of the “Children’s City”, told about each direction, and allowed to attend classes. After the child makes a conscious choice of 2-3 sections or clubs, his schedule is arranged so that he has time to attend a comprehensive school and study in the selected sections. Network interaction of additional education institutions involves adjusting the schedule of extracurricular activities taking into account the lesson schedule in a regular (general education) school.

Interaction Strategies

Modern science offers two main systems of interaction: competition and cooperation. Let's consider their features and application possibilities.

Cooperative interaction presupposes a certain contribution of all participants to solving a common problem. In such a situation, relations that emerged in the direct process of mutual communication are considered as a means of unification. The main indicator of the density of cooperative interaction is the level of involvement in the common cause of all participants in the educational system.

Competition implies a struggle for priority, a clear form of which is a conflict situation. It is not at all necessary that the conflict have only negative parameters; often through such situations a way out of a difficult situation is found, full-fledged and friendly relationships are built between different participants in the educational and educational process. Networking in general education is closely related to such strategies. They determine its modeling and subsequent development.

At this point in time, various options for municipal educational networks have been created. Among them, there are two most common options; let’s analyze them in more detail.

Municipal networks

What is networking in education? This is an opportunity to unite several separate educational organizations around a strong school that has sufficient material resources and such an educational institution performs the function of a “resource center.” In such a situation, each general educational institution in this group retains the right to ensure the teaching of basic academic disciplines in full. In addition, the school gets the opportunity to create specialized classes and offer children various elective and optional courses in individual subjects, taking into account the available resource capabilities. Training in all other specialized areas is provided by the “resource center”.

There is another networking activity (additional education). The school, creativity palaces, sports schools, studios, sections act in this case as a single educational and educational system. In such a situation, the child has the right to choose to acquire additional skills not only at his school, but also in other educational institutions. For example, a student can undergo distance training, study in correspondence schools for gifted children, or in vocational education institutions.

Educational potential

Network interaction in vocational education carries an educational resource. First of all, such systems are created to improve the quality of upbringing and education, and increase the cognitive interest of schoolchildren. There are certain characteristics of the educational aspect of any educational network:

• the presence of common interests and desires of network participants for common social goals, the use of common techniques and methods;
• logistical, personnel, financial opportunities for mutual education and training, exchange of opinions;
• development of communications between individual network participants;
• mutual interest and responsibility, guaranteeing the positive dynamics of such interaction.

The main reason for the development of diverse online communities was related to the inability of many small educational institutions to provide all participants in the educational process with full conditions for development and education. First of all, it was about the insufficient material and technical equipment of many rural schools, which negatively affected the scientific nature of teaching. After the introduction of the network model, it was possible to cope with those problems that government agencies were unable to solve individually. In addition, healthy competition has increased between individual organizations that have entered into a single system, and normal business relationships have been established. Understanding of the problem posed to schools by the Ministry of Education has deepened, and the boundaries of mutual action have expanded, since the capabilities of educational institutions have significantly increased. Currently, schools united in a single network try to work as a team, helping each other with advice, personnel, and technical teaching aids. The emergence of numerous networks in education has helped eliminate unnecessary duplication and waste of material resources. In the process of work, teachers exchange opinions, ideas, innovations and technologies with each other. Under certain circumstances, a combination of financial, administrative, and human resources occurs. Thanks to the analysis of the practice of network interaction, the basic principles of its creation with social strategic partners were established:

• each participant receives equal opportunities to provide their opinion;
• responsibility is not shifted to other educational institutions;
• in cooperation, all powers are distributed evenly, aimed at the full functioning of all institutions and government organizations;
• there are conditions for full and constructive interaction, monitoring and control;
• cooperation is based on the ability to “receive” and “give”.

In order for the created network to function successfully, constant support of all communication flows, holding seminars, joint meetings, and conferences is important.

Conclusion

Thanks to the network interaction of various educational institutions and systems of additional education, optimal methodological techniques are developed that allow influencing the educational and educational process, increasing their efficiency and effectiveness. Thanks to such activities, it became possible to fully design the content of education and upbringing, which helps to enrich the life activities of children and give them a variety of social experiences.

The practice of such interaction between different participants in the educational process confirms the emergence of many innovative aspects. First of all, we note the need to transfer the competitive type of activity of schools to new operating conditions.

Such a transition requires a significant period of time and teachers rethinking their activities. The results of statistical studies confirm the high effectiveness of network interaction. Only joint efforts aimed at improving the learning environment, improving the quality of the material and technical base, and improving extracurricular activities can give the desired result. Such a system should become an excellent incentive for the self-development of the younger generation of Russians.

The introduction of a two-level federal component of the state educational standard and a new PUP at the senior level of general education leads to the emergence of various models of organizing educational programs depending on material, technical, financial, and human resources; demographic and other conditions. In addition to specialized schools, classes and groups that offer students a unified curriculum of a particular profile, the practice of realizing the right of students to study according to the IEP is beginning to spread (see paragraph 2.3). More and more students at the third stage of general education are beginning to receive educational services in more than one educational institution.

The introduction of software requires appropriate staffing, special classrooms and technical training tools. However, the necessary conditions cannot always be created within one educational institution. This problem is most acute for single and small schools in rural areas and small towns. To organize high-quality education for high school students, it becomes expedient to use the educational resources of institutions of additional, primary and secondary vocational education for children, various structures of pre-university education, correspondence schools, distance education, etc.

In practice, various forms of joint use of material, educational, human and other resources by several legal entities are beginning to emerge. This provides the student with a wider range of opportunities for independent and responsible choice of the educational courses and educational programs he needs, without strict dependence on the departmental affiliation of the educational institutions (organizations) implementing them. In this regard, support for the interaction of educational institutions and regulatory regulation of the relations developing between them is required for the implementation of educational programs of specialized training. Thus, one of the ways to achieve the goal of accessibility and achieve the quality of education is organization of network interaction between educational institutions (organizations).

The experience of creating organizational networks testifies to their high efficiency in the social, industrial spheres, and management. Resources can be concentrated, transferred and forced to work at different points. At the same time, the network quickly responds to demand, is easily rebuilt, and ensures the movement of resources and mobility of consumers. In the educational network, resources are personnel and educational and material base, and consumers are students.

The need to form a unified educational space for specialized training determines the relevance of theoretical understanding of the design of a network organization of software based on the interaction of educational institutions of various levels and types. However, in domestic pedagogy, until recent years, there has been no research into the practice of network collaboration in education. The exception is two groups of works that examine individual pedagogical and methodological aspects of the simplest partnerships:

a) “school - university” (V.F. Glushkov, V.I. Petrukhin, E.E. Shishkina, etc.);

b) school - production (V.A. Grachikov, L.V. Miroshnichenko, I.P. Pastukhova, S.E. Tonkov, S.E. Shishov, etc.).

In the dissertation of sociologist E.Yu. Bikmetov investigated the problems of interaction between leading social subjects of general secondary education.

In addition, the methodology for studying general integration processes in pedagogy (which includes the processes of forming educational networks) is substantiated in the works of V.I. Zagvyazinsky, V.S. Ledneva, V.D. Semenova, Yu.S. Tyunnikova.

Thus, before the adoption of the “Concept of specialized training at the senior level of general education”:

Problems of managing educational organizations were developed in relation to individual organizations, and not to networks that unite several organizations and institutions;

In works devoted to management in education, organizations built on a hierarchical principle based on the administrative one were considered (V.S. Lazarev, M.M. Potashnik, P.I. Tretyakov, K.M. Ushakov, T.I. Shamova, etc. .) or state-public management (V.I. Bochkarev, M.N. Gulko, E.M. Muravyov, etc.);

The phenomena of social partnership and network cooperation were considered in the context of a “multi-level network” (a network uniting different levels and heterogeneous educational institutions), while the possibility of the existence of a “single-level network” (a network uniting educational institutions of the same type, for example, a municipal educational network of secondary schools) was not considered .

One of the first dissertation studies specifically devoted to the problem of network interaction in a software system was the work of A.F. Maznik (2004). As the author shows, the network organization of interaction between institutions of general and additional education has a positive impact on the effectiveness of specialized training, subject to the following conditions:

The interaction of institutions participating in the network organization of specialized training is based on the unity of goals, complementarity of content, means and resources of general and additional education;

Organization model design procedures are based on network modeling theory and methods; scientifically based criteria and parameters are used to assess its effectiveness;

The network organization model is consistent with the specialized training model; has comprehensive legal, regulatory and organizational support; built as a self-organizing polycentric system that ensures functional coordination of the process of specialized training based on equal relationships between institutions participating in the network.

However, in this work, the emphasis is on network cooperation of heterogeneous educational institutions (general education school - an institution of additional education for children); other types of network collaboration in the software system still remain not covered by dissertation and monographic research.

Let's consider the main factors that determine the focus on network cooperation as the most promising form of software organization.

1. Lack of resources for individual schools to introduce software on their own. As already noted, one of the main problems hampering the mass (affordable and at the same time high-quality) introduction of software is the lack of qualified personnel capable of implementing software programs within one educational institution.

The fundamental question is: where to deploy specialized training? - must be decided on new grounds. Until the beginning of the 2000s. it was usually organized on the basis of schools. At the same time, the resources of interschool training centers and training centers were not used enough; centers of extracurricular work and institutions of additional education were almost not involved - as a possible option for an institutional form of profiling. In rare cases, colleges, vocational schools, plants, factories, and non-profit organizations were involved in organizing specialized training. This was explained, firstly, by the lack of a regulatory framework for such interaction and, secondly, by the novelty and certain complexity of network mechanisms, the need for the school to make efforts to become a co-organizer and participant in the educational network.

Due to this second reason, most schools are planning a transition to simple proven software models, which involve the creation of a single-disciplinary or multidisciplinary school that implements software based on specialized classes. But even this model requires a significant concentration of human, material and technical resources in one institution, as well as special scientific and methodological support, which schools do not always have.

2. The risk of degeneration of specialized training into in-depth training in non-network forms of organization. Network forms of software implementation are intended to become a serious obstacle to the “deepening of the school into itself”, to contribute to the transformation of the school into an educational institution open to the main customers - the regional economy and the multi-level system of vocational education.

3. Specifics of rural schools in modern Russia. Non-network software models are difficult to implement in a small rural school:

Firstly, because teachers of rural small and small schools have an insufficient number of teaching hours to carry out specialized training, since their workload in our country depends on the number of classrooms in the school;

Secondly, in a small school it is impossible to have high-class specialists in many fields of study.

Practice shows that in some small rural schools they follow the path of least resistance - they concentrate specialized and elective courses in one, or at most two, profiles, which sharply limits the variability of the educational space at the senior level of general education and thereby the range of possible trajectories for further education and /or professional activities of graduates. However, the situation when the quality of specialized education for rural schoolchildren is aimed at an obviously lower level compared to urban schools must finally be eliminated.

All this naturally pushes schools towards network cooperation, within which a network of several rural schools can provide the necessary range of educational services, obviously greater than any of the schools included in the network.

4. Geographic heterogeneity in the representation of profiles (specializations) at the senior level of general education is another factor promoting the introduction of networking software technologies. Due to territorial and geographical heterogeneity in Russia, specialized areas are unevenly distributed, since they developed spontaneously, without taking into account the location of other institutions, the possibility of cooperation with universities, etc. The current state of affairs significantly worsens the availability of high-quality general (specialized) education.

5. Accumulation of primary experience in network education in Russia. The possibility and effectiveness of network interaction between educational institutions (organizations) is evidenced by our analysis of the implementation of a number of innovative educational projects.

Since the early 1990s. in the Russian Federation, the practice of interaction between general education institutions and vocational education institutions has become widespread: educational institutions (gymnasiums, lyceums, colleges) are being opened at higher educational institutions; schools implement educational programs and individual courses using the personnel, scientific and methodological resources of universities (pedagogical, legal classes, agricultural classes, etc.). Similar experience is also used by institutions of primary vocational and secondary vocational education (training secondary school students in vocational education programs on the basis of institutions of primary and secondary vocational education).

Parity interaction between general education institutions that jointly implement educational programs at the senior level of general education is actively developing. Most often, it is formalized through various options for joint activities of educational institutions within the framework of associations, educational consortia, simple partnership agreements (Krasnoyarsk Territory, Chuvash and Udmurt Republics, etc., see, etc.).

In conditions of insufficient resources, such forms of relations between various educational institutions as “school - resource center”, “magnetic”, “support” schools (Republic of Karelia, Krasnodar Territory, Samara Region, etc.) become of great importance, when on the basis of one educational Institutions, students from other schools master general education programs. On the one hand, schools can, by cooperating, increase their total resources, which was extremely important during a period of steady decline in budget funding. On the other hand, network interaction of educational institutions contributed to the development of educational activities.

Network interaction in Russia was largely a consequence of the development of ideas of variability in education, autonomy of schools, decentralization of management, and the emergence of a state-public nature of management of the education system (Article 2 of the Law of the Russian Federation “On Education”). The practice of networking in the education system is firmly rooted in the activities of professional pedagogical associations; in the work of some educational institutions that develop social partnership; in the process of introducing new information and communication technologies.

The accumulated experience of network cooperation of educational institutions (not only in the PPP and PO system), firstly, shows the feasibility and effectiveness of network forms of education in Russian conditions and, secondly, contains a number of innovative precedents that can be translated into the practice of introducing BY.

The basic idea of ​​networking, in general, is this: if one school has some resource or other valuable feature that other educational institutions do not have, but some other school also has something attractive to others, these educational institutions can unite and exchange resources . Such schools can create and implement a common network educational program that combines the unique programs of each educational institution.

When organizing software, the network interaction of educational institutions (organizations) is their joint activity, providing the opportunity for a student to master an educational program of a certain level and focus using the resources of several (two or more) educational institutions (organizations). As part of network interaction, schools manage to exchange various types of resources, as a result of which each student has access to integrated educational resources belonging to a set of educational institutions.

Participants in network interaction can be legal entities: general educational institutions and organizations of primary, secondary, higher vocational education, additional education for children and adults, as well as non-state educational organizations, public organizations, cultural institutions, sports, healthcare and other possible participants in social partnership.

Within the network, it becomes possible for a profile to belong not to a school, but to an association of schools. In this case, not every school has a specific profile, but it specializes in one direction or another, in one or another training course, and the profiles seem to be “blurred” across the network. Thus, one teacher from school No. 1 is responsible for mathematics, another from school No. 2 is responsible for geography, a third teacher from school No. 3 is responsible for physics, etc. By combining the efforts of teachers from different schools into one group, a network of specialized education can offer students to master a fairly wide range of profiles.

If in the traditional system of educational organization the concept of a network is used in a simplified manner (for example, a network of schools is characterized by only two parameters - the type of school and the distance between educational institutions), then network education is a multidimensional phenomenon.

The “nodes” of the network are not unified educational institutions or standardized programs, but original models, proprietary schools, variable courses, i.e. something the opposite of what the public education system deals with. There are no organizations or organizations in the traditional sense on the network at all; the primary cell of unification here is the community. Moreover, in contrast to a homogeneous, properly organized system, a network formation is, on the contrary, characterized by heterogeneity, irregularity, asymmetry, complexity, and a dynamic picture of condensations and rarefaction, which is characteristic of living phenomena and processes. (Such irregularities were partly characteristic of domestic education in the 19th and early 20th centuries; this was expressed in the so-called multi-structured education system of pre-revolutionary Russia. It was occupied by forgotten, little-known today cultural-historical forms and mechanisms, traces of which, for example, the phenomenon of “cultural- pedagogical nests", remained even in the era of general Soviet unification, see the works of M.V. Boguslavsky, and other historians of domestic pedagogy).

All this indicates that a network formation cannot be created only from the outside, “from above,” using hardware. A necessary condition is the “sprouting” of the educational network “from below” as an evolutionary process of human initiative, through voluntary cooperation, self-organization and self-development in the field of education.

Network education should not be directly identified with the use of a computer network or the Internet. New information, computer and telecommunication technologies are an important and natural element of network cooperation in education. However, online education is not limited to the use of a computer and is associated with different content and organization, different methodological and personnel support for the entire educational infrastructure.

When studying the phenomenon of network interaction in a software system, we adopted the following working definitions.

Network organization- occurs when a group of people, united by a certain organizational framework, carries out their interactions on the basis of special network technologies (primarily ICT technologies). Such a technical basis allows a group of people conducting joint activities to create a more flexible and effective organizational structure compared to traditional forms of organizations;

Network form of management (coordination) - can be used in network organizations to coordinate their joint activities. The main difference between this form and the market and command form is the direct and equal participation of all members in the process of coordinating their activities;

Network interaction of educational institutions (organizations) represents their joint activity, providing the student with the opportunity to master an educational program of a certain level and focus using the resources of several (two or more) educational institutions (organizations).

Network interaction is understood as such a system for providing educational services, within which students can choose their individual trajectories for mastering educational programs from the set of educational resources that are available to them both within one general educational institution and within a complex of institutions and organizations providing educational services . In this case, the subject of design in the educational process becomes the student’s individual educational program. Within the framework of educational management, the main subject of design is the network educational program of a school or group of schools and partner organizations.

The basis of the network as a structure is:

1) a system of relations (including management, distribution/assignment of responsibility, property relations, matters of jurisdiction, decision-making regulations, financing schemes);

2) distribution of work among network participants;

3) network nodes;

4) regulatory support of the network;

5) organizational and technical support.

Let us outline the main features of the network:

1) the network is an open organization (not only because it does not know internal boundaries, but also because it is focused on the free entry into it of all subjects interested in it);

2) the network can unite heterogeneous subjects;

3) the network is not comparable in scale to any of the subjects of network activity;

4) the network is organized on the principle of proportionally distributed risk and does not have a centralized control system, which is the key to its reliability. (On the contrary, hierarchical structures should also remain indifferent to the rejection of individual elements of the lower level, but they are very sensitive to negative impacts aimed at the top of the management hierarchy, i.e., in hierarchical structures the risk is distributed disproportionately among the subjects of activity);

5) in the network, partners have their own risks, but they have a common resource and infrastructure. (In a hierarchy, risks are combined and pulled “up”, and resources can be divided, but always through centralized distribution. In market conditions, on the contrary, each subject uses its own resources and acts at its own peril and risk).

A.F. Maznik, in his dissertation research, lists the conditions for organizing effective network interaction of educational institutions: the joint interest of partners in achieving the final results of cooperation; equal and long-term nature of relations between partners; sharing resources between partners. Our research allowed us to somewhat expand the range of conditions for the effectiveness of network interaction of educational institutions in the software system and include the following conditions:

Possibility of transferring students and (or) teachers of educational institutions (organizations) included in the network;

The presence in the network of various institutions and organizations that provide students with a real opportunity to choose, ensuring maximum satisfaction of the educational needs of high school students;

Economic efficiency of network interaction. (It is important to keep in mind that when bringing together students from different schools to study subjects at the basic, specialized level, elective courses, the total amount of funding for educational institutions can be more efficiently distributed. In this case, wage fund savings should be correlated with the costs of moving students and teachers within the network, as well as with planned changes in the quality of education, with the social situation in the territory);

The possibility of organizing the assessment of results in training courses and educational programs mastered by students in institutions (organizations) participating in network interaction.

The essential characteristics of a network organization determine the principles of its design.

1. The principle of democratization of management educational network. The basic condition for the network organization of education is the transition from widespread administrative leadership to other types of management activities (supervision, support, consulting, coordination of individual and network interests and opportunities), i.e. transition from management to service. An individual educational program is impossible and inappropriate under conditions of administrative control. In order to create the conditions for the implementation of IEP, it is necessary to master new means and instruments of pedagogical, educational, and training work. Practice convincingly shows that the means and methods (standards, procedures, regulations, technologies, etc.) used for network organization are a significant and, in many ways, determining part of the content of network education.

2. Principle compliance, compliance whom determines the coordination of the organization model with the software model. As already noted in paragraph 2.3., any option for constructing an individual educational trajectory is acceptable if it is effective within the framework of the given and consumed standard (standardized) results. If some option, a scenario for the student’s movement within the framework of his IEP, is not “captured” by the existing network software model, but is productive for the student, then the model can be expanded to take into account the emergence of new successful individual solutions (up to new standards). The development of this kind of individual projects is a mechanism for the development of the network as an institution.

3. The principle of regionalization, the observance of which ensures that the characteristics of the educational space, economic and cultural factors of development of the region/municipal area are taken into account when building an educational network.

4. The principle of resource provision, compliance which requires sufficient financing of the designed organizational structures, their personnel and material and technical support (we are also talking about the effective attraction of extra-budgetary funds).

5. The principle of integrity, compliance which determines the development of a unified legal and regulatory framework for institutions participating in each specific software network. At the same time, the legal and organizational bases of different educational networks may differ significantly from each other, even within the same municipal district.

Note that these principles are not specific to software networks.

There are various approaches to identifying types of educational networks. Thus, according to the types of organizational design of network interaction, the following can be distinguished:

Spontaneous, unstructured connections in a single value-semantic field (communities, associations);

Internal networks that have both hierarchical and horizontal connections (for example, networks like “university - college - school” or “university - group of schools”);

Dynamic networks that arise through the efforts of some “system integrator”, are based on a contractual basis and solve specific problems (for example, municipal networks of specialized training).

To solve industry problems, it is adequate to design networks of the internal type. To solve the problem of educational policy and implement IEP, dynamic networks with different types of resource nodes are considered more productive.

In terms of architecture, a municipal software network can be built as follows:

Cluster networks (with different types of resource centers);

Independent associations: school - university, school - technical lyceum / college;

Interschool associations (from 2-3 to several dozen schools).

Based on the composition of participants, the following types of software networks can be distinguished:

Consolidation of schools that have similar resources, but are not sufficient to independently organize conditions for individual educational programs within the framework of specialized training (for example, distributed personnel or laboratory resources);

Connection between schools that have a resource and those that do not have a resource (basic school + branch, school + resource center, status school + “regular” school, etc.). A school that does not have human, technological and material resources in this connection plays the role of a donor providing a contingent of students;

Merging schools with institutions of additional education and social services. In these networks, as a rule, the appearance of a system integrator is important, holding the interaction strategy and coordinating it;

Network projects and programs for the transition to software, uniting schools as project implementers, institutions of additional education and the social sphere, resources of formal and informal structures for advanced training, which can be provided by an organizational structure that has a strategic and managerial unit.

The choice of options for building network interaction of educational institutions in the software system is mainly determined by those who act as subjects (initiators) of network interaction. These may include students, their parents or legal representatives, educational institutions (organizations), and educational authorities.

Sometimes students on their own initiative, they master some educational programs outside of general education institutions in third-party organizations. Some educational courses can be studied by students in additional education institutions, correspondence schools, non-state educational organizations, etc. Thus, the student exercises the right to receive education within the framework of an individual curriculum. The basic mechanism ensuring the implementation of this right is the mechanism for the general education institution to credit the results obtained by students in other educational institutions (organizations).

General educational institution , acting as the initiator of network interaction, solves the problem of expanding the range of educational services. This allows, during the transition to specialized training, to maintain the student population and attract additional resources, including extra-budgetary funds. The basic mechanism of interaction between educational institutions (organizations) is the mechanism of their cooperation - sharing of resources for the implementation of educational programs and individual educational plans for students.

Education authorities , initiating network interaction on their territory in the context of the implementation of specialized training, solve the problems of ensuring guarantees of the rights of citizens to receive general education, effective use of available resources of the education system, optimizing the management of regional and municipal education systems. In this case, both the mechanism for a general education institution to credit the results obtained by students in other educational institutions (organizations) and the mechanism for cooperation between educational institutions (organizations) become significant..

Both designated mechanisms will be characterized further in this section.

Table 11Organizational and functional model of the municipal educational network

Despite the diversity of regional practices in creating software networks, which arose both within the framework of the federal experiment on introducing software at the senior level of general education and beyond, most of the emerging models generally correspond to the model presented in Table 11.

At the same time, innovative models for building software networks are becoming increasingly widespread. As an example, we will characterize one of these models, which involves building a software network based on a single city (district) specialized resource center. In this case, the software system is deployed in one institution, combining the main scientific, methodological, personnel, technological and other resources, but in different forms and modes. Ten or more specialized areas can be provided within the framework of such a model, and the development of general education courses occurs in classes (in permanent

same-age groups). Mastering specialized and elective courses is carried out in temporary mixed groups, including those of different ages.

According to the same principle (based on personal choice and input monitoring, and not biological age), project and creative teams are formed. This allows you to effectively solve the following problems:

Combining all necessary resources and creating optimal conditions for the implementation of PPP and software;

Deployment of a comprehensive software system;

Providing the opportunity to choose an IOT for any high school student in the city (district);

Creation of a unified city (district) scientific and methodological center and a center for advanced training of specialized training personnel;

Organization of a successive school-university system not within the narrow framework of one or two universities, but in the university education system as a whole;

Implementation of a “credit-network” system and a unified model of distributed and distance education.

As practice shows, the most promising from the point of view of the complexity of consolidating the legal relations of network participants, minimizing document flow, and uniformity of legal grounds for all emerging relationships between participants in network interaction is the use of a contract form simple partnership(joint activity agreement). In a situation of network interaction organized on such a basis, each teacher legally continues to work in his or her educational institution, and students continue to study in their schools. Only the activities of educational institutions change; they become aimed at organizing educational programs for students of several general education institutions and are coordinated with the educational activities of all other participants in the network, aimed at jointly defined goals.

Let's consider the main means of implementing network interaction of educational institutions in the software system:

Coordination of training plans for networking participants;

Network educational programs;

Credit by a general education institution for the results of training courses and educational programs mastered by students in other educational institutions (organizations).

Coordination of training plans for networking participants. The mechanism for constructing working curricula for educational institutions (organizations) participating in network interaction depends on the specific composition of network participants and the emerging organizational charts and civil law forms of their interaction. As practice shows, two stages can be distinguished in the creation and implementation of individual curricula in a given network of educational institutions:

First stage: - drawing up a working curriculum for each participant in network interaction;

Second stage: - drawing up and approval of the general working curriculum of network interaction participants and individual educational plans of students. The sequence of drawing up a working curriculum for a network involves: (1) mechanical composition of the curricula of general education institutions participating in network interaction; (2) the first survey of students regarding their intentions to study specialized subjects and elective courses, as a result of which a certain table of choices by students of specialized and elective courses can be formed; (3) discussion of options for satisfying schoolchildren’s requests using the resource available on the network.

Subsequently, after students and all school teachers are presented with a possible scheme for mastering academic subjects within the network interaction of general education institutions, the work plan of the school network may undergo changes.

Network educational programs - content and organizational support for the implementation of an individual (group) educational route in accordance with the educational order.

In practice today, a network approach to educational programs is characterized by the interaction of different types of institutions and structures, ensuring educational orders and the distribution of functions and powers in the implementation of programs. For example, there are structures involved in the analysis of educational needs, consolidation of educational resources, development of a new type of services, their marketing support, etc.

The strategy for building networks based on network educational programs is as follows: based on the IEP of students, an interschool network educational program is created. It is no longer schools that become participants in the network, but individual student programs.

Thus, in two districts of the Krasnoyarsk Territory - Balakhtinsky and Shushensky - an experiment is being conducted on the formation and implementation of network educational programs. At the first stage, schools participating in the experiment enter into simple partnership agreements (this is an organizational and legal form of association of legal entities provided for in the Civil Code of the Russian Federation). Subsequently, this allows educational institutions to have a common network educational program, and the necessary legal basis appears. Further, more efficient use of human resources becomes possible.

Passing by a general educational institution of results on training courses and educational programs mastered by students in other educational institutions (organizations) , can be carried out on the following grounds, independent of each other.

1. Credit for mastered educational programs on the basis of regulations at the school, municipal and regional levels.

2. Credit for completed educational programs based on the external study procedure.

3. Credit for completed educational programs in the presence of state accreditation from a third-party educational institution (organization) for the right to conduct educational activities.

4. A mechanism for cooperation of educational institutions (organizations) to pool resources for the purpose of jointly implementing educational programs at the senior level of general education.

An example of a model of network cooperation in a software system successfully implemented in practice is the profile training network of the Stavishchensky district on the basis of a district full-time and part-time diversified school. The network in this example is an association of schools that combine educational services for the optional and elective components of the curriculum. The PO network is a set of interschool electives and elective courses (i.e., network educational programs), organized on the basis of those secondary schools in the district that have sufficient material resources and highly qualified specialists in the relevant field. We can say that this is an example of unification from the lack of resources of each individual school. As noted in the description, “thanks to the development of a design-modular system for organizing education, a small rural area received at its disposal a system of general education that only a fairly large city could afford.”

Organizational and technological solutions of the Stavishchensky district full-time and part-time diversified school:

Combining electives and elective courses within the framework of an association agreement between several schools, which was created by the education department;

Specialization of an educational service (course) with expansion of the audience consuming it;

- “licensing” (or rather, examination) of educational courses by a higher authority as a guarantee of the quality of the service.

As practice shows, network interaction of educational institutions is indeed an effective way to ensure accessibility of general education. It also makes it possible to significantly improve the quality of education and the efficiency of resource expenditure. In addition, the content of the educational programs of schools operating within the framework of a common network project is also changing. Due to their competition, the desire to update educational programs is being realized, and the overall innovative climate in the network of educational institutions is significantly increasing.

The experience of a number of regions participating in the software experiment shows that institutes of advanced training, pedagogical universities, and local schools are creating their own network interaction schemes for educational institutions and organizations. Many of them are interesting and deserve support. In this regard, it can be recommended that regional and municipal education authorities organize the exchange and dissemination of experience in network interaction of educational institutions and organizations with the goal of a universal gradual (taking into account the readiness of each specific territory) transition from non-networked to networked forms of software. This area of ​​work can be considered as the main and most promising vector for the further development of the all-Russian software system at the senior level of general education.

Addressing specific models of software organization (IUP, network interaction) requires clarification of the typology of specialized training models. The construction of a clear typology requires, first of all, to isolate the most significant classification features from the existing set. These may be:

A) type of organization of specialized training content- on this basis, three models can be distinguished (non-core training based on a “universal profile”; single- or multi-disciplinary training based on approximate profiles contained in the 2004 PUP; specialized training based on individual curricula);

b) scale of the educational space of specialized training- on this basis, three models can also be distinguished (specialized training based on one school; specialized training on the scale of the municipal educational network; specialized training of an unlimited scale based on distance mechanisms).

Thus, the typology of the main models of specialized training can be presented in the form of a two-dimensional matrix, as shown in Table 12.

Table 12Typology of specialized training models

Table 12 shows that theoretically there can be nine different organizational models of specialized training (not counting varieties, combined and, in some cases, transitional types).

Model 1 is an autonomous school that implements a “universal profile” of education. The model as a whole corresponds to a traditional comprehensive school, but can be significantly supplemented by a set of electives that implement career guidance, rehearsal and a number of other specific functions of specialized education.

Model 2 is an autonomous school that implements one or more exemplary profiles based on the set proposed in the PBU. It most closely corresponds to the currently widespread models of a specialized school, a school with in-depth study of individual subjects, a multidisciplinary gymnasium, etc. This model is characterized by the risk of degeneration of specialized training into in-depth training and can be considered as a temporary stage of a particular educational institution on the way to the implementation of “stronger” models.

Model 3 is an autonomous school implementing an IEP. This is one of the “strongest” models of specialized training, characterized by high variability of the educational process, maximum individualization, and relatively complete consideration of the educational order. However, this model is also the most difficult to implement, since it requires the concentration in one school of solid material, technical, personnel, educational, methodological and other resources sufficient for the independent implementation of a large set of specialized and elective courses. Today, only a few, the most advanced Russian schools can do this.

Model 4 - a “universal profile”, implemented by the municipal network of specialized training, turns out to be inappropriate in practice. This profile can be implemented by the municipal network along with other exemplary training profiles within the framework of the following model.

Model 5 - implementation of a set of exemplary training profiles by a municipal network. This is another “strong” model of specialized training that allows you to combine the resources of schools (as well as other types of educational institutions - UNPO, USPO, universities, preschool educational institutions) for the implementation of several, and in an ideal case, all of the approximate profiles indicated in the PBU, in demand by regional educational institutions. by order.

Model 6 - operation of the municipal network according to the IUP. This combination of two “strong” models (third and fifth) allows not only to fully take into account the requirements of the educational order from the economic structures of the region (region), but also to extremely individualize the educational process. The range of possible individual educational trajectories for students here becomes extremely diverse due to a large set of elective courses, forms of design and research activities, social practices, etc., offered by all institutions and organizations included in the municipal network of specialized education.

Model 7 - the implementation of a “universal profile” through distance learning - can be justified in such special cases as teaching disabled children or children geographically distant from any general educational institutions (for example, those who have gone abroad with their parents for a long period of time).

Model 8 - the implementation of a set of exemplary profiles based on distance learning - can be recommended for rural schools. Its introduction will require a lot of work to create complete software and computer support for distance learning for all approximate profiles, but this will solve the problem of accessibility of specialized training at a fundamentally new level. So, for example, if only one or two students in a school (or educational network) want to study a profile that the school (or network) cannot provide, they will be able to master it remotely.

Model 9—distance specialized education based on the IEP—apparently, turns out to be suitable for those students whose individual characteristics go so far beyond the norm that even constructing their IEPs in the conditions of traditional education (models 3 or 6) turns out to be difficult. These are, for example, students whose learning pace is too non-standard, or talented children who are able to master several profiles at the same time (but not in class mode, which require a lot of time even in the IEP mode). The same model will make it possible to implement full-fledged specialized education for children with special educational needs and interests in a rural school, etc.

As we can see, the combination of two classification criteria taken as a basis allows us to differentiate specialized training models not only by the form of organization, but to a large extent also by its intended purpose, determined by the functional features of the model.

The proposed approach is characterized by consistency and completeness. It is this that can be taken as the basis for further scientific, theoretical and practical developments in the field of specialized training at the senior level of general education.

Normative base:

One of the most important tasks of the state’s educational policy at the present stage is the organization of a comprehensive partnership. This means, among other things, the development of network interaction at various levels of the education system.

Today, network interaction is understood as a system of horizontal and vertical connections that ensures the availability of quality education for all categories of citizens, the variability of education, the openness of educational organizations, increasing the professional competence of teachers and the use of modern ICT technologies.

Network interaction allows:

• distribute resources for the overall task of the activity;
• rely on the initiative of each specific participant;
• provide direct contact between participants;
• build diverse possible paths of movement with a common external goal;
• use a shared network resource for the needs of each specific participant.

Currently, network interaction is one of the powerful resources of innovative education, based on the following principles:

Firstly, the network is an opportunity to promote innovative products on the educational services market and, thus, obtain additional funding.

Secondly, network interaction makes it possible to strengthen the resource of any innovative institution at the expense of the resources of other institutions. The network helps to find precedents, obtain an examination of one’s own developments, and expand the list of educational services for students, including through the implementation of educational programs in a network form.

The network is created on a voluntary basis, maintained by the common issues and interests of all network members. Thus, the network is always the result of a project plan, since participants must participate in a single goal setting, coordinate mechanisms and interaction patterns, and agree on the results of activities.

Relevant documents for discussion

Dear Colleagues! The content of this section of the portal is aimed at developing normative and methodological support for network forms of implementation of educational programs. Expert groups present in this section models of documents, the content of which is aimed at the development of network forms of learning. Anyone can join the discussion of documents through the “Network Forms” forum or via email contact [email protected]

Materials for review

System for organizing network educational programs (academic mobility programs, joint educational programs, double degree programs) at Kazan (Volga Region) Federal University

The topic of networking is not new. Kindergartens have previously collaborated with schools and other organizations on a contractual basis or based on personal contacts. Managers and teachers of preschool institutions need to know what changes have occurred in the regulatory framework, what documents are necessary to organize network interaction.

To help heads of preschool educational institutions understand the regulatory framework, types and options for network interaction, the Academy of Professional Development held a webinar on October 26 “Network interaction of an educational organization in the context of the implementation of the Federal State Educational Standard for Education.”

The webinar was conducted by Olga Evgenievna Vennetskaya, Candidate of Pedagogical Sciences, leading researcher at the Russian Academy of Education, Honorary Worker of Secondary Vocational Education, participant in the development of the Worlds of Childhood programs (2015), Model educational program for preparing a child for school (2008), head of innovation platforms of the Russian Academy of Education.

Olga Vennetskaya believes that network interaction will help expand the educational space and implement the standard of preschool education.

In 2006, Olga Evgenievna defended her candidate’s thesis “Pedagogical conditions for organizing the formation of a culture of motor activity in children of senior preschool age.” The dissertation examines the problem of the development of motor activity of children in kindergarten with the participation of other sociocultural institutions.

- The interaction of sociocultural institutions in the educational process of the institution makes it possible to create conditions for the development of the personality of a child of senior preschool age,- says Olga Vennetskaya.

The study took place from 1999 to 2005. The experiment was attended by 217 children, 70 teachers, 200 parents, 40 health workers, 30 heads of sports organizations and 100 students of the pedagogical college of the city of Sarapul, Udmurt Republic.

​​​​​​​- The motor activity of children in the model of the educational process is filled with new content, therefore it has become diverse, interesting and, as a result, preferred by children,- concludes Vennetskaya.

At the webinar, Vennetskaya shared her knowledge and experience with teachers from Moscow, Nizhny Novgorod, St. Petersburg, Chelyabinsk and other Russian cities. She explained to the participants why networking is so necessary today.

Regulations

The educational policy of the Russian Federation itself focuses on network interaction between educational organizations and sociocultural and other organizations.

According to the educational development program, it is planned to create modern conditions for the provision of preschool education for all children by 2018, taking into account the Federal State Educational Standard.

Not every preschool institution is able to implement the tasks of the Federal State Educational Standard due to a shortage of personnel, financial or material and technical resources.

Olga Vennetskaya notes that the 1992 Law “On Education” stated that preschool educational institutions independently organize the educational process, but the new law speaks of organizing the educational process jointly with other institutions. The modern educational situation also involves the organization of network interaction.

Trends in Russian education

Globalization

The development of high technologies and the transition to an information society also affected education. Parents understand that one kindergarten will not provide the education that a person of the 21st century requires - the broader the educational process, the more educated adults involved in it, the more effective social adaptation is for the child. In the context of globalization, the question of individualization of education arises.

Personalization

The Federal State Educational Standard for preschool education sets the task of building the educational process taking into account the individual abilities and needs of the child, who becomes the subject of education. Individualization of preschool education requires the creation of the necessary conditions for unlocking the child’s potential.

Competition

The demographic forecast of Rosstat until 2035 shows negative trends in demography. Already in 2018, the birth rate is expected to decline. There will be fewer children, and parents will choose the kindergarten that will make a statement, offer the best conditions for the child’s development and a multidirectional educational process.

Integration

The principle of integration in education means the interconnection of all components of the learning process, therefore, physical, cognitive, speech, social-communicative and artistic-aesthetic areas of development are not considered separately.

Continuity

Continuity presupposes the continuity of a person-centered approach. Continuous education means the constant improvement of a person’s knowledge, skills and abilities; for this, even in preschool age, he needs to develop independence, activity and develop motivation for learning. To achieve this, the child should not be limited to one educational process.

Types of network interaction

Olga Vennetskaya distinguishes two types of network interaction:

1. "Vertical" involves the relationship between the content of education and methods of work with different age groups, the unification of organizations around a basic school or kindergarten, that is, a center is formed based on the potential of a basic education institution. Such cooperation is supported by a concept, a common program, regulations and an agreement on joint activities.

Examples: cooperation between preschool educational institutions and pedagogical colleges, secondary schools and manufacturing enterprises.

1. "Horizontal"- association of educational organizations based on intellectual and methodological resources. Participants in interaction create a single educational space with a single charter, concept, program and constituent agreement.

Examples: partnership of preschool organizations , united on one topic and using each other’s resources , interaction of preschool educational institutions with parents, additional education organizations and socio-cultural organizations.

5 networking options

Association

Olga Vennetskaya suggests considering the association as a unification of experience:

- By exchanging experience, we increase knowledge, we get acquainted with the new experience of other teachers, that is, the association itself is, in principle, a horizontal network interaction that allows us to generalize what has already been developed and apply it in our educational practice.

An association is an association on a contractual basis of several educational organizations that focus on development and cooperation.

Corporation

The corporation assumes a parent association. For example, an association of directors of preschool organizations around which small structural departments are concentrated.

Example: corporate kindergarten.

Franchise networks

- The word “franchising” also came to us from business and suggests that some enterprise has a specific project, - explains Vennetskaya. - They have already patented this project, and they can sell it to other enterprises.

The expert explained how this could be implemented in preschool education:

- In your preschool educational organization there is a teacher who, for example, teaches children to swim or teaches children to draw in an unconventional way. You can share this methodology with other educational organizations by concluding an agreement on a franchise network in which everyone understands that the main participant in this network is located in this educational organization. He can organize training courses for this technology, seminars for parents and at the same time he can distribute his particular technology to other educational organizations.

Special Projects

Projects are usually short-term. A cooperation agreement is concluded for the implementation of a specific project. For example, if there is no sports ground on the territory of the kindergarten, then the management of the preschool educational institution can use the site of another kindergarten or school.

Consortium

The consortium involves the association of several educational organizations that are developing their own specific training program.

Today, in the context of the globalization of education, kindergartens are uniting with schools and developing an educational program that involves teaching both primary and secondary school children and preschool children.

- I would like to draw your attention to the development of an educational program within the consortium. There is only one educational program for the joint group in the consortium, but it has a modular basis, - notes Vennetskaya. - I’ll explain why there is one: the environment is the same, the personnel are the same, therefore, you need to develop a module for a preschool educational organization (within what and how you implement the standard), primary school and secondary school. And this program will consist of several modules, but it will be aimed at unity of approaches, unity of means, unity of conditions.

Stages of creating educational networking programs

The agreement on the network form of implementation of the educational program specifies:

• type, level and focus of the educational program;
• student status and admission rules;
• conditions and procedure for carrying out educational activities, distribution of responsibilities between organizations, procedure for implementing the program, nature and volume of resources of each organization;
• contract time.

Online educational programs are developed in four stages:

1. Analysis. Studying the requests of parents, the achievements of children, human resources, logistics and regulatory support. At this stage, existing problems are identified.
2. Development. Program design, preparation of RPPS and educational content.
3. Implementation. Conducting classes according to the program, tracking results and adjusting plans.
4. Bottom line. Analysis of cooperation experience.

How to evaluate the effectiveness of network interaction?

Questions from participants

Question: What is the option if there is a preschool educational institution and an additional education institution?

Answer: If a preschool educational institution and an institution of additional education, then this may be an association option, or it may be a consortium option - depending on what type you define: horizontal or vertical.

The association will be cooperation between a kindergarten and an organization of additional education for preschoolers - horizontal networking. If a preschool educational institution cooperates with the organization of additional education for children of all ages, then this will be a consortium - a vertical network interaction.

Question: Is the range of programs that can be implemented over the network limited?

Answer: The range of programs in network interaction cannot be limited; however, for the implementation of each program, conditions must be created in accordance with the Federal State Educational Standard; if there are none, then the educational program cannot be implemented.

You will receive more useful information for the development of your kindergarten at the International Conference “Interaction between preschool educational institutions and families: best Russian practices and foreign experience” , which will take place on August 6–8. Come to the conference and you will learn how to gain the trust of parents and create a positive image of a preschool educational institution.