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рования успешного профессионально самоопределения, были построены на сравнении результатов контрольных и экспериментальных групп, полученных различными методами исследования с помощью реализации образовательных ресурсов, раскрывающих содержание профессиональных ценностных ориента-ций, компетенций участников образовательного процесса.
На довузовском этапе результаты диагностики критериев результативности индивидуальных образовательных маршрутов показали позитивные изменения ценностных ориентаций учащихся 10-х и 11-х классов учащихся («ответственность, честность, добросовестность, чуткость, образованность, аккуратность»); уровня их успеваемости при реализации научно-методической поддержки индивидуальных образовательных маршрутов в процессе профориентации.
Педагогический опыт показал, что деятельность преподавателя по научно-методической поддержке индивидуального образовательного маршрута должна быть направлена: на представление о пространстве жизнедеятельности обучающихся; оценку результатов поэтапного формирования ценностных ори-ентаций и профессиональных компетенций будущих специалистов, личностного развития.
На вузовском этапе проектирование индивидуальных образовательных маршрутов студентов включало разработку и реализацию рабочих программ с включением аксиологических категорий в: ролевые игры; кейсы; фокус-группы; тренинги; проблемные тексты; мотивационные и ситуационных задачи; задания для практик и выпускных квалификационных работ; индивидуальные образовательные планы магистров.
Для анализа и оценки результативности уровней сформированности ценностных ориентаций будущих специалистов в системе «школа-вуз» проведена оценка качества аксиологического наполнения: учебных планов, рабочих программ, заданий на практику; содержания квалификационных выпускных работ, материалов информационно-образовательной среды вуза; фондов оценочных средств; изменений ценностных ориентаций обучающихся и уровня их успеваемости; итогов научно-исследовательской деятельности обучающихся; итогов государственной аттестации; уровня преподавания; интервьюирования выпускников; мониторинга результатов трудоустройства и успешности работы выпускников.
Анализ результатов защиты студентов с 2014 по 2018 гг выпускных квалификационных работ членами государственной аттестационной комиссии показы-
Библиографический список
вает высокий уровень качества подготовки (с оценкой отлично защитились более 80% студентов).
4. Заключение
Результаты исследования доказывают, что индивидуальная маршрутизация образовательного процесса способствует формированию профессиональных компетенций, ценностных ориентаций будущих специалистов на уровне каждого обучающегося, учитывает их психологические способности, мотиваци-онную направленность, что позволяет снизить педагогические риски в условиях высокой неопределенности наличия образовательно-профессиональной среды.
Разработка специального содержания образовательного комплекса позволяет преподавателям осуществлять научно-методическую помощь обучающимся при взаимодействии в ходе проектирования его индивидуального образовательного маршрута в процессе реализации содержания учебных материалов в рамках изучаемых дисциплин (предметов, авторских курсов, факультативов и др.), направленных на формирование профессиональных ценностных ориентаций, компетенций, личностного развития обучающихся.
В быстро меняющемся мире реализация педагогических условий индивидуализации образовательного процесса может адекватно отвечать требованиям современного производства, науки, общества; формировать базовые навыки для успешной жизни и профессионально-ценностного самоопределения будущих специалистов в системе «школа-вуз».
Успешный педагогический менеджмент в системе «школа-вуз» возможен только на основе формирования ключевых ценностных ориентаций, компетенций, личностного развития будущих специалистов с учетом всех факторов и рисков, определяющих целостность научной, образовательной, производственной и информационной среды, обуславливающих качество и содержание современного образования [4].
Собственный педагогический опыт показал, что управление изменениями профориентационной и профессиональной подготовки, основанное на осмыслении результатов уровней сформированности ценностных ориентаций, компетенций будущих специалистов на базе реализации аксиологических компонентов в содержании научно-методической поддержки индивидуальных образовательных маршрутов, позволяют говорить об успешном их профессионально-ценностном самоопределении и придает образованию новую направленность в современных социально-экономических условиях.
1. Равен Дж. «Россия 2025: от кадров к талантам». The Boston Consulting Group, Inc.2017. Available at: https://worldskills.ru/assets/docs/media/Skills_Outline:
2. Ануфриева Ю.В. Профессиональная подготовка студентов экономического профиля в условиях модернизации высшего образования: Мир науки, культуры, образования. 2018; 1-68: 175 - 178.
3. Yukl G. Leadership in Organizations. New Jersey: Pearson. 2014.
4. Ануфриева Ю.В. Аксиологизация содержания подготовки будущих специалистов в системе «школа-вуз-производство» в условиях модернизации образования. MATEC Web of Conferences 239, 07003 (2018) TransSiberia 2018. Available at: https://doi.org/10.1051/matecconf/201823907003
References
1. Raven Dzh. «Rossiya 2025: ot kadrov k talantam». The Boston Consulting Group, Inc.2017. Available at: https://worldskills.ru/assets/docs/media/Skills_Outline:
2. Anufrieva Yu.V. Professional'naya podgotovka studentov 'ekonomicheskogo profilya v usloviyah modernizacii vysshego obrazovaniya: Mir nauki, kul'tury, obrazovaniya. 2018; 1-68: 175 - 178.
3. Yukl G. Leadership in Organizations. New Jersey: Pearson. 2014.
4. Anufrieva Yu.V. Aksiologizaciya soderzhaniya podgotovki buduschih specialistov v sisteme «shkola-vuz-proizvodstvo» v usloviyah modernizacii obrazovaniya. MATEC Web of Conferences 239, 07003 (2018) TransSiberia 2018. Available at: https://doi.org/10.1051/matecconf/201823907003
Статья поступила в редакцию 25.05.19
УДК 371
Hajajra Mohamed, Manager, PhD student, Free International University of Moldova (Chisinau), E-mail: jsirota1976@gmail.com
Leek Hod, Safety Manager (Israel), E-mail: hod38@bezeqint.net
ANALYZING QUALITY AND EQUALITY IN ISRAEL - EDUCATION IN ARAB SECTOR. How do modern police makers deal with the important issue of quality and equality in education? There is a paradox claiming that schools are supposed to supply both quality and equal rights to all the pupils, but find it difficult to realize both at the same time. The author examines the reality of various budget allocations among various populations in Israel, compares between differences in budgeting, teachers, their quality and salaries between the Jewish majority and the Arab minority in Israel. Recently, in Israel, there are conflicts about the erosion of the budget of education, reducing the status of public education. All this contributed to the growth of privileges in some schools. Changes in teaching staff have contributed to the trend towards separate public schools, where, in exchange for additional pay, children from affluent families have not only a more diverse curriculum but also more trained teachers. The article shows that these problems need to be solved.
Key words: equality, inequality, education system, majority, Arab minority.
Хаджажре Мохаммад, директор начальной школы, студент PhD, университет УЛИМ, Молдавия, E-mail: jsirota1976@gmail.com
ЛэкХод, полковник в сфере Системы безопасности расследования дорожных происшествий, Израиль, E-mail: hod38@bezeqint.net
АНАЛИЗ КАЧЕСТВА И РАВЕНСТВА ОБРАЗОВАНИЯ В ИЗРАИЛЕ (НА ПРИМЕРЕ АРАБСКОГО СЕКТОРА)
В статье рассмотрено, как в Израиле решают важную проблему качества и равенства в образовании. В статье показан парадокс, связанный с тем, что школы должны предоставлять как качественные, так и равные права всем ученикам, но им трудно реализовать их одновременно. Авторы рассматривают реальность различных бюджетных ассигнований среди различных групп населения Израиля, сравнивают различия в качестве подготовки учителей и зара-
ботной плате между еврейским большинством и арабским меньшинством в Израиле. В последнее время в Израиле периодически возникают конфликты по поводу размывания бюджета образования, снижения статуса народного образования. Всё это способствовало росту привилегий у отдельных школ. Изменения в преподавательском составе способствовали тенденции перехода к раздельным государственным школам, в которых в обмен на дополнительную оплату дети из благополучных семей имеют не только более разнообразную учебную программу, но и более подготовленных учителей. В статье показано, что эти проблемы требуют решения.
Ключевые слова: равенство, неравенство, система образования, большинство, арабское меньшинство.
Globalization of education activity requires solution to education abilities inequality issues on the level similar to countries whose education is recognized high-quality.
Recognizing inequality reasons in education
How do modern police makers deal with the important issue of quality and equality in education? There is a paradox claiming that schools are supposed to supply both quality and equal rights to all the pupils, but find it difficult to realize both at the same time [1 - 9]. In order to resolve this issue, Smith and Lusthaus (1995) proposed a model demonstrating that relations between equality and quality are matrix-shaped rather than linear, and these relations can be perceived as 4 policy-making types.
The contradiction between the two social goals- equality and quality- emerge when they are treated as different social-political perceptions about the society. There is a liberal stream placing individual freedom, competitiveness, self-sufficiency and minimal State interference on the first place. The other stream -the conservative one-puts social-democratic objectives on the first place, namely cooperation, responsibility, acceptance of the State will to interfere to achieve these values. Marcoulides and Heck (1990) describe this conflict's impact on education in the following way: "In the basis of dilemma which emerges when trying to unite quality and equality, we can find the main contradiction of American education: should we treat education as a tool of human development or a tool of selective mobility?"
It is natural then that neo-conservativism saying that quality is more important than equality was especially strong in times economic decline. In time of economic growth, politicians are more prone to supply equality allocating additional resources for it. In times of difficult economic situation, they claim that the quality is more important disguising the lack of resources reasons.
When the quality is not treated by standard tests of achievements, but rather by permanent improvement for all, the contradictions between equality and quality reduce. This kind of analysis suggested by Goodland (1990) who concludes that relations between equality and quality are more complicated than just negative correlation, as presented in the following table.
Table 1
Relations between equality and quality
Quality
Equality high low
high III IV
low I II
Using this approach, we can improve both equality and quality, not necessarily the one on the expense of the other. The equality demands an answer to the question "equality for what?", whereas quality answers the question "quality for who?" When answering these questions, 4 types of relationships arise. Education policy making can be treated as one of these types, according to the manner it supplies equality and quality.
The policy of type I pays little attention to both equality and quality. It is difficult to imagine experts choosing this kind of policy, yet they do exist. For example, a school committee may divide the pupils into two different groups or two separated curricula, actually closing some doors and kinds of teaching in front of some groups of pupils. Policy makers might think they supply a quality service to one of the groups or even both, but in reality they supply low-quality education to both.
Type II policy making tries to improve quality on expense of equality and excludes those who cannot meet quality standards, used to determine the quality. It can be done, for example, when elite or alternative schools are established and given special resources, and then the access to these institutions get limited for only those who meet the standards or is able to pay for additional lessons.
Type III policy making strives to achieve equality on expense of quality and treat all the pupils without any quality standards. This kind of policy is common when handicapped or special needs pupils join the rest of the class, without any additional support.
It is important to understand how the IV-type policy making could be implemented, based on both equality and quality, whether this implementation is possible. In this case, quality based education must be granted to all the pupils.
Using the model, Smith and Lusthaus (1995) proved that the controversy between the two goals-equality and quality-stems from the contradicting definitions, according to which the quality is judged by norms. This kind of definition brings to "unbridgeable contradictions" between the two goals. In Smith and Lusthaus (1995) opinion, these contradictions could be resolved when the quality is treated as permanent improvement of all the pupils. In this case, it is possible to take care of equality and quality simultaneously.
The current situation in Israel in the field of education availability equality
Inequality in the education system's budget and funding
Although most of the system's funding in Israel is public and has to be divided equally between all schools and between all students, in fact, schools and students differ from each other in their budget - governmental, local, and private. The inequality in budgets is one of the reasons to inequality between schools and between students - in study hours, curriculum's richness, teaching power and physical foundations.
The budget inequality is a result of two main factors: the first is the historic advantage of the old settlement schools over schools from the two new groups that joined the Israeli education system after 1948: the immigrants from Arab countries and the Palestinians; the second is the entrance of private money to schools' funding since 1985.
However, the most significant factor in the resources transfer to the education system and determining policy regarding its allocation is the Ministry of education. The Ministry of education allocates today (after the implementation of the decision on free education for children aged 3-4) more than 90% of the resources in preschool, elementary and junior high education, and probably more than 80% of the resources of high school education. The fact that the part of the local authorities and parents is not particularly large, does not diminish their importance, since these "marginal" expenditures or in other words expense that sometimes relates to the system's "excessive soul". Therefore, this part of the expenditure may have great influence on the sense of inequality, even if the actual influence is smaller. In general, the reality of various budget allocations among various populations can be described as below (national authority on measuring and evaluation):
1. The Ministry of education maintains a policy of affirmative action, mainly in elementary and junior high education. In kindergarten and high school, affirmative action is negligible. The affirmative action in the kindergarten is expressed in a minimal reduction class size for budgeting (33 children per class in socio-economically strong places and 31 children per class in socio-economically weaker places). In high school, it expresses in funding smaller classes (MABAR -Regular Matriculation Course and Etgar - Challenge -smaller classes according to the criteria of the ministry of education by nurturing points). According to the mentioned above, the general influence of the government budget policy can be defined as somewhat reducing the allocation inequality, but certainly not in a way that can reduce the output inequality (The Ministry of education and sport, 2009).
2. The level of expenditures of local authorities to education in general and to affirmative action in particular is not equal and varies according to their budgetary strength and the ideological orientation of the local leadership. In general, the allocations of the authorities are differential and express a policy of affirmative action in their fields. Strong local authorities (especially Tel Aviv) allocate large resources to education, while weak local authorities (mainly the Arab municipalities) allocate nil amounts. The influence of local authorities on allocation may be summarized as an effect that slightly increases inequality despite the policy of affirmative action (Blass, 2013). In spite of the above, even if the final result is not significant, in specific cases very large gaps may be seen between investment per student in weak local municipalities and strong localities.
3. All that was said regarding the local authorities is even more correct regarding household expenses. Although the parents' part in the total expenses is very small (Blass, 2017), since capable parents invest more in their children than parents without the ability to invest, the general influence is regressive.
4. The investment of the various non-profit organizations is also relatively small (Blass, 2017), but its influence usually moderates the inequality, because most of the non-profit organizations dedicate large part of their budgets to strengthening of the education in weaker sectors.
In conclusion, the education system is in fact funded by several sources (Swirski & Dagan Buzaglo, 2009): the budget of the Ministry of education; the budgets of the local authorities; households, which spend on "parents' payments", purchases study equipment etc.; the third sector (non-profit foundations and civil institutes), that also fund various activities; the business sector, that funds enrichment programs, equipment purchasing etc.
Equality in teachers' quality in Israel
The research about teacher's distribution between the different population groups is little and points that unlike what is accepted in the world, the differences in teachers' "quality" as expressed in seniority and salary (at least in elementary school) are not large. In spite of the said above, there are signs that in Israel the differences between teachers that teach students from weak populations and teachers that teach students from strong populations are quite small (Blass et al., 2008).
Teachers' status and quality in Israel
We saw, that the state did not set a counterweight to the dynamics of differentiation and inequality that grew and empowered over the years. One of the reasons to that is the erosion of an important state resource - teaching power, and being more accurate, hundreds of dozens of teachers. Many factors caused this erosion: first, the historic decrease in the profession's prestige; second, the continued striving of the
