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SOCIAL PARTNERSHIP AS A STRATEGIC RESOURCE OF CONTINUOUS PEDAGOGICAL EDUCATION SYSTEM DEVELOPMENT
O. V. Karbanovich
This article discusses the possibilities of social partnership as one of the priority directions of continuous pedagogical education system development. It provides an overview on the education cluster as the integration mechanism of social partnership in the sphere of higher professional pedagogical education.
Key words: social partnership, cluster approach, education cluster, networking form of education.
One of the tasks in the conditions of the modernization of Russian education is to ensure the innovative character of basic education, including renewal of the structure of the network of educational organizations in accordance with the tasks of innovative development, to ensure the competence-based approach, interrelation between academic knowledge and practical abilities, and to create a modern system of continuous education, training and retraining of professional staff [4].
The present conditions of life in the postindustrial (information) society are characterized by a fast-changing social reality. In connection with this, a topical issue is the creation of an educational environment which would promote a higher quality of education of current school students, and the teacher himself meeting the specific demands of employers and labour market requirements. A major task of education is to prepare people for independent actions, to develop their lifelong learning motivation, ability to solve problems and make decisions in situations of different degrees of complexity, to make proper choices and to be responsible for them, and to take an active social stand. Today, education is considered to be an integral part of the spiritual life of society, and the driving force of progressive and sustainable social development. This ambitious purpose of education requires training of professionals in the conditions of the humanistic educational space, and the implementation of the methodological tools of the approaches based on personality, systemic activities and competence [6]. A teacher’s professional development is an active qualitative transformation by the teacher of his inner world in the conditions of rethinking and substantial modification of the content and technologies of professional development. The solution to this problem is primarily related with ensuring continuous training of the teaching staff, creating the conditions when the future teacher receives the entire range of opportunities for professional development, within the framework of the integrated multilevel educational space.
Taking into account these positions, we suppose that one of the priority directions of the development of modern pedagogical education is the cluster approach. Speaking about the education cluster, we should emphasize that it acts as an integrative mechanism, ensuring social partnerships, the intensive development of its constituent organizations of management, and education united
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by the commonality of needs and the ability to use internal resources effectively [3]. Social partnerships in professional education are defined as a special type of interaction between educational institutions and subjects, and labour market institutions, state and local authorities, nongovernmental organizations aimed at the maximum agreement and account for the interests of all participants of this process [2].
The Federal Law “On Education in the RF” (article 15) stresses that the educational programs using the network form can be implemented jointly by organizations involved in educational activities and scientific organizations, medical organizations, organizations of culture, physical education and sport as well as other organizations having the resources necessary for the teaching, provision of practical training and work experience internship and performing of other kinds of training activities, stipulated by the relevant educational program [6]. T.M. Glushakov notes that the category of social partnership can be considered with regard to the system of professional education as a whole, and a particular educational organization. In the former case, the party involved in social partnership is the aggregate of educational organizations together with education management bodies. We can identify three basic categories of social partners of professional education: employers (industry), workers’ associations (trade unions,
nongovernmental organizations), and government management authorities, including the employment service. In the opinion of E.V. Chetoshnikova and O.A. Bryleva, “network interaction is designed to help a specialist to be successful through extending the boundaries of understanding of his possibilities at all stages of life selffulfillment, by identifying the alternative and effective behavior for the particular situation, and by reaching compliance with oneself, which happens in the course of the psychological-pedagogical support of the educational activities of the cluster” [1].
We consider the professional-education cluster as a framework component, and a major condition of the functioning of the model of continuous training of pedagogical staff, and as a determinant having a direct impact on the development of a future teacher. Social partnerships of educational organizations within the framework of the education cluster have a number of advantages: (a) they allow testing of the mechanisms, methods and forms of network interaction between the subjects of the education process (university, school, organizations of supplementary education for children, system of advanced professional training of educators); (b) facilitate selection and structuring of the content of pedagogical education with account of the interests of all subjects of the education cluster; (c) allow a broader spectrum of elective and field-specific courses for schoolchildren and students by means of network interaction of educational organizations; (d) expand the possibilities for learners’ participation in different forms of joint creative, scientific, project and research activities of schools and universities; (e) promote organization of extracurricular activities of learners within the framework of FSES implementation through network interaction of schools and universities with organizations of extended education using interactive educational resources, etc.
Developing the models of interaction between organizations of general, secondary and higher professional education, G.A. Melekesov and N.E. Erofeeva highlight the following principles on which this interaction is to rely: (1) the principle of openness, implemented in providing the ability to choose one’s own way of
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development by educational institutions; (2) the principle of being adaptable, ensuring harmonized links between educational organizations and the social environment; (3) the principle of consistency in forming the ability of an educational organization to build its own educational trajectory both outside and inside the institution; (4) the principle of accessibility, focused on the near-term prospects of development of an educational organization, and wide access to education for learners and parents; (5) the principle of cultural conformity, facilitating the maximum use by the educational organization of the culture of the environment, society, and region where it is located; (6) the principle of cooperation, revealing itself in the creation of favourable conditions for self-actualization and development of the personality of gifted children and teenagers, the organization of joint life activities of adults and children, and dialogues of interaction [5].
In our opinion, the promising models of ensuring professional growth of the teaching staff in the system of social partnership of “university - school - extended education - institutions of advanced training of educators” include: (a) the system of teaching practicum; (b) the system of permanent workshops on topical issues of education system development; (c) the system of problem-related workshops based on studying educational needs and difficulties; scientific-practical conferences; (d) network methodological associations in different areas and kinds of children’s education activities; (e) issue-related methodological weeks and methodological days; (f) schools of pedagogical excellence; (g) round tables, master classes, pedagogical conferences; (h) methodological consulting (individual, group, frontal).
Thus, social partnerships are to become a real social mechanism of management of the development of the pedagogical education system through the organization of joint activities characterized by trust, common goals and values, voluntary and long-term relations, as well as recognition of mutual responsibility of the parties, for the result of the development of all educational subjects.
References
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2. Глушанок Т.М. Социальное партнёрство как средство повышения качества профессионального образования // Современные проблемы науки и образования. - 2008. - № 6. - С. 80-83. - URL: www.science-education.ru/30-1144 (дата обр.: 27.01.2015).
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4. Концепция долгосрочного социально-экономического развития Российской Федерации на период до 2020 года (утв. распоряжением Правительства РФ от 17 ноября 2008 г. № 1662-р). - URL: http://base.garant.ru/194365/ (дата обр.: 23.11.14).
5. Мелекесов Г.А., Ерофеева Н.Е. Образовательный кластер подготовки педагогических кадров // Вестник ОГУ. - № 3 (164). - 2014. - С. 84-88.
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Российской Федерации» (29 декабря 2012 г.). - URL:
http://www.consultant.ru/document/cons_doc_LAW_166143/ (дата обр.: 23.11.14).
Translated from Russian by Znanije Central Translastions Bureas
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