Realities and Prospects of School Autonomy in the State-Public Management of Educational Institutions on the Basis of Partnership Interaction
DOI:
https://doi.org/10.32405/2309-3935-2022-4(87)-54-64Keywords:
autonomy, autonomy of the educational institution, state and public administration, partnership interaction, institution of general secondary educationAbstract
The article analyzes the theoretical aspects of school autonomy in the state-public management of educational institutions on the basis of partnership interaction; the main principles of partnership interaction in the state-public management of institutions of general secondary education are defined and substantiated, in particular: democratization of the educational process; democratization of educational institution management; principles of partnership and interaction; consensus in making management decisions; the role of the head of the educational institution; areas of activity of the educational institution through the prism of school autonomy on the basis of partnership interaction. It was found that the reasons that do not contribute to the full application of academic autonomy are: the unpreparedness of some managers and teaching staff to form an effective educational program; reluctance to create author's programs is the predominance of the interests of teachers over the interests of students; misunderstanding of the founders of educational institutions about the process itself and the need to create an effective educational program of the educational institution, their interference and attempts to limit this right of the educational institution by limiting financial support. The economic and legal conditions of the state-partnership interaction of the subjects of the management of the main educational institutions were determined, in particular: the leaders and educational institutions have a much higher level in matters of personnel autonomy (82,3 %), academic (65,0 %), organizational (78,0 %). A very small percentage have financial autonomy, and even then, mostly partial 16,7 %. It is specified that academic autonomy is primary autonomy, because the main task of general secondary education institutions is educational activity to obtain primary, basic secondary and specialized secondary education, it is this that will determine the peculiarity and uniqueness of the institution in the organization of the educational process: the quality of knowledge, abilities, skills of the students education, their formation of general and key competencies and end-to-end skills: the level of professional competence of pedagogical workers and the growth of their level of professionalism and pedagogical mastery of the reference institution; conformity of the model of the graduate, which is designed in his development strategy and educational program; positive image of the educational institution and public recognition of the results of its educational activities.
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