Duran Tat'yana V.

The article presents an analysis of the results of the author’s empirical research to identify the significance of the use of design methods to develop the educational and upbringing environment of a secondary education institution.

The methodology of empirical analysis is substantiated: the paper provides interpretation of a project and project activities and describes the author’s vision of the design methods applicable to the management system of a secondary education institution. To confirm the proposed arguments, the results of an empirical study carried out by the authors at school 13 in Noyabrsk ( Yamalo-Nenets Autonomous Okrug) are presented. It is proved that the final design goal in the secondary education institutions management system is to improve the quality of education in accordance with the requirements of the Federal Law 273 of December 29, 2012 and the national project “Education”, as well as to restore the links between the educational and upbringing components of learning. It is argued that improvement of the education quality is possible by means of creation of an active educational and upbringing environment. The research revealed the importance of using participatory design (including the maximum number of stakeholders in the process, using the annual school projects as a format for implementing this task).

To explain the relevance of the use of participatory projects in schools, the paper gives results of a survey

among schoolchildren, parents and school teachers, showing that all stakeholders are ready to participate in school projects if their motivation is taken into account. The empirical data obtained show that the creation of an educational and upbringing environment is a condition for the implementation of various initiatives, ultimately leading to an increase in the quality of education.

The practical part of this research confirms significant improvements in the development of educational and upbringing environment, an increase of social activity of children and parents and an increase in the level of social well-being of children and families (a decrease in indicators of deviance and crime).

Quality control of higher education is considered on the basis of applying the approach presented in foreign and national management and sociological knowledge, according to which quality has indicators that can be measured. In this interpretation, quantity is an indicator (property) of the quality of an object. Another important methodological idea presented in the national knowledge is to justify the fact that qualities have properties that can be measured, that quantitative indicators are applicable to assess the quality of education in the process of managing the latter. The article proves that the quality of education policy and quality control are complementary phenomena. Quality management includes not only the functions that need to be performed in order to achieve the appropriate quality of education, but also the development of the educational project policy itself. The most essential elementary properties of educational policy are revealed. The actual quality of educational projects is insufficient, which determines the need for an evaluation approach to educational policy that allows determining its desired level. The choice of evaluation criteria depends on the elements of the policy being evaluated. In addition to the elementary properties of education policy, integrative quantitative quality indicators are inherent. The article considers such an indicator as the level and scale of students’ training, its features (multi-factority, multiplicity of its components, specifics of competence assessment), on the basis of this, the concept of “education quality control” is clarified. The specifics of quality control of higher education (in comparison with the existing one in the sphere of production of goods and services) is related to quality planning, which includes the development and implementation of various measures to improve the education process without fixing planned indicators. Evaluation of achievements is possible only after the implementation of activities by comparing the results achieved and previous ones. This type of education quality control is defined as the hypotheses management.

The article is devoted to the consideration of the significance of institutional and neo-institutional approaches for the sociological analysis of the quality of secondary vocational education. Highlighted key areas of transformation of secondary vocational education, the basis for the implementation of which is its quality. The article considers approaches to the interpretation of the quality of education, substantiates the specificity of the sociological approach to both secondary vocational education and its quality. The characteristic of the neoinstitutional approach, types of neoinstitutionalism, which are the methodology of a sociological theoretical and empirical analysis of the quality of secondary vocational education, is given. The development models of open source software that determine its institutional transformations are considered.

Purpose. To identify and analyze public estimates by Ekaterinburg residents of the executive authorities transparency. Methods. Pilot research through questionnaire, analysis of the sociological information obtained. Subject. Estimates by the residents of the city of Ekaterinburg of the complete, reliable, sufficient, understandable information on their activities and results provided by executive authorities. Scientific novelty. Justification on the basis of empirical information of opportunities and importance of using the latest generation of Internet resources to ensure the transparency of administration, perceived as government availability, accountability of their activities to the population and the level of involvement in administration activity as its actor. Results. Features of transparent management specific for the Russian Federation are revealed: lack of content in the Internet sources of public authorities; “digital divide” of the RF entities; resistance to welcome changes resulting in people’s reluctance to use the new online resources to communicate with the authorities. The authorities’ transparency and work to inform the population are assessed by the residents as “satisfactory”, the feedback on issues of people’s concern are considered unproductive by the majority of respondents. Only a third of residents believe that they have the opportunity to influence the decisions made by the authorities. Information messages are communicated through the standard government channels (television, print media, radio), while the new channels highly popular with the modern audience (social networks, blogs, electronic media) are hardly employed. Data on satisfaction with the experience of interaction with the authorities, the use of innovative technologies and the most sought-after way of providing residents with public services is featured.

Purpose. To define the specific features of formation and implementation of the national educational strategies and their differences from the business strategies. Methods. The author's position is presented through the use of the process, situational and evolutionary approaches and the comparative analysis of development and implementation of strategic projects by public authorities and by business organisations. Object. Methodology of developing and implementing national education strategies, identification of types of national strategies in the field of higher education depending on conditions and subjects of implementation. Novelty. Comparative analysis is carried out of the process of development and implementation of strategies by national bodies and by business organization management. Conditions and subjects of national strategies in the field of higher education are identified. The ratio of strategic and current educational policy is provided. Opportunities and limitations are revealed of applying the ideas and practices of strategic management of business organizations for strategic management at universities. Results. The article justifies that the subject of strategic management of education at national level is the state policy in the field of education itself. The national strategies are identified as subject goals, objectives-states adopted by the government in the field of education. The following differences have been formulated: strategic and reforming plans, strategic and administrative planning. The perception of national strategies concerning universities is proposed as a project to grant universities the right of taking strategic decisions regarding potential problems. The typology of national strategies in the field of higher education is provided depending on distribution of powers between the subjects of management of universities in future, on the powers of public bodies. Strategies as part of the strategic project at university level are considered, their specific features as compared to the strategic projects of business organizations are revealed.