The quality of education in the context of the implementation of the GEF NEO and LLC. Implementation of GEF as a condition for improving the quality of education

The methodological support of the quality of education in the context of the implementation of the GEF is of great importance. For decades, the educational system has developed a system of work that exerts a certain influence on the professional competence of teachers and the achievement of high results in the education and upbringing of children. However, a new quality of education in the context of GEF implementation requires adjusting the forms, directions, methods and evaluation of methodological activities.

Relevance of the issue

Currently, the methodological support of the pedagogical process is presented as a specific system through which the teacher implements his own model of teaching, upbringing and development of children. It includes the selection of specific technologies, the introduction and refinement of them in the process of activity, individualization and differentiation, changing the content of training. GEF as a basis for improving the quality of education makes certain requirements for the educational institution. Fulfilling them, the institution does not stop at what it has achieved, it improves management mechanisms. This leads to the transition to a new level, within which an innovative school is being formed. In it organizational-economic and pedagogical tasks are being solved. Thus, the quality of education improves. In the context of the implementation of the GEF, the DOW plays an equally important role than the secondary educational institution. At this stage, the foundation is laid for the subsequent development of the individual abilities of each child.

Characteristics of the system

The management of the quality of education in the context of GEF implementation is focused on the formation of sustainable mechanisms for the development of an innovative model for monitoring the pedagogical process in institutions at different levels. This system allows you to achieve compliance with regional and social needs, assumes a planned process. In the process of work, the key psychological and pedagogical conditions are determined, through which the effectiveness of education is ensured.

Key Elements

The implementation of GEF as a condition for improving the quality of education is based on:

1. Criteria and indicators of the analysis of the pedagogical process.
2. The work of the teaching staff on the study of the quality of education. This element allows you to identify those directions and components that should be improved.
3. Control and measuring materials.

Organizational base

The quality of preschool education in the context of GEF implementation, as well as the pedagogical process in secondary schools, should be assessed and improved systematically. For this, theoretical positions have been developed:

1. The quality management of the pedagogical process is designed to eliminate the discrepancy between the results of the school's educational work and the realities that are taking place in the information society today.
2. The life cycle for obtaining results is a year.

Achievement of the planned level of indicators of pedagogical activity is characterized by the discovery of new opportunities and needs of pupils. This encourages teachers to search for innovative technologies, to give up outdated methods and forms of organizing their professional activities. Improving the quality of primary education in the context of the implementation of GEF, the educational institution implements a purposeful mastery of the requirements system. The pedagogical environment in the institution is in constant updating, keeping contact with the information society.

Innovations

They should be understood as techniques that significantly change the results of the pedagogical process. These approaches contribute to the improvement or creation of new ones:

1. Educational, didactic, educational systems.
2. The contents of the learning process.
3. Pedagogical technologies.
4. Forms, methods, means of personal development, creating conditions for education and training.
5. Technology management of the school and the entire educational system in general.

To implement innovations, a system strategy of changing the learner, the teacher, the entire educational institution is built. The quality of education in the context of the implementation of GEF NEO is improved by designing processes at the technological, organizational, content level. These three elements, mutually penetrating each other, form an organic unified system. When some components are changed, others are corrected. This, in turn, leads to transformations throughout the system. Recently there has been an intensive search for new ideas. At the theoretical and practical levels, issues of humanization, differentiation, profiling, integration are being actively studied. However, none of these concepts can be regarded as the main, all-encompassing in a complex pedagogical system.

What is the quality of education in the context of GEF implementation?

It is considered as a general measure of the effectiveness of the pedagogical system of the educational institution. The quality of education in the context of GEF implementation is the result of educational and training processes. They are organized in accordance with the goals and objectives set in the program. The effectiveness of the entire pedagogical system will depend on how fully they correspond to the needs of children. The goal should be a holistic development of the younger generation, a readiness for self-determination, creativity and self-improvement, an independent organization of each student's own life. The quality of education in the context of GEF implementation is an integral characteristic. It reflects the level of conformity of pedagogical and work processes in an educational institution, expressed in indicators and criteria, established state requirements, actual results achieved, individual and social expectations. This characteristic shows the degree of assimilation of the content of educational material, moral, mental and physical development, which the child has achieved in accordance with his individual aspirations and opportunities. The quality of education in the context of GEF implementation is a key indicator of the success of an educational institution. In this regard, the organization of activities aimed at improving it, is a priority for the administration of the institution.

Specification

The quality of education in the context of the implementation of GEF LLC, as well as other stages of the pedagogical process, is explained through the target components of the program, the requirements for the learning environment, the expected results. The development of state standards implies the formation in the educational institutions of an innovative system for assessing the achievements of children. This, among other things, necessitates the creation of a modern management system.

Expected indicators

The key goal of the implementation of educational programs is to ensure the planned results for graduates at each level of skills, knowledge, attitudes, skills and skills. They are determined by personal, social, family, state needs, as well as the capabilities of each child, his individual characteristics and health.

Individual Results

These include:

1. Ability and readiness of students for personal self-determination and self-development.
2. The formation of motivation to acquire knowledge and the implementation of cognitive, purposeful activity.
3. Formation of systems of significant interpersonal and social relations.
4. Creation of value-semantic installations, through which individual, civic positions in activity are reflected.
5. Ability to formulate goals and build life plans.
6. Formation of public competencies.
7. The ability to recognize the Russian identity in a multicultural society.

Meta-Subject Indicators

They include:

1. Master classes of students and interdisciplinary concepts.
2. Ability to use knowledge and skills in cognitive, educational practice.
3. Independence in planning and training, organization of interaction with peers and teachers.
4. Formation of an individual trajectory in education.

Subject Results

Among them:

1. The skills developed by children in the learning process are specific to a particular subject area.
2. Activities aimed at obtaining new knowledge within the discipline, their transformation and application in various situations.
3. Formation of scientific representation about the basic theories, types of relations, mastery of terminology by methods and methods.

Performance criteria

The requirements established for the implementation of the basic training programs in an educational institution characterize the financial, personnel, material and technical and other conditions in which the learning material must be mastered. The criterion for the effectiveness of implementing these standards is the formation of an environment that:

1. Guarantees the protection and strengthening of the psychological, physical and social health of children.
2. It ensures achievement of the goals of the pedagogical process, its high quality, openness and accessibility for students and their parents, as well as for the whole society, spiritual and moral upbringing and development.
3. It takes into account the specifics of the psychophysical age development of children, the specifics of the organization of the education process at a particular stage.

Features of the participants

The conditions under which educational programs are implemented should ensure:

1. Achieve the planned results of mastering the material, including children with disabilities.
2. Development of personality, abilities, self-realization, satisfaction of cognitive interests, including talented and gifted, through the organization of extracurricular and educational, socially useful activities, social practices, clubs, a system of circles, sections, studios, using the facilities of institutions on additional Education of children, sports and cultural organizations.
3. Getting children key competencies that form the basis for subsequent successful training and orientation in the professional world.
4. Formation of public values, the foundations of civil identity.
5. Individualization of the educational process through the design and implementation of children's own plans.
6. Effective independent work with the assistance of teachers.
7. Participation of children and parents, teachers, as well as representatives of the public in the development and improvement of basic curricula and the conditions for their implementation.
8. Organization of OS network interaction aimed at achieving greater efficiency of the pedagogical process.
9. Inclusion of children in the transformation of the social environment, the formation of experience of social activities, leadership qualities.
10. The use of modern technology activities.
11. Forming the skills of a healthy lifestyle, ecological awareness for the environment and human being.

One of the key goals facing the pedagogical team and education management bodies is updating the obsolete curricula, technologies and methods of their implementation, bringing them in line with the dynamics of the development of the entire system, the requests of children and their parents, taking into account the characteristics of the region.