Networking in education is a complex mechanism due to which several organizations are involved in the educational or extracurricular process.
Integration
This is the efforts of various educational institutions to centralize resources. This algorithm has already demonstrated its relevance and consistency. The network interaction of educational institutions involves a special social partnership, which implies "bilateral utility." Informal and formal contacts arise between all participants in this interaction. Networking in the education system is especially developed in secondary and high school.
What is a network?
In pedagogical practice, concepts such as partnership, network, are quite common. A network is a collection of institutions. Note the gateway nature of the system being formed.
Characteristics
Networking in education is a mechanism that has certain parameters, such as:
- unity of purpose;
- certain resources to achieve them;
- total control center.
Creation Features
Models of network interaction in education depend on what resources will be exchanged. The main task of a complete system is to achieve the original goal. Depending on what specific problems of network interaction in education are chosen as the main ones, certain types of educational institutions are connected to the created system. The main governing body is mainly the district or city administration.
Interaction options
The main problems of network interaction in education are associated with the significant territorial remoteness of various educational organizations. To overcome such problems, computer technology is used.
Inclusive education
Particular attention is paid to working with children with serious health problems. Such students, for medical reasons, cannot attend school, so a special project was created for them by the Ministry of Education of the Russian Federation. It implies networking in inclusive education. Teachers communicate with their students through the latest computer technologies and programs. Before a teacher is allowed to work with a sick child, he undergoes special course training. Such courses are aimed at overcoming psychological problems regarding the establishment of contact with a sick schoolchild.
The coordination of relations between students, parents, teachers, educational institutions is carried out by a special department for inclusive (distance) learning. What is the algorithm for this interaction? First, schools transmit information to the department’s specialists on the number of children in need of distance education, indicating the recommendations of pediatricians on the organization of the educational process. The received information is studied in the coordination center, the received information is entered into a special database. At the next stage, a mentor is selected for each specific child.
For a teacher who will work with a sick child, special requirements are put forward. In addition to professional competence, he should be a good psychologist to help the child in the process of communicating with his ward, rid him of insecurity in his abilities, various complexes arising from the limited communication with peers.
At the third stage, the educational program is selected and approved by the focal point.
Such a network interaction in education is a set of measures aimed at conducting distance lessons with students with health restrictions. The coordination center creates a network schedule, in which for each child the time of the lesson, the working teacher, is indicated. The teacher is employed in the educational institution to which the child is attached.
The algorithm for hiring a remote teacher is similar to the usual hiring of an employee in an educational institution. The school principal is provided with a scanned copy of the work book, the original application, copies of award documents, a certificate of no criminal record, confirmation of the passage of special course training, a rating sheet. The head of the school prepares an order for hiring a part-time job, introduces a distance educator to him. After all the formalities are settled, the immediate educational process begins.
Such work involves serious periodic reporting. At the end of each month, the teacher sends a report on the lessons learned to the coordinator. A special form has been developed for setting marks for a quarter, six months, which the teacher fills. All reporting materials are sent to the coordination center, then duplicated in the educational institution in which the child is registered. The Law on Education in the network interaction regulates the relationship between the distance mentor, the student’s parents, and representatives of the Ministry of Education.
Additional education
Network interaction in additional education has certain parameters:
- it is based on the joint activities of adults and children;
- there is an indirect or direct influence of the subjects of this process on each other, which allows us to establish a full relationship between them;
- there is a probability of real transformations in the emotional, volitional, cognitive, personal sphere;
- personal characteristics of all participants are taken into account, their development of social skills;
- the principles of creativity and trust, cooperation and parity are used;
- interaction is based on trust, support, mutual partnership.
The network interaction of institutions of additional education allows you to combine the efforts of various clubs, schools, sections aimed at raising a harmoniously developed personality of the child. How is such a system created? What are its main goals and objectives? Considering that the network interaction in further education is aimed at creating the basis for the full-fledged formation of the child’s personality, centers of further education were opened in regional centers and large cities. In such organizations, children are offered a variety of sports sections, music clubs, dance studios. When a child and his parents get to such a center, the employees of the "children's city" conduct an excursion, talk about each direction, and are allowed to attend classes. After the child makes an informed choice of 2-3 sections or circles, his schedule is arranged so that he has time to attend a comprehensive school, engage in selected sections. The network interaction of institutions of additional education implies adjusting the schedule of extracurricular activities taking into account the lesson schedule in a regular (comprehensive school).
Interaction strategies
Modern science offers two main systems of interaction: competition and cooperation. Consider their features, applications.
Cooperative interaction involves a certain contribution of all participants to the solution of a common problem. In this situation, relations that appear in the direct process of mutual communication are considered as a means of unification. The main indicator of the density of cooperative interaction is the level of inclusion in the common cause of all participants in the educational system.
Competition implies a struggle for priority, a striking form of which is a conflict situation. It is not at all necessary that the conflict has only negative parameters, often through such situations a way out of a difficult situation is found, full-fledged and benevolent relationships between different participants in the educational and educational process are built. Networking in general education is closely linked to such strategies. They determine its modeling and subsequent development.
At this point in time, various options for municipal educational networks have been created. Among them, the two most common options are distinguished, we will analyze them in more detail.
Municipal networks
What is networking in education? This is an opportunity to unite several separate educational organizations around a strong school with sufficient material and personnel potential. Such an educational institution serves as a “resource center”. In a similar situation, each educational institution of this group retains the right to ensure the teaching of the main academic disciplines in full. In addition, the school gets the opportunity to create specialized classes, to offer children various elective and optional courses in individual subjects, taking into account the available resource opportunities. Training in all other core areas is implemented by the "resource center".
There is another network interaction (additional education). School, palaces of creativity, sports schools, studios, sections, in this case act as a single educational and upbringing system. In such a situation, the child has the right to choose to receive additional skills not only on the basis of his school, but also in other educational institutions. For example, a student can undergo distance training, study in correspondence schools for gifted children, and in vocational education institutions.
Educational potential
Networking in vocational education carries an educational resource. First of all, such systems are created to improve the quality of upbringing and education, increase cognitive interest among schoolchildren. There are certain characteristics of the educational aspect of any educational network:
- the presence of common interests and aspirations of network members to common social goals, the use of common techniques and methods;
- logistical, personnel, financial opportunities for mutual education and training, exchange of views;
- development of communications between individual network participants;
- mutual interest and responsibility, guaranteeing the positive dynamics of such interaction.
The main reason for the development of diverse networking communities was associated with the inability of many small educational institutions to provide all participants in the educational process with full conditions for development and upbringing. First of all, it was a question of insufficient material and technical equipment of many rural schools, which negatively affected the scientific nature of teaching. After the introduction of the network model, it was possible to cope with those problems that individual institutions were not able to solve individually. In addition, among the individual organizations that came into the single system, healthy competition intensified, normal business relations were established. The understanding of the problem posed to schools by the Ministry of Education has deepened, the boundaries of mutual action have expanded, since the possibilities of educational institutions have significantly increased. At present, schools, united in a single network, are trying to work in a team, help each other with advice, personnel, technical teaching aids. The emergence of numerous networks in education has contributed to the elimination of unnecessary duplication, waste of material resources. In the process of work, teachers exchange opinions, ideas, innovative teaching methods and technologies among themselves. Under certain circumstances, there is a combination of financial, administrative, human resources. Thanks to the analysis of network interaction practices, the basic principles of its creation with social strategic partners were fixed:
- each participant receives equal opportunities to provide their opinions;
- responsibility is not transferred to other educational institutions;
- with cooperation, all powers are distributed evenly, aimed at the full functioning of all institutions and state organizations;
- there are conditions for full and constructive interaction, monitoring and control;
- cooperation is based on the ability to “accept” and “give”.
In order for the created network to function successfully, constant support of all communication flows, holding seminars, joint meetings, and conferences is important.
Conclusion
Thanks to the network interaction of various educational institutions and additional education systems, optimal methodological techniques are developed that allow influencing the educational and educational process, increasing their efficiency and effectiveness. Thanks to such activities, it became possible to fully design the content of education and upbringing, which contributes to the enrichment of the children’s life, and to their obtaining a diverse social experience.
The practice of such interaction between different participants in the educational process confirms the emergence of many innovative moments. First of all, we note the need to transfer the competitive activity of schools to new conditions of activity.
Such a transition requires a significant time period, rethinking of their activities by teachers. The results of statistical studies confirm the high effectiveness of network interaction. Only joint efforts aimed at improving the learning environment, improving the quality of the material and technical base, improving extracurricular activities can give the desired result. Such a system should be an excellent incentive for the self-development of the younger generation of Russians.