Networking of educational institutions became a necessity after the introduction of a two-level federal component of the Federal State Educational Standard in high school. It depends on financial, material and technical, human resources, as well as on the demographic situation in the region.
The development of network interaction between educational institutions is an important task of fulfilling the requirements of the second generation GEF.
Significance of Transformations
Those innovations that have affected domestic education are aimed at improving its quality and ensuring the requirements of the Federal State Educational Standard. In order for children to not only receive a quality education in schools, lyceums, gymnasiums, but also to harmoniously develop their personality, a network of educational institutions was created.
High school students have the opportunity to receive educational services not only in their school, but also in other educational institutions.
The network interaction of educational institutions is a combination of resources of different institutions, allowing to organize high-quality training and education.
Such a model is relevant for small ungraded schools, in which there are not enough personnel and material resources to fully implement the requirements of the new generation federal standard.
Preschool education
The network interaction of preschool educational institutions provides a wide range of opportunities for the comprehensive development of the younger generation of Russians. Teachers organize joint events for their students: games, contests, holidays. Such activity allows us to solve the problem of accessibility and quality of education of preschool children.
Municipal networks
Networking of educational institutions is carried out in the framework of preprofile and profile education. For ninth graders, elective courses in various academic disciplines are offered.
The network interaction of educational institutions allows children to attend courses in other schools, gain additional knowledge in areas of interest to them, make a choice of their future specialty.
Network Features
Such an approach makes it possible to ensure the accessibility and quality of education, use the experience of the best teachers, and make maximum use of the material and technical capabilities of large educational institutions.
A similar mechanism involves the integration of large and small educational institutions into one common system, which has all the resources for work.
Resource provision
The model of network interaction between educational institutions involves the use of resources: teaching staff, educational and material resources, and students.
In order to form a single educational space in specialized training, different models of social partnership are created:
- high school;
- production school.
The model of network interaction of educational institutions involves:
- organization of interaction between institutions of additional and general education;
- basing all participants on the basis of a common goal, content, resources, means;
- application of scientific criteria and parameters to assess the effectiveness of the system;
- design based on modern educational and educational methods.
Legal Aspects
How is the networking of educational institutions? The legal base of his organization is based on federal laws, fully ensures the right of children to receive quality free education.
Many small schools have a shortage of human and technical resources in order to create conditions on their own for the implementation of the requirements of the second generation GEF.
The question of where exactly to organize specialized training is decided by the municipal authority. When choosing a particular school, which will act as the base platform for the implementation of the intended tasks, its material and technical base, personnel potential, location are taken into account. Many schools are limited to well-established models that allow the creation of one-profile classes at the senior level of education. But even for such a form, a concentration of material, personnel, technical resources, and full-fledged scientific and methodological support are necessary. Unfortunately, at present this is far from possible in all domestic schools.
With the help of network interaction of leisure and educational institutions, it is possible to solve the problem of ungraded schools, which is important for rural educational institutions.
Such schools are limited to the creation of 1-2 elective courses, the allocation of one academic discipline as a subject subject at the senior level of education. Of course, only in exceptional cases can we talk about full-fledged teaching, since in rural schools there is a serious shortage of qualified teaching staff.
Historical stages
At the end of the twentieth century, the practice of interaction between professional link institutions and general educational institutions (colleges, lyceums, gymnasiums) began to spread in our country. Many higher educational institutions began to open profile classes at their base, to offer schoolchildren courses in individual academic disciplines, using their own scientific, methodological and human resources.
It was during this period of time that legal, pedagogical, and agrarian classes appeared, aimed at the specialized preparation of applicants for subsequent studies at the university.
Institutions of secondary vocational education have borrowed such experience; cooperation has appeared between the senior level of schools and technical schools (colleges).
Given the insufficient material and technical and human resources, such a partnership option as the “school-resource center” is of particular importance.
Modern systems
Currently, many “support” schools have been created in the country, which have a full-fledged material, technical and personnel base for the successful implementation of all the tasks set by the new federal educational standards.
This approach allows us to concentrate innovative technologies, pedagogical techniques, and personnel potential on the basis of one educational institution.
At the same time, the volume of budget financing is significantly reduced, which does not affect the quality of educational activities.
Networking in domestic schools was the result of the formation of a variable part in educational programs, decentralized management, and autonomy of public schools.
The accumulated experience of the network interaction of educational institutions testifies to the efficiency and effectiveness of this system, as well as to improving the quality of educational services provided.
The main idea of network interaction is replenishment with certain resources (personnel, technical teaching aids) of those schools that do not have a sufficient base for full-fledged activities. Such a system makes it possible to identify unique educational methods, to transmit the experience of the best teachers at the city, district, region, country level.
Conclusion
Networking between different educational institutions was invented so that every Russian child had the same chance of getting a quality education. Such a system implies a comprehensive interaction of educational institutions, the exchange of information and human resources. This approach allows us to fully implement the requirements of the new federal standards for school education.
Organization of network interaction of leisure and educational institutions provides schoolchildren with access to integrated resources that can simultaneously belong to several educational institutions.
Legal entities can be considered as full-fledged network participants:
- educational institutions and organizations of pre-school, secondary, professional, higher, additional education;
- non-governmental institutions;
- public organizations;
- institutions of sports, culture, health;
- other participants in social partnership.
In this case, the profile areas are no longer the property of one school, they equally belong to all participants in the social network. This approach has already been praised by senior pupils of rural schools, whose educational institutions have been included in large network communities. Children from remote settlements, in which there are no highly qualified teaching staff, got equal opportunities to improve their knowledge and skills, a chance to successfully pass final exams, and to enter prestigious educational institutions of the country.
The combined efforts of school teachers, college teachers, university professors allow us to fully comply with the requirements that are set by the Federal State Educational Standard for the quality of education.