The quality of education in the context of the implementation of the Federal State Educational Standards of Public Educational Institution and LLC. Implementation of GEF as a condition for improving the quality of education

Methodological support of the quality of education in the context of the implementation of the GEF is of great importance. For decades, a system of work has developed in educational institutions that has a certain impact on the professional competence of teachers and their achievement of high results in teaching and raising children. However, the new quality of education in the context of the implementation of GEF requires the adjustment of 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 training, education and development of children. It includes the selection of specific technologies, the introduction and development 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 imposes certain requirements on an educational institution. Performing them, the institution does not stop there, improves management mechanisms. This leads to a transition to a new level, within the framework of which an innovative school is being formed. It solves organizational, economic and pedagogical problems. Thus, the quality of education is improved. In the context of the implementation of the Federal State Educational Standard, the pre-school educational institution plays no less 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.

System feature

The quality management of education in the context of the implementation of the GEF 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 to achieve compliance with regional and social needs, involves the planning process. In the process, 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 to study the quality of education. This element allows you to identify those areas and components that should be improved.
3. Testing materials.
   

Organizational base

The quality of preschool education in the context of the implementation of the GEF, as well as the pedagogical process in secondary schools, should be evaluated and improved in a systematic way. To do this, developed theoretical provisions:

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

Achieving the planned level of indicators of pedagogical activity is characterized by the identification of new opportunities and needs of students. This encourages teachers to search for innovative technologies, to abandon obsolete techniques and forms of organizing their professional activities. Improving the quality of primary education in the context of the implementation of GEF, the educational institution carries out a focused development of the requirements system. The pedagogical environment in the institution is constantly updated, maintaining contact with the information society.

Innovation

They should be understood as methods 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 content of the learning process.
3. Educational technology.
4. Forms, methods, means of personality development, creating conditions for education and training.
5. Technology management school and the entire educational system as a whole.
   

To introduce innovations, a systemic strategy is being developed to change the student, teacher, and the entire educational institution. The quality of education in the context of the implementation of the Federal State Educational Standards is improved by designing processes at the technological, organizational, substantive level. These three elements, mutually penetrating each other, form an organic single system. When changing some components, others are adjusted. 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, and integration are being actively studied. However, none of these concepts can be considered as the main, comprehensive in a complex pedagogical system.

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

It is considered as a generalized measure of the effectiveness of the functioning of the educational system of an educational institution. The quality of education in the context of the implementation of the FSES 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 meet the needs of children. The goal should be the holistic development of the younger generation, readiness for self-determination, creativity and self-improvement, independent organization of each student’s own life. The quality of education in the context of the implementation of GEF is an integral characteristic. It reflects the level of conformity of the pedagogical and work processes in the educational institution, expressed in terms and criteria, established state requirements, actually achieved results, individual and public 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 capabilities. The quality of education in the context of the implementation of GEF serves as a key indicator of the success of an educational institution. In this regard, the organization of measures aimed at improving it is a priority for the administration of the institution.

Concretization

The quality of education in the context of the implementation of the FSES 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, and expected results. The development of state standards involves the formation in educational institutions of an innovative system for assessing children's achievements. This, among other things, necessitates the creation of a modern management system.

Expected Performance

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

Individual results

These include:

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

Meta-subject indicators

These include:

1. Mastering by students UUD and intersubject concepts.
2. The ability to use knowledge and skills in cognitive, educational practice.
3. Independence in planning and training, organization of interaction with peers and teachers.
4. The formation of an individual trajectory in education.

Subject results

Among them:

1. The skills mastered by children in the learning process that are specific to a particular subject area.
2. Types of activities aimed at obtaining new knowledge within the discipline, their transformation and application in various situations.
3. The formation of a scientific understanding of the basic theories, types of relationships, knowledge of terminology techniques and methods.

Performance criteria

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

1. It guarantees the protection and strengthening of the psychological, physical and social health of children.
2. It ensures the 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 education and development.
3. It takes into account the specifics of the psychophysical age development of children, especially the organization of the educational process at a particular level.
   

Participant Features

The conditions in which educational programs are implemented should provide:

1. Achieving the planned results of the assimilation of the material, including children with disabilities.
2. The development of personality, abilities, self-realization, the satisfaction of cognitive interests, including those talented and gifted, through the organization of extracurricular and educational, socially useful activities, social practice, clubs, the system of circles, sections, and studios using the opportunities that institutions have for additional children's education, sports and cultural organizations.
3. Obtaining key competencies by children, which form the basis for subsequent successful training and orientation in the professional world.
4. The formation of social values, the foundations of civic 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. The participation of children and parents, teachers, as well as members of the public in the development and improvement of the basic curricula and the conditions for their implementation.
8. Organization of the network interaction of the educational institution aimed at achieving greater effectiveness of the pedagogical process.
9. The inclusion of children in the transformation of the social environment, the formation of experience in social activities, leadership qualities.
10. The use of modern technology activity character.
11. Formation of skills for a healthy lifestyle and environmental literacy that are safe for the environment and humans.
    

One of the key goals facing the teaching staff and educational management bodies is updating outdated curricula, technologies and methods for their implementation, bringing them into line with the dynamics of the entire system, the needs of children and their parents, taking into account the peculiarities of the region.