FORMATION OF TEACHER’S SOCIO-ECONOMIC COMPETENCE THROUGH HIGH SCHOOL’S PUBLIC MANAGEMENT

• Main Authors: Inna G . Ryabova, Nina V. Gulyaeva
• Format: Article
• Language: Russian
• Published: National Research Mordova State University; MRSU 2016-03-01
• Series: Integraciâ Obrazovaniâ
• Subjects: social and economic competence; teacher; state and public management; management board; public management; open educational environment
• Online Access: http://edumag.mrsu.ru/content/pdf/16-1/02.pdf

Introduction: the article explores one of topical issues in modernisation of contemporary education – enhancement of socio-economic competence of a teacher. Social and economic functions, such as goal-setting, planning, organisation, analysis, control and correction act as integral components in its structure. Materials and Мethods: scholarly works on the formation of social and economic competence of teacher and public school management are a basis for the article. Methods of pedagogical research with emphasis on theoretical and practical methods were used in this study. Results: the pedagogical analysis examines the ways of shaping socio-economic competence of a teacher capable of comprehending a social situation, able to effectively operate educational institution in market conditions, to think economically, to find social consent, to shape open educational environment, to quickly solve problems of specific goal realisation. The article substantiates that the problem of formation of social and economic competence can be solved if a teacher acquires skills of public intraschool management. Further, the authors present the analysis of results of a long-term experimental work on the organisation of public management environment at the educational institution, lyceum no. 26 in Saransk (Republic of Mordovia). Discussion and Сonclusion: the article highlights the importance of professional development of educators specialising in “State and public management: public expert review” as a factor in broadening social and economic competence of a teacher. Criteria of participation in public management of education are discussed. It is proved that democratisation of management and its public character allow to involve the personality (administrator, teacher, pupil, parents) in the processes of a goal-setting, joint administrative activity, improvement of the interpersonal relations. All these factors make educational system open and take it to a new level. In conclusion the authors describe organisational and pedagogical conditions essential for creation and operation of Management board at the educational institution; (management of perspective and development programmes; management of quality of education; expert review and public opinion survey; management of development of social partnership; medico-social support of educational process) contributing to the construction of qualitatively new educational environment. Acknowledgements: Тhe research was carried out with financial support of the Ministry of Education and Science of Russia, within the Strategic Development Programme of Evsevyev Mordovia State Pedagogical Institute, 2012–2016 (Project 2.1.1 Solution of Complex Problems in Development and Implementation of Humanitarian Technologies in Educational Practice, academic research laboratory “Teaching and Upbringing of Preschool and Primary School Children in a Multicultural Region”).