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Criterial bases for redistribution of powers in the field of education between local government bodies and authorities of the Russian Federation subjects
 
PIIS181570410028194-8-1
DOI10.54884/S181570410028194-8
Publication type Article
Status Published
Authors
Arkadiy Maron 
Occupation: Leading Researcher
Affiliation: Academy for the implementation of state policy and professional development of educators of the Ministry of Education of the Russian Federation
Address: Russian Federation, Moscow
Lira Monakhova
Occupation: Chief Researcher, Professor of the Department of Mathematics and Engineering Graphics
Affiliation: St. Petersburg Branch of Institute of education management of RАЕ, Military Academy of Communications Named After Marshal of the Soviet Union
Address: Russian Federation, Saint-Petersburg
Alexey Lukyanovich
Occupation: Director of the Institute of Regional Development, Normative, Methodological and Analytical Support for Projects and Programs
Affiliation: Academy for the implementation of state policy and professional development of educators of the Ministry of Education of the Russian Federation
Address: Russian Federation, Moscow
Journal nameMan and Education
EditionIssue 3 (76)
Pages39-48
Abstract

The article, based on practical experience and theoretical research in the field of regionalization of education, attempts to justify and develop criteria for the effective redistribution of powers between local governments and government bodies of the constituent entities of the Russian Federation in terms of ensuring the functioning of educational organizations that implement basic general education programs. The article shows that the choice of criteria for the redistribution of powers is determined by the complexity and multifunctionality of factors that create an integral system of regional education. This determines the starting point about the diversity of operating conditions for regional educational systems, which dictates the variability of models of distribution of powers (regional, municipal, combined models).The following principles of redistribution of powers are considered: compliance with the unity of requirements for the development of an education development strategy; integrative coordination of actions of the subjects bodies; accessibility and openness of the infrastructure of the educational space; specification as taking into account the characteristics of regions and municipalities in terms of differences. The structure and content of the criteria for the redistribution of powers are based on the value-oriented and environmental approaches. Based on these approaches, a general structure of criteria for delimitation of powers has been determined, which includes basic, creation of conditions, and special criteria used for various educational systems and territorial entities. The proposed article is an integral part of the study on the topic “Development of scientific and methodological foundations for the formation of models of effective redistribution of powers between local governments and public authorities of the constituent entities of the Russian Federation in the field of education”.

Keywordsredistribution of powers, regionalization of education, value-oriented and environmental approaches, criteria and indicators of redistribution of powers
AcknowledgmentThe work was performed within the framework of state task 073-00075-23-04 on the topic “Development of scientific and methodological foundations for developing models for effective redistribution of powers between local governments and state bodies of the constituent entities of the Russian Federation in the field of education” (registration number EGISU NIOKTR 1023052200024-5- 5.3.1).
Received25.10.2023
Publication date27.10.2023
Number of characters22393
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1 Введение. Актуальность разработки критериев перераспределения полномочий между органами местного самоуправления и органами РФ в сфере образования обусловлена необходимостью реализации положений Конституции РФ [1] и задач Федерального закона «Об образовании в РФ» [2] в плане повышения качества российского образования, его доступности независимо от территориального расположения образовательных организаций. В соответствии с этим проблема эффективного перераспределения полномочий между органами местного самоуправления и органами государственной власти субъектов Российской Федерации в части обеспечения функционирования образовательных организаций, реализующих основные общеобразовательные программы, диктуется потребностями реальной практики в совершенствовании системы управления образованием на разных ее уровнях. Это предполагает: создание условий для профессионального роста педагога, ликвидации дефицитов в его профессиональной подготовке, социализации и развитии обучающихся; преодоление существующих различий в готовности образовательной организации к реализации задач повышения качества образования; перераспределение потоков финансово-экономического обеспечения образовательных организаций в рамках одного региона; обеспечение комплексности и единства требований к созданию условий повышения качества образования, воспитания, развития личности; оптимизацию и централизацию управленческих механизмов и экономико-финансового потенциала, реализуемых в пределах одного субъекта; обоснование аргументированных критериев реализации качества деятельности образовательных организаций муниципалитетов и субъектов РФ в условиях проводимых реформ.
2 Выбор критериев перераспределения полномочий обусловлен сложностью и многофункциональностью факторов, создающих целостную систему регионального образования [3; 4].
3 Целостная педагогическая система регионального образования включает совокупность муниципальных образований и реализует такие компоненты, как организационно-педагогический, социально-экономический, компонент правового регулирования и развития образовательной организации, управленческий компонент на всех уровнях общего образования (дошкольного, начального, основного и среднего) [5].
4 В качестве критериев рассматриваются положения, на основе которых делается вывод об успешности решения поставленных управленческих задач в достижении цели эффективного перераспределения полномочий в сфере образования. Одновременно предлагаются показатели исследования по каждому критерию, характеризующие степень достижения результатов, сформулированных в критериях.
5 Критерии эффективности перераспределения полномочий в части обеспечения функционирования образовательных организаций соответствуют общей стратегии реализации государственной политики в области проектирования централизованного управления в рамках формирования единого образовательного пространства РФ в соответствии с Конституцией РФ, федеральными законодательными актами.

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