The quality of education is the definition of fgos dow. Assessment of the quality of preschool education. system for monitoring the educational process of a preschool educational institution in accordance with the Federal State Educational Standard for Preschool Education Sannikova L.N. What is the quality of education in the context of the implementation of the Federal State Educational Standard

Relevance of the problem In accordance with the new Federal Law "On Education in the Russian Federation", preschool education is singled out as a level of general education, respectively, the state now guarantees not only accessibility, but also the quality of education at this stage

The relevance of the problem The Federal State Educational Standard for Preschool Education is being introduced, which, according to the new law “On Education in the Russian Federation”, means “a set of mandatory requirements for preschool education approved by the federal executive body responsible for developing state policy and legal regulation in the field of education”

The quality of preschool education Currently, pedagogical research on the problem of quality is being developed in the following areas: the concept of education quality; ways of assessing the quality of education; education quality management mechanism; information Technology, monitoring and quality of education, education quality management system, etc.

The quality of preschool education Methodological approaches to determining the quality of education are ambiguous: personality-oriented model of education - the quality is determined by the level of development of the individual; a systematic approach - quality is determined by the knowledge system and the readiness of a graduate of one educational system to enter another; activity approach - the readiness of the graduate to perform some new functions, methods, skills; the culturally appropriate model defines quality as the creativity of the individual, and so on.

The quality of preschool education In management theory, quality is a complex concept that characterizes the effectiveness of all aspects of activity: strategy development, production organization, marketing, and much more. The International Organization for Standardization defines quality as the totality of properties and characteristics of a product or service that gives it the ability to satisfy stated or implied needs.

The quality of early childhood education The theory of quality management proceeds from the position that quality management activities cannot be effective after the products are produced; this activity must be carried out during the production of the product. Quality assurance activities that precede the production process are also possible. These two statements are great importance to develop an effective technology for managing the quality of preschool education

The quality of pre-school education To ensure quality, it is not enough to declare marriage, it is necessary to identify and analyze the causes of its occurrence, as well as to design and organize measures to improve the quality level. This is what quality management is all about.

The quality of preschool education To date, there are no unified approaches to determining the parameters by which it would be possible to identify the quality of preschool education, its results. ??? What do you think, on the basis of what in a preschool educational institution can one judge the quality of preschool education

The quality of preschool education These main parameters for assessing the quality of preschool education include (I.B. Edakova and others) 1. knowledge, skills and abilities (KPS). education only to them; 2. indicators of personal development, such as creativity, motivation, arbitrariness, curiosity, ingenuity, degree of moral development, etc.;

The quality of preschool education 3. the level of readiness of the child for school, which is the basis for continuity with it and provides preparation for mastering the program of the first stage of general education; 4. psychological and pedagogical conditions for the development of a child in a preschool educational institution. It provides for the creation special conditions;

Quality of preschool education 5. professional competence of a teacher: the quality of educational work in kindergarten depends on his skills, physical and mental condition, workload, etc.; 6. growth or fall of the prestige of the preschool educational institution in society. The public authority of the kindergarten is a direct consequence of the results of the educational process. This is not a complete list of parameters by which one can judge the quality of preschool education.

Quality of pre-school education For children: “good kindergarten”- this is where they “play a lot” and training is carried out in an interesting game form for them; For parents: effective education of children, "learning without fatigue", guaranteeing the preservation of their mental and physical health, maintaining the desire of children to learn and the success of education, including prestigious subjects: foreign. language, choreography

The quality of preschool education For teachers: maintaining the mental and physical health of children, a positive assessment by the heads of the preschool educational institution and parents, the successful development of the OOP by all children, maintaining the interest of preschoolers in the educational process and rational use study time of children and working time of teachers, provision of the educational process with all necessary aids and equipment

The quality of preschool education For the heads of preschool educational institutions: the success of the activities of teachers and pupils, the full assimilation of the BEP, the preservation of children's health, the preparation of children for school, the rational use of teaching time and working time of teachers, a high assessment of the activities of teachers by parents and children and increasing the prestige of preschool educational institutions

The quality of preschool education In the studies of L.L. Ivanova et al., the main factors and conditions for the management of preschool education are identified, on which its quality primarily depends: financing of preschool educational institutions; content of preschool education; staffing; formation of a developing environment; pedagogical culture of the team; finding an adequate management model for the tasks; positive motivation of children and their parents; methodological and logistical support of the educational process, etc.

Quality of preschool education 1.5. The standard is aimed at achieving the following goals: 3) ensuring state guarantees of the level and quality of preschool education based on the unity of mandatory requirements for the conditions for the implementation of educational programs for preschool education, their structure and the results of their development

Quality of pre-school education individual development children. Such an assessment is carried out by a teacher as part of pedagogical diagnostics (assessment of the individual development of children preschool age related to the evaluation of the effectiveness of pedagogical actions and underlying their further planning).

The quality of preschool education In the same paragraph: The results of pedagogical diagnostics (monitoring) can be used exclusively to solve the following educational tasks: 1) individualization of education (including support for the child, building his educational trajectory or professional correction of his developmental features); 2) optimization of work with a group of children

The quality of preschool education Ibid.: If necessary, psychological diagnostics of the development of children is used (identification and study of the individual psychological characteristics of children), which is carried out by qualified specialists (teacher-psychologists, psychologists). Participation of a child in psychological diagnostics is allowed only with the consent of his parents ( legal representatives). The results of psychological diagnostics can be used to solve the problems of psychological support and conduct qualified correction of children's development.

Quality of preschool education 4.1. The requirements of the Standard for the results of mastering the Program are presented in the form of targets for preschool education, which are social and normative age characteristics of the child's possible achievements at the stage of completing the level of preschool education. The specificity of preschool childhood (flexibility, plasticity of a child’s development, a high range of options for its development, its immediacy and involuntaryness), as well as the systemic features of preschool education (the optional level of preschool education in Russian Federation, the lack of the possibility of imputing any responsibility to the child for the result) make unlawful the requirements from the child of preschool age of specific educational achievements and necessitate the determination of the results of mastering the educational program in the form of targets.

Quality of preschool education 4.5. Targets cannot serve as a direct basis for solving managerial tasks, including: certification of teaching staff; assessment of the quality of education; assessment of both the final and intermediate levels of development of children, including as part of monitoring (including in the form of testing, using methods based on observation, or other methods for measuring the performance of children); assessment of the fulfillment of the municipal (state) task by including them in the indicators of the quality of the task; distribution of the stimulating payroll fund for employees of the Organization.

The quality of preschool education

The relevance of the problem of studying monitoring and diagnostics as research methods What is pedagogical monitoring? What is the difference between monitoring and other methods of collecting information about the objects under study? Monitoring and diagnostics - what's the difference?

Definition Monitoring Diagnostics Educational monitoring is a system for organizing the collection, storage, processing and dissemination of information about the activities of the pedagogical system, providing continuous monitoring of its state and forecasting its development Pedagogical diagnostics is the process of recognizing various pedagogical phenomena and determining their state at a certain moment based on the use parameters required for this

Stages of Monitoring Diagnostics M.V. Krulekht, A.N. Mayorov and others identify the following stages of monitoring: identification and justification of objects; definition of criteria and indicators; selection of appropriate methods; preparation of tools, technological maps; collection of information; systematization and analysis of the obtained data; correlation with previous monitoring results; development of recommendations, correction K. Ingenkamp distinguishes such diagnostic stages as: comparison; analysis; forecasting; interpretation; informing about the results of diagnostics and monitoring the impact on the object of diagnosis of various diagnostic methods

Functions Monitoring Diagnostics Integrative; diagnostic; expert; informational; pragmatic; ensure feedback between control and managed systems Information; appraisal; managerial; orientation; remedial maintenance research

Methods Monitoring Diagnostics Methods for studying the educational process in natural conditions (observation, conversation, questioning, analysis of documents, products of activity, etc.) and specially modified conditions (experiment); methods of qualitative analysis and quantitative processing of results; methods of individual and group expert assessments; rating method According to the degree of "intervention" in the behavior of the teacher, there are: passive: observation, questioning, testing, interviewing, analysis of documentation; active: diagnostic experiment, creation of situations, analysis of specific situations

Monitoring and diagnostics There is ambiguity in approaches to the definition of the concepts of "criterion" and "indicator". In the technical literature, "criterion" means a rule that specifies the characteristics, indicators, parameters necessary for a comprehensive assessment of objects. IN encyclopedic dictionary the concept of "criterion" is defined as "a means for judgment, a sign on the basis of which an assessment, definition or classification of something is made, a measure of assessment"

Monitoring and diagnostics In pedagogy, the concept of "criterion" means different requirements, which the objects must satisfy. Criterion (measure) - a sign, property, on the basis of which the quality is assessed. Indicator - a qualitative or quantitative characteristic of each feature or property

Expertise and expert evaluation V.A. Bukhvalov, S.L. Bratchenko, M.V. Krulekht, Ya.G. Pliner, V.A. expertise (V.A. Bukhvalov, Ya.G. Pliner); assessment - method of examination (S.L. Bratchenko); Evaluation is the result of expertise (M.V. Krulekht) Thus, expert evaluation is a part of expertise.

Types of expert assessments In group expert assessments, the method of coordinating the opinions of experts is important. In one case, the opinions of experts can be processed by the customer of the examination (in the preschool educational institution - deputy head of water resources management, a teacher working in a group). In the other, experts reach a single conclusion based on a joint discussion of individual opinions.

Expert opinion Expert opinion is the result of expert assessments. An expert opinion is a document drawn up in accordance with established requirements and containing a reasoned expert opinion, i.e. opinion, judgment of an expert on the subject of expertise

Expert opinion An expert opinion may include the following sections: short description problems and formulation of the objectives of the examination; composition of the expert group; list of sources of information; general characteristics the object under study; expert assessments; expert advice

Expert An expert acts as a subject of expert assessments. An expert is a specialist who is competent in the issues being examined and has extensive experience. practical work and good academic background. The effectiveness of expert assessments largely depends on the choice of an expert

Expert According to many authors, to assess the competence of an expert, it is advisable to use a system of various indicators: work experience, education, age, competence, creativity, etc. S.L. Bratchenko suggests, when choosing experts, to be guided by the following characteristics: personal qualities, communicative competence, methodological and methodological literacy, professional training, practical experience

Internal expert council An internal expert council can act as a form of organization of expert assessments in a preschool educational institution. The internal expert council is a professional association of teachers, scientists and managers, which is created in the management structure of a preschool educational institution

Internal expert council The internal expert council in a preschool institution is created on the basis of the order of the head of the preschool educational institution. Activities of the internal expert council regulated by the Regulation, which reflects the following sections - general provisions, goals and objectives of the internal expert council, composition of the internal expert council, organization of activities, documentation and reporting, competence and responsibility

The procedure for conducting expert assessments The information-analytical stage involves: collecting information about the object under study; selection of indicators for the analysis of the object under study; actual analysis: distribution of the collected information according to the selected indicators

The procedure for conducting expert assessments At the productive stage, the experts' opinions are coordinated and conclusions are formulated on the analysis and assessment of the object under study. They are also developing guidelines for the improvement or development of this object

Procedures for assessing the quality of preschool education

Currently, in the field of education, regulatory legal documents establish various procedures for assessing the quality of preschool education: internal assessment of the quality of preschool education, licensing, attestation, state supervision and control, self-examination, monitoring the quality of education, rating, etc. Each procedure is a regulation (a set of rules and a sequence of actions in assessing the quality of education).

Procedures such as licensing are detailed in the legislation. Order state control fulfillment of the requirements of the federal state educational standard for preschool education, on the contrary, has not yet been established. In this regard, consider the following quality assessment procedures:

• The system of internal assessment of the quality of preschool education;
• Self-examination;
• Monitoring;
• Independent quality assessment;
• Ranking (rating).

Internal assessment of the quality of education

In accordance with subparagraph 13, paragraph 3, article 28 of Law No. 273-FZ, the competence educational organization includes ensuring the functioninginternal system for assessing the quality of education.This procedure had predecessors - internal quality monitoring, as well as internal quality control. These procedures were aimed at analyzing the activities of the organization in order to identify problems that do not allow achieving planned results, and, accordingly, to the subsequent solution of these problems. At the same time, the internal quality assessment system has fundamental differences from the control procedures that preceded it.

First of all, these differences relate to the set of indicators and quality assessment criteria. Previously, indicators of internal quality control were determined arbitrarily on the basis of scientific and methodological recommendations and (or) the manager's own ideas about the organization of control.

Now, in addition to indicators determined by the organization independently, the system of internal quality assessment includes indicators that are fixed by regulations as mandatory, and indicators that are used by the subjects of external evaluation of the organization's activities (founders, supervisory authorities, professional and public experts).

The components of the internal quality assessment system are managerial control and self-examination of the educational organization. In this regard, the indicators of the internal quality assessment system should contain indicators of the activities of the educational organization subject to self-examination, approved. Order of the Ministry of Education and Science of Russia dated December 10, 2013. No. 1324.

The need to include quality indicators used by the subjects of external evaluation in the system of internal evaluation is explained by the logic of managerial activity: why wait for a negative external evaluation if it can be prevented by the appropriate organization of work?

The educational organization develops the procedure (procedures) for internal quality assessment independently and describes it in local acts.

An analysis of the functioning of the internal quality assessment system is mandatory carried out in the process of self-examination of an educational organization.

Organization self-examinationallocated to an independent assessment procedure in order to ensure the availability and openness of information about the work of educational organizations.

The concepts of "self-examination" and "self-assessment" are not currently separated in the scientific literature: in some sources both concepts are used as synonyms, in others one of the concepts is used. As a synonym for the concept of "self-examination", the term "self-analysis" is often used, which is well known to employees of the preschool education system from the experience of the procedure for accrediting institutions.

In essence, when using different terminology in almost all scientific studies, we are talking about the same procedure -education quality control,which the educational organization must carry out independently, with the involvement of employees of the organization.

According to the national standard GOST R ISO 9004-2010 "Management to achieve the sustainable success of an organization. An approach based on quality management", approved by order of Rosstandart dated November 23, 2010 No. 501-st (hereinafter referred to as GOST R ISO 9004-2010),self-assessment is a comprehensive and systematic review of an organization's performance and results against a chosen benchmark. Self-assessment can provide an overview of the performance of an organization and the maturity of its management system. It can also help identify areas for improvement and/or innovative approach and in prioritizing follow-up actions. Self-assessment of an educational organization is also used to comparative analysis its results with external quality assessment, with the achievements of other educational organizations.

Law No. 273-FZ refers self-examination to one of the competences of educational organizations (subclause 13, part 3, art. 28). This procedure is carried out in order to ensure openness and accessibility of information about the activities of the organization. The procedure for conducting a self-examination of an educational organization was approved by order of the Ministry of Education and Science of Russia dated 06/14/2013. No. 462. The self-examination procedure includes several stages. The procedure for conducting self-examination states (clause 6) that in the process of self-examination, the following are evaluated:

• educational activities
• organization management system
• content and quality of training of students;
• organization of the educational process;
• demand for graduates;
• the quality of personnel, educational and methodological, library and information support, material and technical base;
• functioning of the internal system for assessing the quality of education.

The methodology for conducting self-examination of a preschool organization has not yet been established. The leader must develop it independently.

Education system monitoring

As one of the methods of managerial control, monitoring has been used in the education system for more than two decades. Currently, monitoring is singled out as a separate quality control procedure, which is carried out by education authorities in accordance with the Rules for monitoring the education system, approved by the Decree of the Government of the Russian Federation of 08/05/2013. No. 662 (hereinafter referred to as the Rules).

According to the Rules, monitoring is designed to ensure:

• information support of the state policy in the field of education;
• system analysis and assessment of the state and prospects for the development of the industry;
• improving the quality of management decisions;
• detection of violations of the requirements of the legislation on education.

Monitoring is carried out at least once a year in relation to all organizations implementing educational programs, regardless of the form of ownership. Indicators for monitoring the education system are calculated and presented on the basis of data from state statistical reports, sociological and other studies. Monitoring also uses information posted on the official websites of educational organizations, published in the media, received from citizens and organizations.

Independent quality assessment

An independent assessment of the quality of education is one of the forms of public control and is carried out in order to inform the participants in educational relations (primarily consumers of services) about the quality of education provided by an educational organization. Law No. 273-FZ distinguishes two types of such an assessment:

1. Assessment of the quality of training of students.

2. Evaluation of the quality of educational activities.

In relation to preschool educational organizations, only an assessment of the quality of educational activities is carried out.

Part 3 of Article 95 of Law No. 273-FZ establishes that an independent quality assessment is carried out legal entities performing specific types of such evaluation. Any rating agency, public, commercial, non-commercial organization can post on the Internet information on the procedure and results of an independent assessment of the quality of education. The results of such an assessment can be sent to the educational authorities, where they are subject to mandatory consideration within a month for consideration in further work with educational organizations.

The legislation also provides for a specially organized procedure for an independent assessment of the quality of educational activities, which is carried out by public councils with the involvement of operating organizations (Article 95.2 of Law No. 273-FZ).

The procedure for independent assessment of the quality of education is complex and consists of several stages.

Stage 1. Formation of public councils.

Stage 2. Selection of an organization - an operator of an independent quality assessment.

Stage 3. Conducting a quality assessment.

Stage 4. Publication of evaluation results.

Ratings are ordinal scales in which the results of the measurement are displayed. When evaluating the quality of social phenomena, the rating is used as a form of presentation of the evaluation results, as well as a variable number of evaluation criteria, which is based on a comparison with the values ​​of indicators achieved in other organizations.

A particular place of an educational organization in the ranking is most often considered by consumers of services as a reliable indicator of quality and therefore is a powerful incentive or, conversely, a brake on an educational organization to achieve success in the educational services market.

However, information about the quality, which is communicated to the consumer through ratings, is often regarded by producers of educational services as insufficient, trendy, or completely false. Russian researchers studying this problem note that the main drawback of the ratings is their subjectivity due to insufficient scientific elaboration of both performance indicators and measuring tools.

public accreditation

Depending on the status of the subjects of evaluation, accreditation can be state or public. In accordance with Law No. 273-FZ, state accreditation is not carried out in relation to preschool educational organizations, but public accreditation can be carried out at the request of an educational organization. The goals of public accreditation are determined by the accrediting organization - as a rule, this is confirmation of compliance with some requirements.

The current version of Article 96 of Law No. 273-FZ establishes that organizations engaged in educational activities can receive public accreditation in various Russian, foreign and international organizations. The procedure for conducting public accreditation, the forms and methods of assessment, as well as the rights granted to an accredited organization carrying out educational activities, are established by the public organization that conducts public accreditation. Accreditation is carried out on a voluntary basis and does not entail additional financial obligations of the state.

At its core public organization close to an independent assessment of the quality of education. However, the relationship between public accreditation procedures and independent quality assessment is not determined by regulations, and therefore, some researchers doubt the expediency of enshrining the norm on obtaining public accreditation in the law.

Flaws different approaches when assessing the quality of education

Each element of education quality assessment (a systematized set of indicators, methods of collecting information, methods for measuring and evaluating them, etc.) to some extent affects the final result - an assessment that should be adequate to the qualitative characteristics of the system being assessed. In this series of elements, the key, system-forming role is played by the system of indicators identified in the regulatory and recommendatory documents, which indicates that there is no consistency in their selection.

The quality of any integral object (phenomenon) is always ensured by the quality of its individual parts, and in order to evaluate the quality of preschool education, it is necessary to evaluate the quality of its constituent parts.

Law No. 273-FZ (Article 23) identifies two main types of activities of a preschool educational organization:

1. educational activities in educational programs of preschool education;
2. supervision and care of children. These activities, in turn, are divided into the following parts:

• to be assessed by the requirements of the Federal State Educational Standard for the structure of the educational program of preschool education and its volume, to the psychological, personnel, material and technical, financial conditions for the implementation of the main educational program of preschool education, as well as to the conditions of the developing subject-spatial environment;
• regulatory requirements for catering and household services for children, ensuring their compliance with personal hygiene and daily routine;
• regulatory and established requirements for the protection and promotion of children's health;
• quality characteristics that are of interest to consumers of services. In our case, the parents.

Comparison of sets of indicators identified in regulatory and advisory documents, and constituent parts activity of the evaluated system shows that they do not correspond to each other. Some parts of the system are not fully represented in the sets of indicators, some are redundant, and some are completely absent. All this does not allow us to speak about the adequacy of the assessments that can be obtained as a result of the assessment procedures.

• Federal Law No. 273-FZ of December 29, 2012 "On Education in the Russian Federation"
• Decree of the Government of the Russian Federation of August 5, 2013 No. 662 "On monitoring the education system"
• Decree of the Chief State Sanitary Doctor of the Russian Federation dated May 15, 2013 No. 26 "On approval of SanPiN 2.4.1.3049-13" Sanitary and epidemiological requirements for the device, content and organization of the operating mode of preschool educational organizations "
• Order of the Ministry of Education and Science of Russia dated 10/17/2013. No. 1155 "On approval of the federal state educational standard for preschool education"
• Order of the State Education of the USSR dated 04.-7.1989 No. 541 "On the Enactment of the Fire Safety Rules"
• GOST R 52113-2003 "Services to the population. Nomenclature of quality indicators", approved. and put into effect by the resolution of the State Standard of Russia of July 28, 2003 No. 253-st

In the context of the implementation of the Federal State Educational Standard, it is of great importance. For decades in educational institutions a system of work has developed that has a certain impact on the professional competence of teachers and their achievement of a high result in teaching and raising children. However, the new quality of education in the context of the implementation of the Federal State Educational Standard requires adjustment of forms, directions, methods and evaluation of methodological activities.

Relevance of the issue

At present, methodological support pedagogical process It is presented as a specific system through which the teacher implements his own model of teaching, educating and developing children. It includes the choice of specific technologies, their implementation and development in the process of activity, individualization and differentiation, and changing the content of training. GEF, as the basis for improving the quality of education, imposes certain requirements on the educational institution. Fulfilling them, the institution does not stop there, improves management mechanisms. This leads to a transition to a new level, within which an innovative school is being formed. It solves organizational, economic and pedagogical tasks. Thus, the quality of education improves. In the context of the implementation of the Federal State Educational Standard, preschool education plays an equally important role as a secondary educational institution. At this stage, the foundation is laid for the subsequent development of the individual abilities of each child.

System characteristic

The management of the quality of education in the context of the implementation of the Federal State Educational Standard 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 makes it possible to achieve compliance with regional and social needs, and implies a planned process. In the process of work, key psychological and pedagogical conditions are determined, through which the effectiveness of education is ensured.

Key elements

The implementation of the Federal State Educational Standard as a condition for improving the quality of education is based on:

Organizational base

The quality in the context of the implementation of the Federal State Educational Standard, as well as the pedagogical process in secondary educational institutions, should be assessed and improved in a systematic way. For this, theoretical provisions have been developed:

1. 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 take place in the information society today.
2. The life cycle for obtaining results is a year.

Achievement of the planned level of indicators pedagogical activity characterized by the identification of new opportunities and needs of students. This encourages teachers to seek to abandon outdated methods and forms of organizing their professional activities. Improving Quality primary education in the context of the implementation of the Federal State Educational Standard, the educational institution carries out a targeted development of the system of requirements. Pedagogical environment in the institution is in constant renewal, 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:

To introduce innovations, a systemic strategy for changing the student, teacher, and the entire educational institution is being built. The quality of education in the context of the implementation of the Federal State Educational Standard of the IEO is improved by designing processes at the technological, organizational, and content levels. These three elements, mutually penetrating each other, form an organic single system. As one component changes, others change as well. 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 worked out. However, none of these concepts can be considered as the main, all-encompassing one in a complex pedagogical system.

What is the quality of education in the context of the implementation of the Federal State Educational Standard?

It is considered as a generalized measure of the effectiveness of the functioning of the pedagogical system of an educational institution. The quality of education in the context of the implementation of the Federal State Educational Standard 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 integral 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 the Federal State Educational Standard is an integral characteristic. It reflects the level of compliance of the pedagogical and work processes in the educational institution, expressed in indicators and criteria, with the established state requirements, the results actually achieved, 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 the Federal State Educational Standard acts as a key indicator of the success of an educational institution. In this regard, the organization of activities aimed at its improvement is a priority task for the administration of the institution.

Specification

The quality of education in the context of the implementation of the Federal State Educational Standard, LLC, as well as other stages of the pedagogical process, is explained through the target components of the program, 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 the achievements of children. This, among other things, necessitates the creation of a modern management system.

Expected performance

The key goal of the implementation of educational programs is to ensure the planned results for the achievement of skills, knowledge, attitudes, competencies and skills by graduates at each stage. 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:

Meta-subject indicators

These include:

1. UUD and interdisciplinary concepts mastered by students.
2. Ability to use knowledge and skills in practice.
3. Independence in planning and learning, organizing interaction with peers and teachers.
4. Formation of an individual trajectory in education.

Subject Results

Among them:

1. Skills acquired by children in the learning process that are specific to a particular subject area.
2. Activities aimed at obtaining new knowledge within the discipline, their transformation and application in various situations.
3. Formation of a scientific understanding of the main 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:

Member Opportunities

The conditions under which the implementation of educational programs is carried out should ensure:

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

The article presents the features of preschool education quality management.

The components of assessing the quality of preschool education are presented.

An exemplary model for assessing the quality of preschool education in a kindergarten is described.

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NOVOAGAN MUNICIPAL BUDGET PRESCHOOL EDUCATIONAL INSTITUTION "SOLNYSHKO" KINDERGARTEN FOR SUPERVISION AND HEALTH

Bastron I.Ya., head

Topic: "Development of a model for assessing the quality of preschool education in a kindergarten"

The great goal of education is not only knowledge,

but above all action.
N.I. Myron

Slide 2. The main task of the state educational policy of the Russian Federation in the context of the modernization of the education system isensuring the modern quality of education, including preschool.The system of preschool education is currently actively developing. Modern society makes new demands on preschool educational institutions, on the organization of the educational process in them, the choice and justification of the content of basic and partial curricula, the results and effectiveness of their activities, the selection and training of teaching staff.

One of the main goals of the Federal State Educational Standard for preschool education is to provide state guarantees for the level and quality of education based on the unity of mandatory requirements for the conditions for the implementation of basic educational programs, their structure and the results of their development.

Slide 3. The quality of preschool education is a characteristic of the system of preschool education, reflecting the degree of compliance of the actual educational results achieved with regulatory requirements, social and personal expectations. The problem of improving the quality of preschool education is very relevant in modern conditions modernization of the preschool education system and requires management decisions at various levels of the preschool education system.

An indispensable condition for the validity of these decisions is reliable information:

On the quality of preschool education;

On the main trends regarding the quality of educational services for preschool children in a preschool educational institution;

On the compliance of the education provided with modern ideas about the quality of preschool education.

In this regard, it can be stated that the strategic goal of improving the system for assessing the quality of preschool education is to optimize the quality management of preschool education. It follows from this that improving the quality of preschool education requires improving the system of its assessment, which should meaningfully (in accordance with modern ideas about the values ​​of the development of a child of preschool age) and organizationally regulate the processes of ensuring and improving the quality of preschool education through procedures for assessing this quality. At the same time, the assessment of the quality of preschool education is considered in the interests of the individual, society, the state, and the education system itself.

slide 4. Quality management of preschool education required the allocation of problems in the activities of preschool educational institutions that require increased attention:

• creation of appropriate conditions for organizational learning of preschoolers;
• organization of analytical activities and scientific and methodological support for assessing the quality of preschool education;

Updating the managed and control subsystems of the preschool educational institution;

Development of a new practice of preschool education through scientifically based support of experimental activities.

Slide 5. The quality of education in our kindergarten is considered as the degree of compliance of the totality of properties and results of education of preschool children with the predicted goals of the development of preschool educational institutions based on the Federal State Educational Standard, the needs and expectations of participants in the educational process. From this point of view, the quality of education is considered as a combination of three components:

The quality of the educational process;

The quality of the conditions for the implementation of educational activities;

The quality of the results.

One of the components of the quality of education in our preschool educational institution is the educational process, which has its own specific control levers. First of all, the educational process is carried out in the conditions of developing interaction between the participants in the educational process and the management of its quality and involves the impact on its components - target, content, activity, and effectiveness. This means that increasing the effectiveness of ongoing activities will depend on the quality of the educational work of adults (teachers and parents) and the child's own activities at each stage of the educational process.

To improve the quality of the conditions for the implementation of educational activities, we have identified the following areas:

Financing (involves the definition of flexible funding standards, the transition to equity financing, monitoring the spending of budget funds);

- staffing(involves the development of a system of staffing and increasing the professional competence of teachers through the organization of a system of advanced training and self-education).

And finally solving the problem of managing the quality of the conditions of preschool education requiresraising the level of managerial culture of managersPreschool educational institution: creating conditions for improving the quality of the educational process in preschool educational institutions, mastering the technology of managing the quality of work.

slide 6. Our institution uses:

results-based education management technology, developed by P.I. Tretyakov and K.Yu. White. Determining the main goals for the development of your preschool educational institution, each leader, together with the teaching staff, organizes the entire pedagogical process, which means that he constantly compares the results obtained with the planned ones. This requires making prompt decisions on the situation, i.e. for specific results.

project management technology(N.A. Vinogradova, N.V. Miklyaeva), considering project management as the management of a preschool educational institution in an innovative mode of operation.

Ultimately, regardless of the priority technology for managing the quality of the work of preschool educational institutions, the main problem remains the creationmodels for assessing the quality of preschool education.This problem increases if we consider the preschool educational institution in the development mode, that is, assuming constant changes in the goal of each stage of the development of the preschool educational institution in accordance with the results of the pedagogical process.

Assessment of the quality of the results of the educational process is the most discussed topic today.

The quality of education is assessed in the form of licensing the state accreditation of the educational institution, control and supervision activities, certification of pedagogical and executive employees, and monitoring. This system is focused primarily on the evaluation educational conditions, and not on the effectiveness of preschool education, determined by the level and dynamics of the child's development. The quality criteria are the federal state educational standards for the content of education, the professional competence of the teacher in terms of his student-oriented interaction with the child, as well as the organization of the subject-developing environment in the preschool educational institution.

Slide 7. There are two approaches to quality management:

one - through the management of the pedagogical process and its components;

the other - through personal subjective aspects in the management system.

Therefore, quality management of education in preschool educational institutions requires special approaches, non-standard solutions which could fully take into account the peculiarities of the educational and educational environment, the needs and needs of parents and other social partners of the preschool educational institution. There is a need to develop a model for assessing the quality of preschool education.

However, in order to implement the model for assessing the quality of preschool education in preschool educational institutions different kind it is necessary to supplement it with system and process approaches in management. It is these conditions that will ensure more improving the quality of education.

slide 8. The model for assessing the quality of preschool education includes:goals, content, organizational structure, pedagogical mechanisms for systemic correction of the educational process, allowing the implementation of the regulatory and marketing goals of preschool educational institutions in partnership with all subjects.

Improving the quality of preschool education is possible thanks to a comprehensiveuse of the main methodological approaches to the assessment quality preschool educational institution.

1. Axiological approachassessment involves an analysis of the values ​​that are the basis for determining the structure and content of the system for assessing the quality of preschool education. The basis of the modern state policy of the Russian Federation in the field of preschool education is the ideas of humanization, therefore, the main professional and pedagogical value in determining the indicators for assessing the quality of preschool education within the framework of this approach is the child.

2. Sociocultural approachin assessing the quality of education in a preschool educational institution, it is determined by the nature of the interaction of children with adults, with other children, with the object-spatial world. The level of independent behavior and its ability to solve everyday life situations are assessed; social competence in dealing with other children and adults

3.Competence-based approachis promising, because in the context of modern ideas about the purpose of education, key competencies are relevant for preschoolers and fix the degree of their readiness to be included in a new - school life. When assessing the quality of education within the framework of this approach, the degree of mastery of competencies (intellectual, linguistic, social and physical) is identified, as well as ways of behavior (arbitrariness, independence, initiative, creativity, ability to choose) and its attitude towards oneself (image of oneself , level of self-esteem, the presence or absence of self-esteem).

The integrated application of the described approaches makes the problem of assessing and measuring the development of a child fundamentally solvable and allows parents (non-specialists) to be involved in assessing the quality of a preschool educational institution as independent subjects of assessment.

The model for assessing the quality of preschool education in a preschool educational institution is a set of interconnected functions, an object, subjects and subject of assessment, indicators and criteria, an assessment procedure and result. Developing the problems of scientific and methodological support of the quality of preschool education, M.V. Krulecht draws attention to the compliance of the assessment of the quality of preschool education with the goals of the upbringing and development of preschool children, the educational standard, and the needs of consumers of educational services.

slide 9. Functions for assessing the quality of preschool education:

1. The instructive and methodological function is to create regulations for the evaluation of institutions different forms implementing programs of preschool education.

2. The control function includes carrying out evaluation procedures in individual educational institutions and organizations.

3. The analytical function includes the collection and analysis of data on preschool educational institutions, building on this basis a rating of institutions implementing preschool education programs in terms of the “quality of education” parameter.

4. The information function can solve three problems.

Firstly, the information is addressed to the pedagogical community in order to form modern ideas about the quality of education in preschool educational institutions.

Secondly, the information is addressed to parents, for whom it can become the basis for choosing the form and place of receiving preschool education for the child.

Thirdly, one of the tasks of informing about the results of the quality assessment may be the coordination of the efforts of the preschool educational institution and the school.

slide 10. Objects, subjects and subject of assessment:

When assessing the quality of education, it is necessary to clearly define what is assessed (object), who assesses (subject) and why assesses (subject). In this regard, the assessment of the quality of education (the system of assessments) should be divided into assessments of the quality of education by external environment(that is, assessments of consumers of educational services) and internal quality assessments in the education system itself.

Slide 11. The whole set of approaches to the selection of evaluation parameters can be reduced to the following five clusters:

1. Educational activities.

The level of quality of educational programs and their methodological support is assessed, the content of which allows teachers to build an educational process in accordance with modern requirements and the level of development of society and at the same time without undue burden for the pupils.

2. Development environment.

The degree of enrichment of the object-spatial environment is assessed, the filling of which provides the child with opportunities for self-development. The indicators are the quantitative ratio of "teacher-children", the education and professional experience of the teaching staff, the features of the room in which the children are.

3. Psychological comfort of the child.

Only good, ie. meaningful, varied education focused on child development can provide positive quality pedagogical work. The level of ensuring the psychological comfort of the child in an educational institution is assessed in order to preserve his physical and mental health. Most optimal performance the behavior of the educator, providing high-quality support, are: a responsible position, acceptance of the child, meaningful communication, the ability to sympathize.

4. Health saving activities.

The good quality of the physical context of a child's life in an institution is determined not by the number of objects, but by their quality, diversity, clearly structured space, its stimulating influence. The quality of the use of health-saving educational technologies is being assessed, which allow organizing the process of education in a preschool educational institution in such a way that the child can participate in educational activities without excessive physical and mental stress that undermines health.

5. Satisfying the needs of the family and the child in the services of a preschool educational institution.

Thus, we can distinguish the following integral criteria for assessing a preschool educational institution, which determine the quality of preschool education:

Ensuring the well-being of the child, his comfortable stay in kindergarten;

The readiness of the kindergarten to preserve the health of the child, to ensure the necessary correction of developmental deficiencies;

The focus of preschool education on the success of the child at the next level of education;

Meeting the needs of the family and the child in the services of preschool educational institutions.

Solving the problems of improving the quality of preschool education in preschool educational institutions requires a systematic approach to its assessment. An important condition for objectivity is the systematic and regular procedures for collecting and reviewing data on the quality of the educational activities of a preschool institution.

Slide 12. Assessment Methods

The main assessment methods are as follows:

Studying the presented materials of introspection, normative legal documentation;

Analysis of software, educational, methodological and staffing of the declared focus of the educational program;

Observation;

Study of the subject-developing environment, as well as conditions that ensure maximum satisfaction of the requests of the parents of pupils;

Analysis of planning, diagnostic results.

Slide 13. Assessment steps

The assessment of the quality of preschool education in a preschool educational institution includes several stages:

Identification of quality indicators;

Definition of evaluation criteria (benchmark, requirement or standard), based on

what this indicator will be evaluated for;

Formation of a scale of levels of achievement of the quality criterion;

Development of tools;

Organization of collection, processing, analysis, interpretation of the received data;

Presentation and dissemination of generalized information for different categories of users;

Organization of a wide public and professional discussion;

slide 14. Evaluation results.

A generalized assessment is made in several assessed areas:

The level of implementation of the educational program of the corresponding focus;

The level of organization of the subject-developing environment of the preschool educational institution, taking into account the declared focus of the educational program;

The nature of interaction between teachers and children.

Perspective correlation of the results achieved in the preschool educational institution with a modeled portrait of a child aged 6.5–7 years, at the exit from preschool education.

Targeting of the evaluation results:

Teaching teams of institutions implementing the main general educational program of preschool education and responsible for its successful (effective) implementation;

Parents of a child mastering the basic general educational program of preschool education;

Heads of institutions implementing the main general educational program of preschool education.

The proposed model improves the quality of education on the basis of maintaining its fundamentality and compliance with the current and future needs of the individual and society as a whole.

IMPORTANT!

Evaluate the goals that the educational program sets - does not declare, but really pursues (process analysis, compliance with the targets of the Standard);

- assess the conditions (including psychological and pedagogical) that are created to achieve these goals;

ABOUT the educational result is set as a development guideline;

D Children are not the object of a formalized check; the focus is on peer review.

August meeting teaching staff Nizhnevartovsk region 2014

Ensuring continuity of control over the compliance of the educational process and performance results with external state requirements for the quality of education in educational organization.Organizational and methodological support for the collection, processing, storage of information on the state and dynamics of education quality indicators.

Organization of a system for assessing the quality of education in preschool educational institutions

Municipal preschool educational institution

"Child Development Center - Kindergarten No. 98"city ​​of Magnitogorsk

Actual issues of development and functioning of the internal system for assessing the quality of education in educational institutions. Ensuring the continuity of control over the compliance of the educational process and performance results with external state and intra-organizational requirements for the quality of education in a general educational organization in accordance with paragraph 3 of article 28 of the Federal Law "On Education in the Russian Federation" is carried out through an internal system for assessing the quality of education (hereinafter referred to as VSEKO ).

VSOKO refers to continuous intra-organizational quality control of education in order to determine the level of its compliance with established standards and make management decisions aimed at improving the quality of education in a general education organization.

Target: Qualitative assessment and correction of activities, environmental conditions of the institution to prevent possible adverse effects on the quality of services provided.

Tasks:

1. Obtaining objective information about the functioning and development of preschool education in the Establishment, trends in its change and the reasons that affect the quality of education.
2. Organizational and methodological support for the collection, processing, storage of information on the state and dynamics of education quality indicators.

3. Providing all participants in the educational process and the public with reliable information about the quality of education.

4. Taking reasonable and timely management decisions to improve education and raising the level of awareness of consumers of educational services when making such decisions.

1. Conducting a self-examination.

Main principles monitoring are integrity, efficiency, information openness to the results.

OOP MDOU:

• Additional educational programs implemented at MDOU
• Joint educational activities in the daily routine and organization of directly educational activities
• Protection and promotion of children's health
• Implementation of a priority area of ​​activity in the system of additional education
• Logistics conditions

Maps for assessing the subject development environment, analytical references teachers once a month how the subject-spatial environment in the group changes.

• Requirements for staffing conditions
• Financial conditions (financial security)
• The level of achievement of the results of mastering the main educational program
• The quality of the organization of the educational process;
• Innovative activity.

Compliance of the structure and content of the working training programs with the established requirements

Group security teaching aids, didactic material, visual aids

Data collection methods:

• survey;
• questioning;
• testing;
• document analysis;
• conversations;
• sociometric research;
• statistical research;

To create and implement internal monitoring of the quality of education, it does not follow that in all educational institutions this should be done in exactly the same way, therefore today each educational institution has the right to independently determine both the procedure and the content of the ESEKO program, taking into account its specifics, and it must implement it on its own.

The created system of types of practical activities of an educational institution should be regulated by documents that must be followed when developing a monitoring system for assessing the quality of education in a preschool organization.

• Order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013 No. 1155 “On approval of the federal state educational standard for preschool education;
• SanPiN 2 2.4.1.3049-13 "Sanitary and epidemiological requirements for the device, content and organization of the work regime in preschool organizations";
• Letter of the Department for Supervision and Control in the Sphere of Education of the Ministry of Education of the Russian Federation dated July 31, 2012 No. 03-20 / n-20 “On the organization of internal monitoring of the quality of education in an educational institution”;

The legal regulation of the functioning of the system of internal monitoring of the quality of education consists in the preparation, adoption, approval and implementation of the local regulatory act "Regulations on the internal system for assessing the quality of education in DO" which establishes the content, structure and procedure for internal quality monitoring in the institution.

The following terms are used:

The quality of education - an integral characteristic of the education system, reflecting the degree of compliance with the personal expectations of the subjects of education, the conditions of the educational process, regulatory requirements, criteria determined by state standard and social demands.

Condition quality - this is the implementation of sanitary and hygienic standards for the organization of the educational process; catering in a preschool institution; implementation of measures to ensure the safety of pupils in the organization of the educational process.

State standard determines the mandatory minimum content of educational programs, the maximum amount of teaching load for pupils, requirements for the level of development of integrative qualities of graduates of a preschool institution, requirements for the conditions for organizing the educational process.

Criterion - the sign on the basis of which the assessment is made, the classification of the assessed object.

Monitoring in the education system - a comprehensive analytical tracking of processes that determine quantitatively - qualitative changes in the quality of education, the result of which is the establishment of the degree of compliance of the measured educational results, the conditions for their achievement and the provision of the system of state and public requirements for the quality of education fixed in regulatory documents and local acts, as well as personal expectations of students.

Expertise - comprehensive study and analysis of the state of the educational process, conditions and results of educational activities.

Measurement - assessment of the level of educational achievements that have a standardized form and the content of which corresponds to the implemented educational programs.

An equally important requirement in the case of legal regulations for internal quality monitoring is the introduction of amendments to job descriptions workers.

The instructions must state: In his activities, the employee (position) is guided by the charter, other local acts of the preschool educational institution, including the program for internal monitoring of the quality of education.

And in the function of an employee: the employee performs the functions assigned to his competence in accordance with the approved program for internal monitoring of the quality of education.

The algorithm for introducing a system for assessing the quality of educationalservants in preschool

Creation of a pedagogical asset of a preschool educational institution to develop a program for a system for assessing the quality of educational services of a preschool educational institution;

The working group develops a program for internal evaluation of the education quality system and develops a methodological work plan for the introduction of the VSOKO DOE program; Determines the parameters that characterize the compliance of the developed and implemented preschool educational institution with the Main General Education Program of Preschool Education with the requirements of the current regulatory legal documents; Develops technological maps, diagrams, tables, for internal monitoring of the assessment of the quality of education in preschool educational institutions.

(Activity working group should be reflected in the minutes)

How to organize the procedure for conducting a system for assessing the quality of educational services in a preschool educational institution;

Issuance of the Order on the assessment of the quality of educational services in preschool educational institutions (appointment of responsible persons, setting deadlines);

Collection and processing of data (data are registered in the monitoring program for assessing the quality of education)

Analysis of the results of assessing the quality of educational services in preschool educational institutions;

Analysis of the degree of compliance with the requirements of regulatory legal documents developed and implemented by the preschool educational institution of the Main general educational program of preschool education

Identify weaknesses in the DFID and identify ways to improve the content of the program

Identification of shortcomings in the implementation of the HFEI and identification of ways to solve problems

Determining the overall result of assessing the quality of educational services in preschool educational institutions

Making management decisions based on the results of assessing the quality of educational services in preschool educational institutions.

Inclusion of measures to improve the conditions for the implementation of the EITI in the annual work plan of the institution for the next academic year; Familiarization of parents and the founder with the results of the audit.

Encouragement of teachers whose pupils showed the best results in the development of OOPDO

Improvement of SOCO DOW.

The program of the system for assessing the quality of education in preschool educational institutions will allow:

1) Streamline the system for monitoring the quality of educational services in preschool educational institutions;

2) To increase the efficiency of quality management of educational services in preschool educational institutions;

3) Ensure the quality of educational services in accordance with the needs of consumers.

The concept of the quality of preschool education for this preschool organization is also disclosed and the functions of the assessment system are given:

• informational;
• incentive;
• formative;
• correctional.

The second part contains a description of the object, subject, methods, quality assessment technologies, its structural elements: self-examination, monitoring and control, description of organizational mechanisms, frequency and timing of assessment.

Organization of the evaluation system The internal evaluation system is based on the program, which determines the directions, form, timing, procedure and responsible executors. On its basis, an annual cyclogram is compiled, which is approved by the order of the head of the preschool educational institution and is mandatory for the employees of the preschool educational institution. The composition of the responsible executors is approved by the order of the head of the preschool educational institution. This may be a deputy for educational work, a senior educator, teachers and members of the parent committee.

Algorithm for the implementation of the assessment system

• Definition and justification of the object of assessment.
• Data collection.
• Creation of databases for storage and operational use of information.
• Processing of received data.
• Analysis of the received data.
• Preparation of documents based on the results of the analysis of the received data.

Only teachers who work directly with a particular child and his parents are allowed to the results. When representatives of inspection organizations demand to show the results of diagnostics, they are shown only in a generalized form - how many children showed an average, high or low level of development, the results of a particular child are not given.

Types of control:

1. Operational - assessment of the current state of affairs in rather narrow areas of activity. 2. Precautionary - prevention of shortcomings and selection rational decisions problems (carried out before serious checks).

3. Srezovy - diagnostics of children according to the sections of the program.

4. Thematic - a deep study of the state of affairs. 5. Final - evaluation of the results of the work of the teaching staff at the end of the reporting period.

Questions for operational control are divided into three categories according to the object of assessment: the organization of the pedagogical process, the developing subject-spatial environment and the achievements of children. Questions of the first category assess the quality of the educational process. The first category includes questions about organizing a walk, preparing teachers for classes, using didactic and directing games, supporting children's initiative and independence by the teacher (the motor mode of children on a walk, observing nature, the availability of portable material, developing didactic games and organizing labor activity)

• content saturation - the availability of teaching aids, materials, inventory and equipment that will provide play, cognitive, creative and physical activity of children;
• variability - the presence of spaces for playing, designing, solitude, and so on, a variety of materials and their periodic replacement;
• transformability - the possibility of changes depending on the educational situation, interests and abilities of children;
• accessibility - free access to the premises, to toys and materials;
• safety - compliance with sanitary and epidemiological standards and fire safety rules.

Achievements of students speak about the quality of the results of the educational process. The third category includes issues for consideration: pedagogical observations, the preschooler's portfolio, and the results of pedagogical diagnostics. Thematic control consists in a thorough study of the state of affairs in a particular area of ​​work with children. Based on the results of the analysis of the results of the current control, a specific action plan is adopted to correct the educational process. Final control helps to study the final results of the work of the DOW team. It is held at the end of the semester and the academic year.

Quality control of the educational process, conditions and results helps to detect and eliminate shortcomings, gives the leader reliable information for making managerial decisions.

Prepared by the senior teacher Tsybulko Tatyana Dmitrievna