There are various approaches to the description of the principles of building quality management systems, but in general they are combined by one idea - the general conceptual management model should be based on such a description.

Under management, in a broad sense it is understood as the function of complex organized systems (biological, technical, social), ensuring the preservation of their structure, maintaining the mode of operation and sustainable development, the implementation of the objectives of the system. Management is an attribute of exclusively social systems, it exists only in organizations.

The control in the narrow sense is the organizational structures themselves and administrative bodies that carry out management functions. In the interests of effective management, it is necessary to clearly define the structure of the management system and the relationship of its links. In general, the solution to this task is given to the so-called structural management. In addition, it is necessary to determine and form such characteristics of the system and its subsystems so that they can perform their target functions. This is achieved on the basis of parametric management. The solution of situational management tasks associated with the system reactions to changes in the external and internal medium lies in the zone of so-called situational management. When the Office is based on the trends in the development of the system and its environment and (or) aimed at liquidation (compensation) of possible adverse effects, it can be called proactive, faster.

The overall control scheme can be presented in the following form (Fig. 6.2).

Fig. 6.2.

Any management can be considered as the interaction of the control (management entity) and the controlled (control object) subsystems, as a result of which the control object moves from some initial state to the desired final one. Each of the states of the control object is described by a specific set of measured characteristics (indicators), and the control task can be described through a change in the state of the object - the values \u200b\u200bof these indicators or the formation of new characteristics in the control object (giving it new quality properties). At the same time, even if the initial and final state of the object coincide, this can be viewed as a particular management case, which is able to maintain the stable state of the object. Thus, there are always controls office objectwhich is described by some a set of properties (characteristics) defining it state (initial, finite, intermediate), management program as a way to transfer an object from one state to another and subject of ManagementForming and implementing this program. The character remains unchanged in any system relationship: The control subsystem has a targeted impact on a managed subsystem, and these effects are accepted (perceived) the latter. This conclusion is in good agreement with the famous statement of Father's Cybernetics of Norbert Wiener who claimed that the Office is a parcel of messages that effectively affect the behavior of their recipient.

It is possible to formulate a list of conditions, in the absence of which any control, including the management of the quality of education, cannot be discussed at all.

• 1. This is the presence of a clearly formulated goal of the management and the criteria for its achievements defined before the start of the management process.
• 2. Availability of reliable information about the status of the control object at any stage of the management cycle.
• 3. The ability to measure the indicators of the status of the control object at any stage of the management cycle.
• 4. The presence of a certain list of alternative options to achieve management goals - ways to implement the management program and the formalized method of constructing and extinguishing these alternatives.
• 5. The possibility of a fairly complete assessment of the consequences of each of the alternatives, including in terms of its compliance or inconsistency of targets and existing restrictions.

Transfer from general definition Management to the concept of quality management involves identifying the specifics of managing and managed systems, as well as the control influence.

This is how the concepts of "management" and "quality management" standard GOST 150 9000: 2011.

Management: Coordinated management activities and organization management.

Quality management: Coordinated management activities and organization management in relation to quality.

Management system: a system for policy development and goals, and achieving these goals.

Quality management system: management system for manual and organization management in relation to quality.

In the standards of the ISO series 9000, the concepts of "quality planning", "Quality", "Quality Management" and "Quality Improvement" differ.

Quality planning: part of quality management, aimed at establishing quality objectives and determining the necessary operational processes life cycle Products and relevant resources to achieve quality goals.

In fact, quality planning is also a description of the desired result (the end state of the control object), an advocating goal of management, as well as all fixed interim states and necessary for the transition of resources. A typical example of education planning is the development of GEF, and at the level of educational organization - development programs, road maps, etc.

Quality assurance: part of the quality management, aimed at creating confidence that quality requirements will be fulfilled.

Under quality assurance is understood by all the activities planned to implement under the quality management system (management program), which determine the possibility and conditions for making the control object of the required qualitative characteristics. Quality assurance in relation to education - the Ego Development of a complex of necessary measures to achieve indicators of the quality of education at the level of requirements established in educational standards, other regulatory documentation, as well as consumer requirements. The elements of the quality assurance system are the development of educational programs, qualification requirements to teachers, content of certification procedures, distribution of responsibility and powers, organization of interaction, etc.

Quality management: Part of quality management aimed at fulfilling quality requirements.

Quality management is methods and types of operational activities, aimed at the successful implementation of the educational program, regulation and control educational process, timely elimination of inconsistencies and process deviations.

The main difference in quality management from quality assurance is that the latter means building an expedient management system, and the first is its effective functioning. Quality management involves the active impact of the control subsystem on the control object, leading to a change in its condition. Therefore, it can be considered an active way to influence quality.

Under management of education, thus, it should be understood by a targeted and continuous impact on the processes and conditions for educational activities, which ensures the achievement of the results of education, to the greatest degree of the needs of various groups of consumers.

Quality Improvement: Part of quality management aimed at increasing the ability to fulfill quality requirements.

In fact, these are all planning actions, provision and quality management, performed on a new twist (cycle) of the management to achieve higher values \u200b\u200bof the quality of the process and (or) results of educational activities, increase the consumer satisfaction, cost reduction (increase efficiency) and eliminate the causes of identified inconsistencies.

It is impossible to achieve perfection in such a complex form of activity. This can be achieved only through a long series of improvements covering all stages of the process. The principle of permanent improvements - the goods, services, technology or the image of actions of the employee - today it is so firmly entered into the daily practice of the best organizations that some researchers fully write on the need to form the need to form the "habits for improvements".

To effectively organize the quality management process, it is necessary that the main categories of management are clearly defined, allowing it to be better to realize and organize the whole process.

The purpose of the management is to achieve the required level of education. We are talking What a set of properties and which level of quality should be specified, and then achieve this set and this level to maximize the established requirements.

The management entity is the governing bodies of all levels and persons designed to ensure the achievement and preservation of the specified level of quality of education.

The control object is the quality of the education system, the quality of the educational process and the quality of the results of education. The control object may be either the entire set of system properties (process, result), or some part of them or a separate property. In particular, the management object can be determined by the competitiveness of a graduate of the educational organization, the level of its competence or any other indicator, the characteristic of educational activities, in particular, the share of teachers who have a scientist. For lecture, for example, quality management facilities can be: the level of its problemability, the availability of presentation, visibility, the activity of students, the logicality and structure of the material, etc.

The object of quality management according to international standards and from 9000 may be:

• - activity or process;
• - the result of activities or processes, which, in turn, can be material (for example, a textbook written by the teacher), intangible (for example, information learned when reading it) or a combination of them;
• - organization, system or individual;
• - any combination of them.

Quality management functions are classified actions to manage the quality of education, corresponding to the features of the object and the management entity and management goals.

Management methods - Methods that are subject to control entities affect the elements of the education system and the educational process, ensuring the achievement of the planned result. Traditionally, the following groups of methods are distinguished:

• - economic ensuring the creation of economic conditions that encourage employees of the educational sector to study consumer requests, organize and implement educational activities that satisfy these needs and requests;
• - socio-psychologicalaffecting the motivation of the participants in the educational process to achieve high quality education, as well as envisaged, on the one hand, the promotion of pedagogical workers for achieving high quality, and on the other - the system of sanctions for poor-quality education;

organizational and administratives carried out by means of mandatory standards, directives, orders, instructions of managers;

- pedagogical Including all stages of creating the quality of education from pedagogical design to pedagogical analysis and ensuring optimal interaction of training and students.

Management relationships, i.e. Relationships of subordination (subordination) and coordination (cooperation).

Management principles. As the basic principles of quality management, the following are allocated.

1. Customer orientation. Organizations depend on their consumers, therefore, must understand their current and future needs., fulfill their requirements and strive to exceed their expectations .

The wording seems to not contain anything new. We still heard in childhood that the "buyer is always right", only who treated it seriously? Especially in the education system. The teacher was always right. In the consciousness of the student, the public was created and the stereotype of the infallibility of the teacher was created and supported. But today we are seriously starting to talk about the transition from the pedago-centered model to personally oriented education. And not only to speak, but also to implement this principle in practice. Today is put in the chapter marketing research, market analysis, which serve as a mechanism governing educational activities. The task of implementing the principle of individualization of training in the conditions of mass education is unusually complex, but this is one of the most important areas of modernization of educational systems.

Another reason for the relevance of this principle is globalization Education markets. The emerging single European and global educational space led to the emergence of such a concept as "cross-border education". Globalization sharply strengthens competition, and we must be prepared for the fact that tomorrow we will have to fight for each student and the teacher, not only with domestic, but also with foreign universities.

The use of the principle of orientation on the consumer requires:

• definitions of external and internal consumers, stakeholders, identify their needs and expectations;
• ensuring a balanced approach to consumer requests and the needs of other stakeholders (states, society as a whole, regions, labor market, etc.);
• bringing these needs and expectations to the entire personnel of the educational organization;
• establishing the degree of consumer requirements, measuring their satisfaction;
• Management of interaction with consumers.
• 2. Leadership leadership. Officers ensure the unity of Waste and the direction of the organization's activities. They should create and maintain the internal environment., in which employees can be fully involved in solving the tasks of the organization. "

Today it is obvious that in order to bring your organization to success, to be a little knowledgeable leader, it is necessary to become a leader. Effective organization management, project management, the introduction of a quality system - these are areas of activity that are not able to exist without leadership. A completely different function comes to replace the administration and total control. The leader becomes a mentor, the adviser, assistant, even a coach. These roles are unusual for the head, so the question of teaching leadership is acute.

The application of the principle requires:

• Demonstration of commitment to quality by their own example;
• understanding and responding to external changes;
• a clear forecast of the future of his educational organization;
• creating an atmosphere of confidence;
• provision of personnel with the necessary resources and freedom of action as part of responsibility and authority;
• initiation, recognition and promotion of the contribution of people;
• Support for open and honest relationships;
• training and "cultivation" of workers;
• Personnel motivation for quality improvement;
• providing supporting control.
• 3. Personnel involvement. Employees of all levels constitute the basis of the organization, and their complete involvement makes it possible to organize the organization with the benefit.

The success of a modern educational organization is determined primarily by the relationship "leader - team". This means that the educational organization should be a system of interacting teams, and not a rigid hierarchical structure. Principles of the Command Organization of the educational process, project groups, temporary creative teams are designed to combine the merits of a small organization with the benefits of great. It is usually used organizational form, as project management. The involvement of the team combined into teams is strengthened when using principles participative control. When providing all members of the team to the actual opportunity to participate in making management decisions. Such an organization gives rise to people a sense of involvement, which strengthens motivation to creative work.

The application of the principle requires:

• Initiatives and responsibilities of workers:
• active search for improvement capacity;
• desire to continuously increase their competence;
• sharing experience and knowledge;
• orientation to create additional values \u200b\u200bfor consumers;
• creating a positive image of his educational organization;

The guide requires the conditions for which the staff will be:

• get satisfaction from work;
• experience a sense of pride for belonging to this organization;
• Encourage information on quality improvement.
• 4. Process approach. The desired result is achieved more efficiently., when the activities and relevant resources are controlled as a process .

Most quality management professionals believe that all types of activities carried out in the organization makes sense to consider as processes. It is not only about other organization of activities, but also about the phenomenon of process thinking, in which the understanding of the role and place of the employee in the organization is changing.

The application of the principle requires:

• definitions of the organization's processes;
• identification and measurement of inputs in the process and its results;
• definitions of interaction of processes;
• assessing the impact of the process on consumers;
• establishing clear rights, powers and responsibility for process management;
• definitions of internal and external consumers, suppliers and other stakeholders;
• process design at each stage, their resource support;
• Measurement and correction of processes.
• 5. System approach to management. The identification, understanding and management of interconnected processes as the system contributes to the effectiveness and effectiveness of the organization when it reaches its goals.

The systematic approach requires the coordination of all aspects of the organization's activities. First of all, it leads to the coordination of tasks arising when managing quality, with the organization's mission, its vision, strategic goals, etc.

The application of the principle requires:

• system definitions by establishing and developing a complex of interrelated processes that ensure the achievement of the objectives of the organization;
• Designing such a system in which goals are achieved by the most affective way;
• understanding the relationships of elements in the system;
• continuous improvement of the system through measurements and evaluation;
• Documenting procedures.
• 6. Continuous improvement (continuous improvement). The continuous improvement in the activities of the organization as a whole should be considered as its unchanged goal. .

Any improvement begins with a person, with a change in its worldview, the valuables, the improvement of knowledge, skills, skills, personal qualities. The next step is to improve the work of the team, first of all, by creating a benevolent atmosphere. This follows the improvement of the "habitat", workplace, working conditions.

The application of the principle requires:

• the formation of the educational organization of the educational organization needs to continuously improve its activities and its results;
• applying basic concepts of continuous improvement;
• periodic assessment of compliance with the established perfection criteria to determine the areas of potential improvement;
• continuous increase in the efficiency of all processes;
• Employee training by methods and means of continuous improvement;
• definitions of meters and improvement purposes;
• Recognition of improvements.
• 7. Decisions based on facts. Effective solutions are based on data and information analysis.

The system of indicators describing the activities of the educational organization includes: financial and economic indicators, performance indicators and consumer satisfaction, characteristics of processes, performance indicators for training and staff growth. The combination of these sets is the so-called balanced system of indicators. They connect the mission, vision and strategy of the organization with estimates of the results of current activities, allowing you to accept competent management decisions.

When making decisions based on the facts, we reduce the loss from ineffective management decisions and at the same time we accumulate information that gradually turns into organizational knowledge.

The application of the principle requires:

• measurement and collection of data and information related to quality indicators;
• ensure confidence in the accuracy and accuracy of data and information;
• use of tested methods for data analysis and information;
• understanding the value of the relevant statistical methods;
• Decision making and implement actions based on the balance of analysis results, facts, experience and intuition.
• 8. Creating mutually beneficial relationships with suppliers. The organization and its suppliers are interdependent and the relationship of mutual benefits increase the ability of both parties to create values.

Today we can talk about building long-term strategic partnerships with a social environment, which is based on the desire for quality and perfection.

The application of the principle requires:

• identification of basic suppliers;
• establishing relationships with suppliers based on the balance of short-term and long-term goals;
• openness;
• initiating joint development and improvement of the quality of processes;
• collaboration to create value for the consumer;
• exchange of information and plans for the future;
• Recognition of the achievements and improvements of the supplier.

The application of the general principles of the theory of management is possible to anyone

the object, including the quality of education, under certain initial conditions. Such conditions, one of the leading Russian specialists in the field of quality A. V. Globev calls:

• - the presence of specified (probable) values \u200b\u200bof the characteristics of the status of a managed object and the functions of their change (object behavior programs);
• - instability of the object in relation to the program (the presence of the probability of deviations of parameters from the specified values);
• - the presence of methods and means to detect and measure the deviations of the object from the specified program or parameter values;
• - availability of opportunity to influence the managed object in order to eliminate emerging deviations.

Consider these conditions in relation to the quality of education.

The presence of specified values \u200b\u200bof the status parameters of the managed object. As noted earlier, the requirements for the quality of education are determined taking into account the diverse needs of the state and its institutions, societies and individuals, are established and recorded in state educational standards, the list of accreditation indicators, qualification characteristics of a specialist, and the like. The parameters of the quality of education with the establishment of sufficiently clear boundaries and values \u200b\u200bof the indicators are included in the monitoring of the effectiveness of educational organizations, various ratings, etc. The same monitoring and ratings as management tools are intended to stimulate the management of educational organizations to change the values \u200b\u200bof the performance indicators (for the better, of course), i.e. To change the state (rating position, for example), the object managed by them. From the above, it follows that the first condition of management in the case of the quality of education is satisfied.

GOST 150 9000: 2011. Quality management systems. Basic provisions and dictionary.

Galchev L. V. Basics of product quality management. M.: AMN, 1998.

1 in-school education quality management system in educational institution: Design, assessment Moscow Center for the quality of education Poroshinskaya L.G. Year 1

In the 40s, America had military heroes; In the 60s, astronauts were samples. Currently, heroes should be considered quality professionals, since their contribution to future development and prosperity can even be more than the outstanding personalities of the past. "J. Harrington, 1990" Quality Management in american companies »2.

3 Education Policy should guarantee the necessary conditions for full-fledged high-quality education, take into account the interests and abilities of the individual, to ensure the achievement of a competitive level for all levels of education The main task of the Moscow educational policy is to ensure high quality education based on the preservation of its fundamental and compliance with relevant and promising needs. Personality, society and state. "The quality of Russian education is a key aspect of the strategy of its development." Fursenko Qualitative education resource of sustainable development of society. " QUALITY OF LIFE AND QUALITY OF EDUCATION - Main Landmarks of UNESCO and the UN policy in the Berlin Declaration (D) It is determined that the national system of quality assurance must ensure the national system

4 trends in the field of ensuring the quality of education trends in the field of education of education. Development of uniform criteria and standards for the quality of education. Development of uniform criteria and quality standards. Creation and development of national accreditation systems for educational programs of European countries. Creating and developing national accreditation systems of European educational programs. Countries Construction of the quality management systems for the quality of the educational process on the principles of quality management management systems for the quality management of the educational process on the principles of quality management development and the introduction of the SC OU based on different models Quality systems, including the requirements of international standards. Development and implementation of the SK OMA on the basis of various models of the quality system, including the requirements of international standards, the transfer of the center of gravity with the departor of external quality control is formed. The process and its R-TOV on the basis of the certification system and accreditation at the inside. Self-assessment of OU transfer of the center of gravity with the part am of external quality control formation. The process and its R-TOV on the basis of the certification system and accreditation at the inside. Self-assessment OU

6 manage means first of all, purposefully influence all components of the managed system to achieve advanced results. In other words, the management of the organization as a process includes people, material, financial and other resources. Administration - Activities of any organ, officercharacterized mainly by the edition of policy acts, orders, orders. Guide - This is an impact on people whose goal is to perform work qualitatively, in accordance with the standard that is, to lead people but not by resources.

7 The purpose of the management is to change existing conditions (processes, mechanisms) to achieve the goals set - new results management facilities - the processes of activity of the management goal (idea, idea, mission, strategy) - who ask the vision of future results, the appointment of the organization, the content of its activities. Basic management functions: analysis, planning (strategic goals. Development of development program, implementation plan), organization (distribution of powers, fixing the functions of joint activities, personnel motivation) and control.

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Planning Organization Management Guide Control 5 Analysis 5 Analysis of the Tselilation Tsellens Information Support Management Management Management

13 As you understand the essence of the concept of "intra-school management of education quality". The system of management quality of education is the management of the quality of the educational process and other activities that ensure the formation of competencies of students and graduates of the school. Education Quality Management This is the management of quality assessment and quality control mechanisms. The education quality management system is organized by intra-school control and planning of the school's work on the quality of education. Quality management system is a set of organizational structure, methods, processes and resources required for the overall quality management.

14 Management Process Management Information about Khodeprocess Indicators of the educational process Indicators of educational results Satisfaction of consumers Resources Main activity Process Process Role Consumer Result Control Points Process Correction Login Scheme of the educational process

15 What provides the educational result of a schoolboy in the quality management system Organization of the educational process Improving the competence of teachers educational and methodological and material and technical resources Public Governance Independence and openness OU implementation of the mission, goals and objectives of the Development Program Organizational Culture OU, aimed at supporting the OU Social Partnership Strategy New Approaches to Education Quality Assessment System Essence Result Tata Social Order: Successful graduate Control External and internal examination

16 New emphasis in the estimation system The transition from the assessment as a control tool - to the assessment as a tool for the quality management tool the transition from a statement assessment - to the formative, programming self-development of the student, teacher, schools transition from an extremely subject matter - to assess the educational results as a whole

The intra-school system of quality management system - the mechanism of an internal guarantee of the quality of education as a whole requirements for the national education quality system are determined by directives and quality standards in the European Region and can be considered as basic for OU when developing an intra-school quality management model, it is recommended to use: Practical recommendations for Selecting a typical model of the education quality management system for universities and custody "(Federal Agency for Education 15% of deviations as depends on the performers and 85% of defects are determined by the deficiencies of the management of Edwards Deming 15% of deviations as depends on the performers and 85% of defects are determined by the deficiencies of the management of Edwards Deming 18.

19 Quality Control Complex Control Concept (Totel Quality Control), proposed by Armand Feegenbaum Methods of improving the quality of the person, proposed by Claus Möller: Basic Principles AQI: Joseph M.Jurana "Quality Management Handbook" It is recommended to use when developing a quality management system of education recommended when developing Education Quality Management Systems Principles of the Theory of Quality of Americans Edward Deming

20 Basics of Process Management Determination of the desired result Measurement of the "entry" and "output" of the process; ATTENTION At the stages of the process, its resources and evaluation, attention on the decision-making process Consistency with the possibilities of the OSA assessment of barriers and failures Clear distribution of full-urine and response The concept of integrated quality management

21 Factors defining the success of OU (research of the European Commission) Financial independence High level Autonomy OU High levels of the competition of lines inside the system high level of control in the OU high level of quality control

22 Studies that determine the effectiveness and quality of impact on the formation strength of the overall effect Average value Satisfaction of the Personal Expectations of the student qualitative implementation Tasks 1,13 Motivation of the student (value orientations for achievements) 1.04 Educational efficacy of elements of formation (educational process) 1.00 Educational space, allowing to organize a student's self-education in accordance with its capabilities of 0.84 direct impact of the teacher by direct training instructions 0, 82 Intensification (inclusion of additional programs, uv. Program transmission rates) 0.72 Home factors (living conditions, influence of parents) 0.67 The presence of feedback and adjustment support (results of academic performance, which initiates special assistance) 0.65 work, united research published by the University of Auckland

23 Studies that determine the effectiveness and quality of influence on education The effects of the Effect attitude to the teaching of 0.61 Class environment (a favorable atmosphere, support, high degree of expectations from the student) 0.56 Formation of goals (objectives formed in joint activities with a teacher as their own learning tasks Pupil) 0.52 Equal tenancy (Pupils have a weak help) 0.50 Improving teacher qualifications (learning new methods) 0.49 Parent involvement 0.46 Homework 0.43 Poll - Exam (provided that it helps students think about studied) 0.41

24 Education Quality Management is to manage the quality of the educational process and other species of children, providing the formation of the competencies of the educational OU each, depending on the quality of the quality and resources available and the available resources, chooses its own organizational structure of the quality system of the quality service: quality planning. Process, monitoring research, development of warning and corrective measures, development of documentation SC et al. Activities of the Service Regulated: Charter, Regulations on Service, orders and orders of director, orders and guidance docks of the Ministry of Education and Science of the Russian Federation, etc.

25 Options for building an organizational structure of management of the quality of education OU Council for the quality of education under the director of the OSA Deputy Director of the OU for the Quality of Education Service of the Quality of Education Laboratory of the Quality of Education OU Division on the quality of education OU

26 The tasks of the quality of education of the OSA Development and implementation of the organizational and functional structure of the SK OU of the internal audits and self-assessment of the development of the project of policies for the development and maintenance of document SK OU Treatment Preparation of the Administration proposals for improving education in the definition of measurable characteristics of the quality of education and methods of measuring the organization of work on improving quality : Planning, collecting and analyzing information, monitoring and continuing operations, etc.

28 What activities covers an intra-school system of quality management system Analysis of the quality of education (subject, complementary results, personal reassembly.) Work processes in quality management information support for management solutions for the improvement of education; Implementation of quality policies:. Planning quality educational process; organization of quality improvement work; development of warning and corrective measures; Examination of the diagnosis, assessment of the quality of education The system of increasing the professional competence of pedagogical personnel is material and educational and methodical support for images. Process Conducting various monitoring operations to education

29 Workflow management work processes. Contents of work processes Analysis of the quality of education Analysis: - PCC; - final certification; - external control; - comparable analysis of external and internal control - conditions providing an educational process (quality of lessons, prof. Competence, educational and methodological support, etc.) Planning the quality of educational results Planning the quality of conditions to achieve the planned result, including the use of resources to achieve it

30 Organization of work to ensure the quality of education. Creating the conditions necessary to ensure the quality of education (personnel, educational, material and technical, financial) activities of the child's personality, identifying the abilities of schoolchildren of all age groups (individual assessment of the possibilities and abilities of children, professional diagnostics Orientation, etc.), activities for the development of professional competence of the teacher (system and activity approach, new approaches to the assessment of educational achievements, etc.) Motivation of all participants in the educational process on its quality Activities for organizing warning and corrective measures. Creating a system measures to track and stimulate the improvement of a clear distribution of powers, responsibility in organizing quality assurance work. Organization of quality control work Development of criteria and indicators of expertise and evaluation. Development of control and measurement materials and others. Activities for the organization of the VCHK Organization of work to determine the measured parameters of the characteristics of the quality of the educational process Preparation of documents reflecting the quality assessment records Preparation of documents reflecting records for assessing the quality of education Regulatory consolidation of assessment procedures, collection, data storage On the kama education, etc.

31 Education Quality Monitoring Determine and Include in GCC required species Monitoring for identified indicators Determine the subjects of monitoring (consumers of information) and the possible forms of providing them with information to determine the frequency of monitoring, appoint responsible for its collection, storage, processing and analysis. Management information support - schoolchildren's progress and level of progress; - Competitiveness of schoolchildren in terms of training in universities, participation in the Olympiads - schoolchildren's satisfaction with curriculum programs; - the effectiveness of teaching; - the composition of schoolchildren and his analysis; - Available training resources and their cost, etc. Management solutions for information flows necessary for making a managerial decision on the quality of education to determine the specific object of management impact and certain performers and responsible for its implementation;

32 The quality of the education system cannot be higher than the quality of teachers working in it! The only way to improve the learning results is to improve the quality of teaching! Conditions for improving teaching - a mechanism for improving teaching results of international research of factors of successfully functioning schools (Mak Kinzy, 2007) The role of the quality of teacher's activities

33 Each child should have access to highly qualified an alone teaching Effective preparation The teacher's teachers should be "suitable people" factors that are crucial to improve the quality of education (according to the materials of the international study 25 of the best school systems) attracting strong candidates for the teacher profession, the mechanical selection of candidates for the tightening of academic requirements for the obtained arr. Annual professional development courses Each teacher must be provided with all available materials, knowledge, ability to improve the level of the child's implementation of processes that guarantee x quality improvement

34 Activities for the formation of a new formation of teachers. Use of the mechanisms of the priority national project "Education" to identify and support the best teachers. New system CONFIRMATION OF THE LEVEL OF PROFESSIONALIZA MA MA. Development of a professional teacher's activities in line with a competent approach to updating the training and advanced training system. Developing public participation in assessing the results of teacher activities

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36 Complete the task and answer questions: Describe the development management system in school What analytical information you use at school to assess the quality of education and making management decisions to describe the structure, activities and evaluation of the effectiveness of the intra-school management system of education.

37 Literature Practical recommendations for the choice of a typical model of the education quality management system for universities and DRAWS St. Petersburg State Electrotechnical University LETI.) Methodical recommendations on the organization and conduct of self-assessment of the efficiency of management systems in the field of quality management based on a model of improving activities (St. Petersburg State Electrotechnical University "LETI".) 2005 Monitoring of general educational achievements of graduates of the main school of Polyvanov K.N. Kaspřek A.G. Wenger A.L. M. 2006 Monitoring of general educational achievements of graduates of the main school of Polyvanov K.N. Kaspřek A.G. Wenger A.L. M. 2006 Quality Monitoring: Statistics and Sociology of Education M.L.Agraovich O.Ya.Dimarovskaya et al. M. 2007 Monitoring of quality: Statistics and Sociology of Education M.L.Agraovich O.Ya.Dimar, etc. M. 2007

1

The article is devoted to the analysis of the interpretations of the concept of "quality of education", the generalization of its structure. The structure and relationship of the quality of education components are considered. The criteria and indicators of the quality of the educational process, which can be applied to the quality assessment in the educational institution are proposed. The main question in this article is the definition of the role of quality that has a significant impact in ensuring the quality of education. Therefore, first of all, it raises research interest to clarify the content of this concept in the context of the concepts of "education", "quality", the characteristics of the components of its components.

education

quality

quality components

educational process

the result of education

criteria and indicators of the quality of the educational process

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The quality becomes one of the main goals of the development of education. Any education reform aim to improve the quality of education. It is one of the main issues of modern pedagogy and society as a whole. In this regard, the concept of "quality of education" is widely interpreted in modern pedagogical literature. It is considered in the context of many concepts. This concept becomes the subject of discussion of many scientists and methodists, including teachers. Despite the intensive search to identify the essence of the concept of "quality of education", other issues relating to certain sides of this concept often appear. The main question in this article is the definition of the role of quality that has a significant impact in ensuring the quality of education. Therefore, first of all, it raises research interest to clarify the content of this concept in the context of the concepts of "education", "quality", the characteristics of the components of its components.

Education as a system

Depending on the circumstances, a different meaning may be invested in the concept of "education". Education may mean: social phenomenon, process, result, system, product (service).

Employees of the education system: teachers, teachers, teachers - consider education as the process and the result of this process. This point of view is confirmed in the Textbook of Pedagogy: "Under education it is necessary to understand the mastery of educational scientific knowledge, practical skills and skills, the development of their mentally cognitive and creative abilities, as well as worldview and moral and aesthetic culture, as a result of which they acquire a certain personal appearance (image) and individual originality. "

In modern pedagogical science, education is considered as a system where the educational process occurs. Education as a system is characterized by integrity, internal interconnected, organized, openness and dynamism. Education is independent systemThe function of which is the training and education of members of society focused on mastering certain knowledge (primarily scientific), ideological and moral values, skills, skills, behavior standards.

Education as a system is reflected in the Law of the Kyrgyz Republic "On Education", where it is determined in the aggregate of interrelated structures:

● state educational standards different levels and directions and educational programs;

● educational institutions implementing these standards and programs;

● governing bodies and subordinate institutions.

Based on the data, it would be possible to determine the concept of "quality of education" as a structure consisting of the following elements: "Quality of knowledge, skills, skills", "Quality of mentally cognitive and creative abilities", "The quality of the student's worldview", "the quality of morality aesthetic culture ", etc.

However, this approach is inappropriate, since any quality is a significant certainty that depends on the patterns of many components of the components and expressing the essence of the object in these ties. Therefore, before considering the concept of "quality of education", the category "Quality" should be considered.

Analysis of the concept of "quality"

Aristotle understood the quality as a stable and transient property. Democritis, then Galiley qualities were divided into subjective (depending on the understanding of a person) and on objective (related to the item). English philosopher J. Locke called objective qualities primary, subjective - secondary. Kant developed the concept of category "Quality" with the help of the concepts "thing in itself" and "the thing for us."

The development of the category "Quality" in relationship with the category "Number" is studied by Hegel, which claims primacy of quality before quantity. It was he who formulated the transition law of the quantity in quality, using the concept of measure, where the measure appears as a border between one quality and other quantitative terms. Quality, by Hegel, is a certainty, with the loss of which the thing ceases to be the fact that there is when it loses quality, that is, it is identified with being. Quality is not normalized, there is a limit of transition to another quality.

In modern pedagogical science, researchers also try to determine the concept of "quality". So I.Ya. Lerner defines "quality" as an object property that makes up its stability, constancy and reveals its essential characteristic.

S.E. Shishov and V.A. Callary consider two types of quality: absolute and relative. Absolute quality is the highest standard that the subject has and cannot be improved. Relative quality is, firstly, compliance with the standards that can be determined by the manufacturer or in accordance with the requirements for a specific object, and, secondly, compliance with the consumer requests, that is, the satisfaction of real needs.

L.N. Davydova defines "quality" as a combination of certain properties characterizing the essence of the object and the difference from others.

In connection with the requirements of the modern methodology, the category "quality" requires its development and addition. To date, the International Organization for Standardization ISO provides the following definition: "Quality is the compliance of the characteristics of the requirements."

Analysis of the concept of "quality of education"

Based on the concepts of "education" and "quality", it can be understood that the quality of education is considered as a social, economic, pedagogical category. The definition of "quality of education" in a methodological aspect should be approached as a characteristic of the educational process and the result that matters not only in the education system, but also in the development of society as a whole. In this regard, the concept of "quality of education" can be defined as complex education, taking into account all objective and subjective characteristics.

A combination of indicators of the educational institution (the content of education, form and methods of learning, the material and technical base, etc.), ensuring the development of the competence of the students, is defined as the quality of education at S.E. Shishov and V.A. Calnea.

A.S. Postess in his work considers the quality of education as:

1) the result, where the quality of education is the knowledge system, skills and skills of a specialist who are in demand in a professional environment in society;

2) The process in which the quality of education is a set of properties and characteristics of the educational process that ensures its ability to meet the needs of not only citizens, but also organizations, society and the state.

MM Potchnik The quality of education determines as the ratio of the target and result, as the measure of achieving the goals, which are specified in operational and predicted in the potential development zone of the student.

G.A. Bordovsky, A.A. Nesterov, S.Yu. Trapitsyn define the quality of education as a property capable of satisfying consumer requests of different levels.

Generalization of approaches to the definition of the quality of education considers L.N. Davydova, which offers the quality of education to consider as a set of characteristics of the educational process, including the implementation of its goals, modern technologies, the conditions necessary to achieve positive results.

A.I. The subetto forms the principle of isomorphicity of human quality and the quality of education, since the quality of education goes into the quality of a person, which is quite relevant, since the goals of education are put in documents on the basis of personality requirements.

Consequently, the concept of "education quality" can be considered as a set of many components, of which the most significant properties that determine the level of knowledge, skills, skills, competencies of the student, the level of development of their personal properties, the psychological comfort of learning. At the state level, the quality of education is the compliance of the educational doctrine of social requirements and standards (standards).

In this regard, there is a need to study these components of the quality of education, which is a set of multiple elements.

V.P. Panasyuk allocates the following components as an education:

1) procedural (administrative and organizational structure of an educational institution, methodological and psychological and pedagogical training of teachers, educational program, curricula and program, material and technical base, etc.);

2) The resulting (education consisting of the following blocks: information, cultural, value-motivational, resource).

This view is characterized by the fact that the procedural component of the quality of education contains the quality of the conditions and the quality of the process, which indicates their closer relationships.

A.E. Bakhmutsky in the quality of education includes:

● Level of learning achievements of students;

● level of development of students' thinking;

● learning motivation;

● psychological comfort of the educational process;

● the quality of the content of the educational programs used;

● The quality of the implementation of educational programs.

At the same time, it is emphasized that the concept of "quality of education" is continuously updated in relationship with social changes.

MM Potchik and others. To assess the quality of education, they are mainly the quality of the results, the elements of which are:

● knowledge, skills;

● Negative effects of education;

● Changing the professional competence of the teacher and its attitude to work.

Components of the quality of education

V.V. Laptev in the concept of "quality education" all data offers to split into three interrelated parts:

1) related to the quality of the structure;

2) to the quality of the process;

3) to the quality of the result.

Taking into account these three components and integrates the concept of the quality of education, although definitions are given partially covering these components.

In the study S.V. Khokhlova Quality of education is represented as a hierarchical system consisting of the quality of the results, the quality of operation, the quality of the conditions. The quality of the result occupies the vertex of the hierarchy, as it is caused by the quality of the process and the quality of the conditions.

If we talk about the quality of education, at the top of which is the quality of the result, the quality of the process and the quality of the conditions is given a secondary role. Also, to determine the quality of education, many researchers study the quality of the results by choosing from its components that are most optimal for specific educational institutions. Others are suitable for the quality of education in its broad sense, including: the quality of the results, the process and conditions, although the components of these three components are much more complicated. But the main components affecting the quality of education to a greater extent can be isolated and explored, despite the fact that the dynamism of the components makes it difficult to clear one component from the other.

The dynamism of the quality of education is due to the fact that the requirements of society, the labor market, consumers, the purpose of education are changed, that is, the conditions change, depending on these conditions, the process itself is being rebuilt. In this regard, due to the structurality and interconnectedness of the education quality system, it is more acceptable to consider it according to another scheme.

Components of the quality of education and their relationship

We consider the quality of education as a interconnected structure of the three main components: the quality of the result, the quality of the process, the quality of the conditions. Since the assessment of the quality of the result causes a change in the quality of the conditions and quality of the process, or the assessment of the quality of the process determines the development of the quality of the conditions and affects the quality of the results. Consequently, the quality of one component affects the quality of other components. Thus, there is a convergent process (spiral development process) in order to improve the quality of the entire education system.

The following elements can be attributed to the quality of the conditions:

● the level of material and technical base;

● the quality of teachers' activity;

● the activity of the controls;

● personal qualities students;

● level of educational and methodical security;

● Quality of internal and external evaluation.

The main components of the quality of the process are:

● Quality of education of educational programs;

● the management of the educational process;

● quality of educational and methodological and logistics;

● educational technology;

● Qualitative composition of teachers;

● Quality of students.

The quality of the result can be viewed as a system consisting of the following elements:

● Quality of student knowledge;

● quality of educational and educational activities of the student;

● the development of the student's personality;

● graduate level of graduation;

● competence of a graduate;

● competitiveness and employment of graduates;

● achievements and dynamics of quarreling growth of graduates;

● Student's personality development.

This separation of components and elements of the quality of education can be considered conditional, since they are all interrelated and intertwined with each other.

The interconnectedness of the elements is determined by the nature of the relationship of the components of the quality of education. At the same time, these elements are interdependent. Some elements, having a significant impact on others, contribute to the formation of the quality of these elements in a certain relationship.

Educational quality components have a peculiar structure, affecting the formation of subsequent components. Thus, the quality of knowledge, the quality of educational and cognitive activity and the development of the student's personality influence the formation of a qualitative level of the preparedness and competence of a graduate, and the competence and level of graduate preparedness increases competitiveness and affects the employment of graduates. Achievements and further career growth of graduates show the quality of the result and at the same time the quality of education.

Quality of educational process

Methodological provision on the relationship and interdependence of components and elements of the quality of education makes it possible to identify the role of the quality of the educational process. The question of studying one of the components of the quality of education is the quality of the educational process - is important in the structure of studying the concept of "quality of education". The educational process is complex, at the same time a multicomponent process. It interacts with a student with a teacher, a student with a student, a student with the world around the world, various activities (educational, creative, intellectual, etc.), the conditions of the organization of the process, feedback, various factors, etc. This concept is wider than the concept of "learning process". Therefore, A.V. The farmer defines the educational process as a pedagogically reasonable, consistent, continuous change in the state of learning entities in a specially organized medium in order to achieve them educational results. Subjects of training are teachers and students, so the following definition is more correct, in our opinion, can be considered the following definition: educational process is a system of educational activities of the teacher in unity with educational and self-educational activities of students aimed at achieving the goals and tasks.

The educational process is the central element of the pedagogical system, where the process of learning knowledge, development and education of students take place. The educational process has its own components. A.V. Khutorskaya distinguishes the following:

● target component;

● operational component;

● organizational component;

● technological component;

● Temporary component.

However, the characteristic of the quality of the educational process includes other components affecting the efficiency of the process. They, in parallel with the components of the educational process, constitute the components of the quality of the educational process. Such components of the quality of the educational process can be:

3. Educational and methodological and material and technical support of the educational process.

4. Technology of the educational process.

5. Qualitative composition of teachers.

6. The quality of students.

These components of the quality of the educational process can be monitoring objects. However, these objects have their own levels, criteria and indicators for which you can monitor the state of the object and its change.

Each component of the quality of the educational process has various manifestations, therefore, in most cases, it is not amenable to continuously monitor and evaluate in its holistic form, as well as in the form of specific indicators. The criterion is a sign, on the basis of which an assessment is made, which is specified in indicators and indicators - the set of characteristics that make it possible to reflect the level of achievement of the criterion.

Criteria and indicators of the quality of the educational process

The problem of selection of criteria, indicators is one of the essential in the preparation and organization of monitoring the quality of the educational process. In studies on the quality of education, various criteria and monitoring and evaluation indicators are given. In the work of M.M. Potchika as criteria and performance indicators of education are given:

● knowledge, skills and skills;

● Personal Development Indicators;

● Changing the professional competence of the teacher and its relationship to work;

● Growth of the prestige of the school in society.

IN AND. Zvereva has developed a whole system of performance indicators of education, which reflects the quality of the results and quality of the process. It suggests the indicators of the quality of the educational process:

● Teaching quality and level of professional development of teachers;

● Quality educational work and professional level: development of educators' teachers;

● Level of organization and effectiveness of pedagogical and student labor in an educational institution, etc.

In addition, we analyzed the work related to the selection of criteria and performance indicators. The analysis of the work shows that the following points should be taken into account on the identification of criteria and indicators of the quality of the educational process. First moment: Indicators and quality criteria can be determined by educational results. In this case, the quality of the educational process is monitored by the quality of the results. The second point: in determining the quality of the educational process, criteria and indicators that characterize both the result and the process, and the conditions for the functioning of the educational process can be used. This second point, in our opinion, can lead to an accurate and versatile assessment of the quality of the educational process.

With this in mind, we developed criteria and indicators of the quality of the educational process.

Components, criteria and performance indicators of the educational process

Components	Criteria	Indicators
	Normative base	● Presence of documents of higher managerial structures ● Quality of curriculum ● availability and nature of educational programs
	The purpose of educational programs	● skill set goal ● Skill planning ● ability to reflect results for purposes ● reaches the goal
	Priority areas	● Plan availability ● Priorities in the educational program ● The effectiveness of the compiled plans
	Quality of curriculum	● availability and quality of basic curricula ● availability and quality of variable curricula
	Software set additional education	● Number of additional education programs ● Sales mechanisms
2. Management of the educational process	Structure of the school	● Management apparatus ● Services, Departments, Commissions ● Classes, replacement
	Quality of management personnel	● ability to develop a promising plan ● Ability to bring the plan to the information of the structures ● Skill to implement and control the educational process
	Management documentation	● availability of functional duties ● Availability of Rules ● Manual style
2. Management of the educational process	Feedback	● The presence of an intra-school control system ● The mechanism and nature of the information received about the educational process ● The presence of correctional action
3. Educational and Material and Technical Security	Description of the teaching base	● availability of books, benefits measuring instruments, audio and video materials, software ● Internet resources ● Efficiency
	Description of the material and technical base	● Availability of laboratories, computer classes, audiences, etc. ● Efficiency of their use
4. Educational process technology	Quality of the abstract plan of teachers	● The nature of the goal ● Methodical components ● Monitoring system ● Planning learning techniques
	Modern teaching methods	● The presence of used modern methods Learning ● their effectiveness
	Estimation system	● Control and diagnostics in the educational process ● Presence of measuring instruments ● Knowledge Evaluation Mechanism ● Student knowledge correction mechanism
	Mechanism for analyzing results and correction of the educational process	● Summing up the diagnostics ● Correction mechanism of the educational process ● Availability of plans for further action
5. Qualitative composition of teachers	Professional level of teachers	● Education, qualification ● Degree of mastering learning techniques ● Degree of mastering learning technology
	Motivation of teachers	● attitude to your own activity ● System encouragement
	Availability of advanced training system	● Advancement Plans ● Number of teachers promoted qualifications
	Competence in innovative techniques	● Knowledge of innovative learning techniques ● Ability to use innovative techniques in the educational process
	Staffing staff	● Number of state ● Quality
6. Student quality	Achievement of educational results	● Knowledge levels ● achieved skills and skills ● Participation in the Olympics
	Value orientations	● Compliance with generally accepted human standards ● Ability to evaluate situations, express your point of view ● Relationship level in class and family
	Pupil student	● Behavior and educational activities ● educational influence of school, team and environment

These criteria and indicators are not perfect. They can be supplemented with new contents and components. The content of some criteria and indicators can be changed in accordance with the tasks assigned and conditions.

Bibliographic reference

Kaldibaev S.K., Bayshenaliev AB The quality of the educational process in the structure of the quality of education // The successes of modern natural science. - 2015. - № 7. - P. 90-97;
URL: http://natural-sciences.ru/ru/article/view?id\u003d35495 (date of handling: 03/31/2019). We bring to your attention the magazines publishing in the publishing house "Academy of Natural Science"

Education Quality Management Model

Quality management is the methods and activities of the operational nature used in an educational institution to fulfill the requirements for quality.

The system of requirements for the quality of Russian education is formed at the level of the national education quality system and is governed by the requirements for licensing and accreditation of an educational institution.

The basis of monitoring the quality of education is three aspects. The public is determined by the socio-economic conditions of society (standard of living, the economic potential of the country), the social-compliance of educational services to the real request of the Customer (parent), pedagogical - may mean the implementation of the principle of variability in education, the transition to the personal-oriented interaction of the teacher with children.

The quality of education is estimated in the form of licensing state accreditation of OU, control and supervisory activities, certification of pedagogical and managerial workers, monitoring. This system is focused primarily on the assessment of educational conditions, and not on the effectiveness of pre-school education, determined by the level and dynamics of the child's development. Quality criteria are federal state requirements for the content of education (programs and pedagogical technologies), the professional competence of the teacher from the point of view of his personal-oriented interaction with the child, as well as to the organization of the subject-developing environment in the DOU.

The quality of pre-school education is determined by the organization of the pedagogical process, in which the level of educational and development of each child increases in accordance with his personal, age and age and physical features in the process of upbringing and learning. The quality of education depends: on the quality of the educator; established in the pedagogical team of relations; conditions created by the head for creative search; An objective assessment of the results of each employee. So, the quality of pre-school education in the institution is a managed process. Therefore, we can allocate 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 (the formation of the collective and regulation of the moral and psychological climate in it). Consequently, the management of the quality of education in the DW requires special approaches, non-standard solutions that could fully take into account the features of the educational and educational environment, requests and needs of parents and other social partners of OU.

The management quality management model includes targets, content, organizational structure, pedagogical mechanisms of the systemic correction of the educational process, allowing to implement the regulatory and marketing goals of the DOW in the partnership interaction of all subjects. However, to implement this model in a dow various kind, it is necessary to supplement it with system and process approaches in management. It is these conditions that will ensure the increase in the quality of education.

The first stage of the implementation of the quality management modelpre-school education based on a process approach is to study the demand and needs of customers of educational services. At this stage, not only relevant, but also the promising needs of parents, elementary school as the main social partners DOU.

The result of the stage is a formulated list of consumer requirements of services, i.e. Social order.

In the second stagethe choice of mission, the main objectives and activities of the DOU, on the basis of the requirements of the social order of the parents.

In accordance with the selected mission and the main goals in the third stageeducational programs and technologies are planned and selected. The development and education program is the necessary rod in the work of the DOW.

At the fourth stagethe task of providing the educational and educational process (financial, logistical, educational and methodological, regulatory-legal) is solved. The solution to the problems of creating an objective development environment promote new approaches to the formation of the structure of the premises, their free layout.

Selection of qualified personnel, raising their qualifications - fifth stageeducation quality management systems in DOU. It is estimated as for formal indicators (the absence or presence of a deficiency of pedagogical personnel on the nomenclature, qualification for diploma, attestation level, etc.), and according to qualitative and quantitative indicators of the effectiveness of training and education in comparison with the initial level of the preparation and development of children. The dynamics of the professionalism of teachers is especially important, as a large role in an increase in personnel resource, the kindergarten itself, which uses various forms of methodological and organizational work: Methodical associations, creative, problem groups, colleagues interaction, participation in the work of methodological seminars of the city, pedagogical workshops, etc. d.

Sixth stage- primary diagnostics of individual educational and educational opportunities of the pupil, his interests, inconsistencies, needs, level physical developmentnecessary to determine his skills and abilities. The primary diagnosis of the level of development is carried out by a professional psychologist, attracting to her and teachers of Dow.

The work on the assessment of the physical development of children is carried out by the head of physical education and medical staff DOU. The primary diagnostic data is used to determine the dynamics of the results of the educational process.

Main, seventh stagequality management model of preschool
Education is the organization of the educational process. Already
It was noted that the quality management system is aimed at organizing
educational, personal-oriented education. purpose

educational education focused on each child - not in
learning knowledge, skills and skills in a strictly given volume, and development
Child. Given this feature of the pre-school content
Education as the absence of a rigidly defined objectability,
It is advisable to rely on the integrated approach to the construction
educational process. Used by such

pattern, as mutual "permeating" of various types of children's activities.

In the proposed model, this component is basic. All previous and subsequent actions are aimed at preparing, providing, implementing and adjusting the content of the educational process.

Eighth stage- current control of the educational process. To manage not formally, but really, to make the right scientifically informed decisions, the Dow administration must have the actual data of this process. Such feedback is monitored in different forms and methods (methods, means), ensuring the continuity and cyclicalization of the management of the educational system and the prevention of losses, inconsistencies and irrational actions.

After determining the reasons for the shortcomings, corrective measures are being developed to eliminate them, which are aimed at improving the educational and educational process, improving the preparation of pedagogical personnel, forms and methods of education and training.

Upon completion of the educational process, the final diagnosis of pupils is carried out, i.e. ninth stagemodels. The effectiveness of the pedagogical process makes it possible to judge the results of the final diagnosis of pupils: tracking social, cognitive and physical development. Comparing the data of the final diagnosis with projected results determine the degree of achievement of the goals of the pedagogical process.

Analyzing the compliance of the desired and the results achieved, You can determine the reasons that prevent the implementation of the intended. At this stage, these activities are aimed at correction of programs and technologies.

Finishing, tenth, stage- Tracking the vital activity of graduates. This is possible through the establishment of strong ties with the school and parents. At the same time, attention is focused on the level of progress, communicative culture, etc.

This information is necessary to evaluate the activities of the DOW in accordance with the requirements of social customers declared.

The proposed model ensures improvement in the quality of education based on the preservation of its fundamentality and compliance with the current and promising needs of the personality and society as a whole, which

complies with the tasks of modern politics.

For each preschool institution, the quality quality indicators are always specific, as they correspond to the management model, which defines the goal, tasks, the content of the educational process of this institution, its personnel potential, scientific and methodological support and conditions of education, training and development of children in it.

But at the same time, quality indicators may be common to all. These are levels: children's training; development of training skills; creative activity; pupils; personality development in mental, social aspects; vital security, social adaptation of the personality.

In this regard, you can allocate criteriaused in measuring the quality of education:

1. Quality of learning (quality of educational material and actions
teachers, rationality and logicality, development of educational
timetables, time optimization, space and accommodation
pupils and teachers, curriculum development and educational
program documentation).

2. Search, selection and introduction of innovative forms and methods
Work, including experimental activities.

The parameters of the results of education, evaluation of performance, productivity, visible result.

The most promising for the formation of the DOU control system is the program-targeted structure. All the work of the Dow on the organization of the educational process is considered at an angle of view of the achievement of the goal provided for by the project. °

Permanent elements in the organizational structure are divisions:

· Board of Trustees, designed to solve the issues of logistical equipment of the educational process;

· The Council of Pedagogues, the Chief Organizing Authority for the Approval of Curriculum, Work Programs, Generalizing Pedagogical Experience, Decision of the Strategic Tasks of the Educational Process in the Dow, Development of Working Programs;

Methodical Council solves updating issues, structures and
The content of education in the light of the concept of upgrading education,
Active participant in the organization of work on monitoring, reveals
Requests of parents for educational services;

· The collection of a labor collective solves issues related to life and activities of the DOW, solves production issues related to the regulatory right, the solution of pedagogical problems, strengthening and preserving the health of people;

· Meetings with the head, designed to solve the current issues of DOU.

The new element in management is the creation of temporary creative, initiative groups, methodological associations based on DOU to solve specific and relevant problems. Such an organizational structure of governance contributes to the creation of a team of like-minded people and ensures the responsibility of everyone for solving the tasks. The Office will be carried out on the basis of compliance with the support on the initiative and creativity of the Dow Teacards. To determine the effectiveness of the DOU control system at any level, it is envisaged to develop priorities, indicators in the form of provisions, local acts.

The management apparatus in a preschool institution running in development is people who can work with the goals and themselves who have clear and conscious goals. We are talking about understanding the goals of the functioning and development of a preschool institution, about understanding the goals of the management system and personal individual management activities.

Speaking about the role of the modern senior educator in management activities it should be noted that it should:

Understand the motives of the behavior of teachers;

· Cross teachers to productive work, stimulate their professional growth;

· Create relationships as much as possible for productive work;

· To give tasks to teachers so that they understand what they are waiting for them, and they sought it to perform;

· Effectively monitor the work of teachers;

· Adequately evaluate new teachers, their capabilities and interests;

Build business relationships with teachers according to their
Individual features and situations.

The older educator of the Dow must be inherent in certain personal qualities characterizing his management activities. These include: the ability to control themselves; personal values; personal ideas; self-development; problem solving skills; skills of a creative approach; Understanding managerial labor; guide skills; The ability to form a team.

The problem of the quality of education is one of the central problems of the modern school. The quality of life of a person in society depends on the solution of this problem.

In the book "Management of the Quality of Education in School" edited by M.Poteshnik, the quality of education is the ratio of the goal and the result, the measure of achieving the goals, despite the fact that the goals are given only in operational and predicted in the zone of potential schoolchild development. And the results of education must necessarily include estimates of how the price these results are achieved.

In social management theory, the concept of "quality" is customary to be considered in a narrow and broad sense. Quality in a narrow sense is the quality of the results. Quality in a broad sense is not only product quality, but also the quality of the production process and the conditions in which it is carried out: the quality of training, the quality of technology, the quality of financial and material conditions, the quality of labor morality, the quality of management.

Student studies;

Lifetime;

The level of personality development;

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Quality management;

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"Management of Education Quality in the OO"

LLC "Publisher" Teacher "

Quality management of education in oo

Volgograd2018

Introduction 3.

1. Factors affecting the quality of education. 6.

2. Model management quality management. 7.

3. Inthest-school control. eight

Frontal observation control. 10

Pre-control. eleven

Personal control. eleven

Thematic control. 13

Frontal control. fourteen

Cool-general control. fifteen

4. Education quality management program. fifteen

First stage. sixteen

Second phase. 17.

5. Monitoring the educational process in high school. eighteen

Conclusion. 22.

List of sources used and literature. 23.

I am a supporter of the Office

quality based on

faith in people and their good qualities.

Isicawa Kaoru.

Introduction

The problem of the quality of education is one of the central problems of the modern school. The quality of life of a person in society depends on the solution of this problem.

That is why this problem should be considered from the position, primarily the human and social value of education.

Today, this problem has become the subject of hot discussions. And this is not by chance, since education reforms always sharpen the problems of learning and education.

The relevance of this problem is also associated with the fact that the wave of innovative transformations: new content, new textbooks, pedagogical technologies, tightly regulating the educational process. The practice of variational education and differentiated learning, the spectrum of educational services and a number of other innovations that have changed a traditional school have expanded. All these processes require serious coordination, and the results of the school's activities of deep analysis and understanding, which is not possible without appropriate management. It is it, on the one hand, it is designed to coordinate the work of all school substructures, to take into account the influence of various factors (both objective and subjective), to create conditions and evaluate the results of activities.

Problems for managing the quality of education, quality of training and education, as well as methods of their definition are devoted to the work of V.I. Bespalko, G.V. Gutnik, V.A. Callary, I.Ya. Lerner, V.P. Panasyuk, M. Potashnik, S.I. Shishov et al. There is a large number of publications of foreign scientists exploring the problem of improving the quality of education (L. Lingart, E. Hunt and others).

So G. G. The quality of education considers at several levels (region, subregion, schools, teaching and teachings) and determines it as a certain phenomenon that meets a number of indicators and levels designated in regulatory documents. In particular, under the "educational quality at the level of a student", - G. Godktik understands - a certain level of development of the content of the formation of physical, mental, moral and civilian development, which he reaches different stages educational process in accordance with the individual capabilities, aspirations and goals of education and training (G. Godnik. Quality of education. J. "Standards and Monitoring in Education", 1999, №1, p.30).

In the book "Management of the Quality of Education in School" edited by M.Poteshnik, the quality of education is the ratio of the goal and the result, the measure of achieving the goals, despite the fact that the goals are given only in operational and predicted in the zone of potential schoolchild development. And the results of education must necessarily include estimates of how the price these results are achieved.

An overview of these definitions allows you to clarify the concept under consideration and makes it possible for us to determine the concept of "quality of education".

In social management theory, the concept of "quality" is customary to be considered in a narrow and broad sense. Quality in a narrow sense is the quality of the results. Quality in a broad sense is not only product quality, but also the quality of the production process and the conditions in which it is carried out: the quality of training, the quality of technology, the quality of financial and material conditions, the quality of labor morality, the quality of management.

For each school, the quality indicators of education in a narrow sense are always specific, they correspond to the graduate model, which the objectives, tasks, the content of education in this school are determined. Nevertheless, there are indicators of the quality of education in a narrow sense, which determine the quality of the results at the level of state standards and government orders (the law of the Russian Federation "On Education"), so they can be common to all schools:

Student studies;

The level of formation of general education skills and skills;

The level of ownership of creative activities;

Lifetime;

The level of personality development;

Level of vital security, social adaptation.

Indicators of education quality in the broad sense are universal for all schools:

- the quality of education in a narrow sense;

Quality management;

The quality of the implementation of the educational process;

Quality of compliance with state educational standards;

Quality of compliance with students and their parents;

Quality compliance with the needs of public institutions;

School image, guaranteeing high quality education.

Manage the quality of education means to carry out all the control functions to achieve the specified indicators both in a narrow and broad sense, have a guaranteed result.

1. Factors affecting the quality of education.

The quality of education is the most effective means of meeting the educational needs of society, family, child, man. A person who works in the field of education can immediately say that the main indicators of the quality of education in a particular institution are indicators of zunov, the results of the receipt of graduates in universities, the results of subject olympiads of one or another level. But can these parameters determine the quality of education?

I believe that the most relevant is the child with whom we work, and its relationship with the teacher.

The modern paradigm of education focuses the school for the implementation of personally oriented learning, which involves:

Recognition of a child to the subject of development, training and education that implements their aspirations in relation to the outside world in the process of educational impacts.

Recognition of the ability of a child to self-development and its rights to an individual trajectory of the development of educational areas.

Change the position of the teacher in relation to the activities of the student.

Now much attention is paid to the essence of personally oriented pedagogy. I fully agree with the opinion of most teachers, which is necessary to educate and educate, develop and adjust behavior, you need without violence, respecting the free identity of the child, carefully and sensitively detecting, supporting and developing the ability and inclinations of the child.

But it is especially necessary to talk about the health of the children with whom we have to work. Often we work with children, forgetting that only a small number of children are born almost healthy. Therefore, many of our children can endure that mental and mental load that we give them in classes and lessons. This must be remembered every minute every teacher.

The modern child fell under the press of adverse factors. Many children live and raised in incomplete families. On television, children are watching films, replete with scenes of bloody massacre, militants. Faster in our life includes computers in which children "disappear." Games are delayed, and it becomes a disease. Books of children are interested in less. Their cognitive activity is reduced.

Many children have a great development potential. There are children who do not assimilate the standard, and there are among our pupils and gifted children. I believe that our task is to notice your own uniqueness of every child.

And so, the fundamental basis for the quality management mechanism is the psychological and pedagogical, medical social monitoring.

Innovative educational directions in the education system require a new type teacher. This teacher, who not only knows his subject and is able to explain the student material and organize its activities, but also knows how to competently manage students' training activities.

And this is not all parameters affecting the quality of education.

2. Education quality management model.

The school develops its educational program based on the basic curriculum and government standards on subjects. The school's educational program is the educational model of the school, where the main components of the activity (curricula, programs, graduate models at each stage of learning, training strategy and education, various services designed to provide assistance to teachers and students, taking into account specific school conditions, as well as opportunities Pupils and their parents).

The whole model of quality management of education looks like this: Conditions process results.

The conditions of the educational process include: school type, level of mastery of pedagogical personnel, contingent of students, educational and methodological support, legal framework, logistics, financial support of the school.

The results of the educational process include: Results of certification, creative achievements of students, ensuring the continuation of education, state of health, satisfaction of the educational order of students and parents.

3. Inthest-school control.

In pedagogical printing, a question is often raised about the purposes and objectives of intra-school control. What you need to do the school leader to organize control that meets our time, i.e. The control that would be analytical in nature was effective, useful and would be due to the need?

First of all, at the very basis of the leadership and control, observance of continuity in the scientific and methodological growth of the entire pedagogical team of the school should be interpreted. The new school year should be a continuation of the expired pedagogical skill of each member of the team and, therefore, in improving the quality of the entire educational process at school.

Inthechnical control includes administrative control, collective control, self-control.

Under the collective control means control carried out by the teacher's team, and has not so stringent forms as administrative control. It is carried out in the forms of professional discussions, creative reports on work, mutual recommendations, etc. With collective control, we meet when the introduction of new textbooks, methods, means and technologies of training, or when tracking the results of the experiment is monitored. His goal is to obtain information on the state of affairs in school, which allows to assess the work of the pedagogical team by the forces of the team itself and its individual members, providing operational assistance and the prompting of the team to productive work. Such control is effective when a broad expert assessment of the work of a group of teachers or one teacher is needed, for example, when cadre certification.

Self Control As part of the GCH, means working on trust. Trust turns out to be the best school teachers as promotion for the high results of pedagogical activities. "It is in confidence in the teacher that a person-centered approach is manifested in pedagogical management," say the authors of the book "Management in the School Management".

Frontal overview;

Preliminary;

Personal;

Thematic;

Frontal;

Great-generalizing.

Each of these forms complements the other, and all of them are interrelated. For example, frontal-obstacle control helps the head to find out at what professional level the academic year is starting every member of the team. Preliminary control allows the manager to see the course of the lesson or a series of lessons in one or another teacher, to pre-discuss, to what extent these lessons meet the requirements today's day, and if necessary to assist. Front control allows you to familiarize yourself with the system of work of one teacher or group of teachers.

Personal control allows the head to work with a separate teacher in order to increase its pedagogical skills. Cool-generalized control makes it possible to find out the impact of a group of teachers on students of the same class.

When checking the quality of teaching academic disciplines It is necessary to use all forms of control. It is impossible to count on a deep pedagogical analysis with one-sample formations. A variety of forms will help the manager to get wider information about the state of affairs at school and on this basis make a comprehensive analysis, outline right way To further improve the quality of the educational process.

Consider what each form of control represents, in which its features and what is the method of its organization.

Frontal observation control.

This control is necessary for general familiarization (for a short period) with the professional level of the entire team of teachers or its part. This form in practice is used in two cases. Consider, for example, during the expired school year, a collective was solved by a set of tasks to improve the educational process at school and in this regard, various methods and forms of work were jointly developed and implemented:

Rational forms and methods of education in students responsible attitudes towards studying lessons.

The use of TSO and clarity in training as one of the methods of formation in students interest in knowledge.

Forms and methods of working with difficult and weak students in the lesson.

Views independent work Pupils in the lesson and methodology for organizing this work.

Methodical methods of repeating learning material.

The results of the annual activity of the pedagogical team were discussed at the final pedsovet. It was noted that it was possible to solve the team, and what else should be done.

Pre-control.

Purpose of preliminary control - warn possible mistakes In the work of the teacher or on a specific topic or section of the program, or in solving some pedagogical or methodical tasks Before the lesson or series of lessons in the classroom, as well as in the class of the circle, when conducting an excursion I.D. Typically, preliminary control is designed to solve current or nearest tasks.

This form of control does not only seek to prevent possible errors, but also to influence the effectiveness of the teacher's labor, i.e. To help rationally build a lesson. After all, the main in control is its training function, and not the statement of certain flaws in the work of the teacher.

This form of control and in extracurricular work. For example, a tour of the excursion, school evening, dispute, etc. is previously discussed.

Personal control.

Such control implies an assessment of the activities of a separate teacher. It is mainly used to provide an effective assistance to the teacher in his work, especially novice or considerable.

Consider the methodology for organizing personal control. For example, the lessons of literature of an inexperienced teacher are pretty sluggish, especially the lessons of a generalized repeat type. He does not know how to include the whole class in an active conversation. What is the reason? The head visits several lessons in a row and attracts an experienced teacher to help himself. Analyzing the visited homework, studying the thorough plans, the head comes to the conclusion that the teacher's questions that he puts before the class, send a student to work in a narring plan. Therefore, the answers of students are more reduced to retelling the content of one or another work, and hence the sluggish and uninteresting lesson, and most importantly - he does not wake up the thought of the student.

So, the reason is established. But how to provide an effective assistance to the teacher, if the head is not a specialist in this subject? Of course, the establishment of the cause is already helping, but still insufficient. In this case, you can do this: either to offer the teacher to figure out how to activate the student's thinking at the lesson, or attach it to an experienced teacher and ask for the necessary assistance: to develop several ate plans, invite to themselves. The first stage of working with the teacher ends topics. That he is offered a certain period for correcting the shortcomings in his work and is planned a specific date re-check. This date, the leader necessarily contributes to his schedule to visit lessons, and the teacher must also remember this date. Only in this case control will be effective. And its planning is determined by necessity.

The personal form of control can be used not only to assume the necessary assistance to the teacher, but also in order to ensure proper demands for its work. For example, control over the test of student notebooks, work on errors in them, survey of students, using TSO, dosage of homework, etc. In this case, the purpose of personal control is to focus the attention of the teacher on where its explicit flawlessness is observed due to negligence or low demands.

Personal control value is difficult to overestimate. After all, the success of the entire team depends on the quality of each of its member. For example, the lack of primary class teachers will turn into a double load on the middle teacher, and the lack of teachers of this link will impede the activities of high school teachers.

Thematic control.

The purpose of thematic control is to work out and approve in practical activity Each teacher The main components of the modern lesson, find and implement more rational forms and methods that meet modern learning tasks.

The peculiarities of the modern lesson are the individualization of learning in combination with the classroom - the urgent form, the ability to apply the knowledge gained in practice. The peculiarity of the modern lesson also consists in the fact that training implies not only the learning of the knowledge already produced by humanity, but also familiarization with those problems that are still to solve the society, whose participants will be today.

Basically, thematic control is used to control individual links of the current work of the pedagogical team. For example, control is organized on the topic "The use of TSO and visibility in learning in the lessons of the humanitarian cycle". Defined checks - 8-10 days. The inspection plan may be:

What condition is the TSO and the means of visibility on this or that object?

Is the teacher a catalog of visual benefits on his subject?

What visual benefits are not and are the measures taken to acquire them?

Are visual benefits and TSO systematically used in the learning process?

The efficiency of using screen manuals and other means in the learning process.

The results of their surveys Commission summarizes the final certificate, and then reports on the Pedagogical Council.

So, the goal and purpose of the thematic control is to mobilize the efforts of the entire team or individual methodological associations to solve certain tasks. Problems of importance to improve the quality of the educational process. Such control is planned in advance, i.e. When drawing up a general-time annual work plan.

Frontal control.

Frontal control is a form in which the work or one teacher is checked, or the entire methodological association. What does the inspection mean in full? If we check the work of one teacher, then in this case we start checking from preparing it for lessons and finish extracurricular activitieswhich he spends (work a mug, work with weak and lagging students in after-school time). If the entire methodological association is checked, they also begin with planning, organizational work and ending with extracurricular and extracurricular activities.

The whole point of frontal control is in the deep and comprehensive analysis of the entire educational and pedagogical process. By duration, this form of control takes from about 10 to 20 days. Usually, a test group is created in the amount of 6-8 people led by the school principal or his deputy educational work.

It should be kept that this form of control can be effective only if it is carefully prepared and if its plan is pre-developed.

Cool-general control.

Such a form of control, in which the school head for one or several school days is present at all lessons in the same class. This is a kind of control form, which includes elements and personal and thematic and frontal control. But at the same time it has its own specifics. First, it is multifaceted, secondly, it allows you to control the pedagogical impact of a group of teachers on students of the same class and the comparison method to determine the depth and nature of this impact. The facts of positive impact here are especially visible, as well as separate flaws of each. Using the comparison method, the head clearly sees what to help one teacher, what to demand from another, what the strengths of the third should be developed and how to make them the property of the whole team, what exactly should be the unity of teachers working in this class.

So, the considered forms of control are, in my opinion, an important pedagogical arsenal in the activities of school leaders.

Education Quality Management Program.

G.Ch. Takhtmayshev in the book "Assessment of the quality of education in a general education school" indicates that the purpose of the management of the modern school should be the creation of conditions for the implementation of a full-fledged educational process, taking into account the potential field of the student. A full-fledged educational process is associated with high-quality training and education of the younger generation, and the quality management of education is intended to track the results of training, education and regulate this process.

Consider the main provisions of the education quality management program.

First stage.

Preparation of the program.

It is necessary to start with the creation of an analytical group. The composition of which should enter the most experienced, extraordinary thinking teachers. At the head of the group - the director of the school or deputy director of OIA.

At the beginning, the group at least in general features Defines the actual indicators of the quality of knowledge, the level of pupil, the level of development of general educational skills and skills, connections of continuity. Then, relying on the existing pedagogical literature, it is necessary to classify these indicators at least on the links (primary, secondary and older) and on subjects.

Next, the group may begin to draw up a plan for analyzing the situation in school. Should not hurry here. In the course of the analysis, it is necessary to find out the treble parties in the method of each teacher and associated problems in knowledge of students. This is very important because the conclusions from the analysis should then lie down the basis of the school's work program.

After analyzing, its data is summarized in the report of the school leader. The task of such a report is to open the true state of affairs with the quality of the pedagogical process. The work of such a pedagogical council should end with the decision to develop the "Quality" program, approving its goals and objectives.

Simultaneously with such a work, the educational and campaign work is to maintain a teacher to face the task of quality. Further, this work should be kept constantly and type as the process is implemented. As executives, we must convince our teachers in the fact that they can work much better.

Second phase.

Construction of the program. This stage includes three sections.

1 section - Work with frames. It is considered in the following positions.

The development of each teacher is the right attitude to the quality of its work, the standing information of the team on how the school works and what is its position among other schools in the district. Informing a team on the state of improving teaching and quality of knowledge. Conducting permanent, on the links of conferences, methodical seminars, reviews of the quality of knowledge on subjects, etc.

Planning a system for improving the professional level of teachers. It is necessary here at a very concrete basis, based on the diagnosis of low quality teaching of certain sections of the program to specific teachers, to organize through the methodological associations to its studies, work on the elimination of these bottlenecks in the method of teaching it, the process of its self-improvement.

2 section - organizational. Includes:

The timing of analytic sections to identify the nature and level of students' students;

The deadlines for the management of the work schedules for improving the quality of knowledge on the subject of the general and individual students in particular, in which the reasons for the low quality of students' knowledge on topics and sections of the program should be formulated and measures are planned to eliminate them. This should be scheduled for the specific objectives of the teacher to improve the quality of knowledge and the stratitude of his work on their achievement is substantiated. It is very important that in the preamble to such a plan, the teacher allocated the most difficult to assimilate the topic of his subject and planned work to improve the quality of the methods of their teaching;

Schedule of joint analysis of these plans by the head of school and teachers;

Schedule of the self-defining teachers in the quality of teaching and quality of students' knowledge;

In order to prevent artificial overestimation of knowledge of students in teachers to plan testing students at the entrance (at the beginning of the year) and at the exit (at the end of the school year);

Organizational measures for parents on work with the school on the problem of the quality of knowledge of their children;

Measures on the moral and material stimulation of the implementation of the program "Quality";

3 section.Implementation of management impacts. It is not designed for the usual control tough measures. His task is associated with measures to motivate teachers for high quality teaching by properly use such factors as the possibilities for waiting for achievements and remuneration, recognition of success, increase prestige in the team, etc. He must be sent to individual work With every teacher for the purposes that he outlined in his individual quality plan. The challenge is to create a collective quality management, in which an active role would belong to the teachers and students themselves.

So, work on improving the quality of education must be considered as joint activities Head, teachers, parents and students.

Monitoring the educational process in high school.

Currently, different monitoring systems are offered to continuously monitor the status of the educational process. In my practice, we use the virtual monitoring system, which scientists have developed the city of St. Petersburg.

Virtual monitoring allows for continuous control of knowledge of students and the diagnosis of professional skill of teachers.

The main task of monitoring iscontinuous tracking of the state of the educational process. The following main questions are found in the monitoring process:

Whether the purpose of the educational process is achieved;

Whether there is a positive dynamics in the development of the student compared with the results of previous diagnostic studies;

Are there prerequisites for improving the work of the teacher;

There is a level of complexity of educational material with the capabilities of the studying.

This task is solved by carrying out zero, intermediate and final cuts and analyzing their results.

Forecasting (joint students) opportunities for successful learning at this stage.

Development in conjunction with the class of action scheme for overcoming learning difficulties.

Coordination of subject requirements in the transition of the educational process from one subject to another.

Evaluation of the availability of integrated ties in training.

Assessment of methodological preparedness through an expert assessment of cut results

The zero slice is carried out in writing or using computer technologies on the tasks drawn up by the teacher and coordinated with the Deputy Federal District. The results of the cut, analysis with conclusions and suggestions are discussed with students and the pedagogical council.

The organization of the cut is carried out by teachers leading the lessons on the subject, and are controlled by the school schools. The zero cut is carried out in all classes in accordance with the tasks facing the school.

Analysis of the results of zero cut makes it possible to the teacher:

Choose an adequate learning technique;

Form the motivation of students;

Appoint additional classes for poor students;

Conduct training curriculum.

Objectives of the intermediate cut:

- assessment of the success of the promotion of students in the subject area;

Summing up interim learning outcomes.

Objectives of the intermediate cut:

Assessment by the teacher of success of the selection of training methods;

Adjustment of the educational process, selected approaches and learning methods.

The intermediate slice, as well as zero, is carried out in writing or on the computer. The results of the intermediate slice are analyzed and discussed with students and at meetings of MO.

Creative works are offered students to "excellent". It can be elements of the NIR, studying additional sections of the subject or work on a free topic.

The purpose of the final cut - Summing up the completed year of study.

Tasks solved when conducting a final cut:

Analysis of learning outcomes;

Assessment of the success of the subject of the subject of the subject;

Analysis of the actions of the teacher at this stage of training;

Evaluation and conclusion about the success of the student of the curriculum.

The final cuts are held in two - three weeks before the end of the school year. The results of the sections are made in the form of tables of consolidated data.

According to the developed technique, the results of sections are analyzed as follows:

To estimate the dynamics of the learning process from initial diagnostics to the current and further, the data is compared for each class on these control points within the established estimated range.

To assess the strength of the learning of knowledge, the results of the final cut are compared with the results of additional slice at the end of the training.

Conclusion.

The problem of managing the quality of education remains a problem and will remain it until we learn to critically relate to the results obtained. I agree with the opinion that education forms society: its values, goals, spiritual and creative potential. Therefore, a view of education should be changed in principle: its goal is not only the mastering of Zunov, but also the formation of a person, acquiring themselves, its human image, unique personality. And it can be provided with a school, if the essential side of its activity will be the quality of education as a systemic phenomenon.

List of used sources and literature

Basharina L.A. Monitoring the educational process in high school. // Zapada, 2001, №5.

Botin E.V. The quality of education. // Zapada, 2005, №7.

Galeva N.L. Technologies for monitoring the effectiveness of the educational process. // Zapada, 2003, №2.

Girba E.Yu. The quality of education is from the idea of \u200b\u200bthe development of a secondary school to reality. // Zapada, 2006, №7.

Giddnik, the quality of education as a system-forming factor of regional policies. - M., 1999.

Dudina M.N. Forms and methods of controlling the quality of teaching. // Zapada, 2001, №2.

Konarzhevsky Yu.A. Analysis of the lesson. - M., 2000.

Kosheleva E.A. On some ways to improve the quality of education. // Zapada, 2005, №8.

Kustabayeva E.K. System approach to analyzing a modern lesson. - Kazan, 1999.

Takhtamysheva G.C. Assessment of quality learning in secondary school. - Kazan, 2001.

Takhtamysheva G.C. Manage the quality of education at school. - Kazan, 2004.

Quality management of education // Ed. M.M.Teashnik. - M., 2000.

Harisov T.B. Modern analysis of the educational process. - Kazan, 2004.