Vyacheslav Utemov

Participatory design is a relatively new method of designing organizational structures in pedagogical environment. It is aimed at involving various subjects of educational systems, including representatives of government bodies, business, local communities, activists and other interested parties, in the process of making organizational decisions. On the one hand, the participation of stakeholders in pedagogical projects makes it possible to attract additional resources. On the other hand, it is necessary to have a well-thought-out organizational structure in the educational system for their involvement and work with them. We understand under the design architecture the whole complex of all objects in any unit of the territory, which helps establish an organized structure extremely important for the life of the project. From this perspective, consideration of the technology for the formation of the design architecture for partners in educational organizations and the municipality, often as their founder, is of particular relevance. Accordingly, the aim of the article is to describe the technology for creating an effective organizational structure for participatory design in the education system of the municipality. The leading approach in this case is the system-activity approach. The approach provides the organization of integrated activities for the management of the organizational structure, in which all types of activities are coordinated to achieve the objectives. As a result of the study, the authors of the article determine the technology of forming an effective organizational structure for participatory design in the education system of the municipality, which includes organizational management steps, inputs and outputs of management processes. The theoretical significance of the article is due to the contribution to the development of methodological ideas about the technology of pedagogical design architecture formation. Practical use of the research results allows us to build work on creating an effective organizational structure of the design in the educational system.

Development of educational systems always was one of the directions of strategy of the Russian Federation. The educational system can be defined through the educational environment and a human resource. On the one hand, the contingent of teachers, students and other personnel (a human resource) is a major factor of efficiency of an educational system. At the same time it is even possible to predict statistically as far as the efficiency of education at improvement of quality of human resources will increase. On the other hand, with the Decree of the President of the Russian Federation of May 7, 2018 No. 204 the national purposes and strategic problems of breakthrough scientific and technical and social and economic development of the Russian Federation until 2024 are defined. Achievement of results demands effective interaction of all human resources by means of implementation of national projects and programs. In such foreshortening consideration of technologies of formation of project teams in educational systems acquires special relevance. Respectively, the purpose of article is the description of technology of formation of project teams in educational systems. As the leading approach at the same time system and activity approach acts. Approach provides the organization of complete process of management of educational systems in which all types of activity of human resources (educational, educational and professional, research, nonlearning, sociocultural and others) are coordinated on achievement of the put results. As a result of the conducted research authors of article distinguish technology of formation of project teams in educational systems including steps of organizational management, entrances and exits of management processes, methods and instruments of work with project team. The theoretical importance of article is caused by a contribution to development of scientific ideas of management human resources in educational systems. Practical use of results of a research allows to build effective work on formations of project teams in educational systems.

The development of the regional pedagogical community is one of the education strategy directions in the Russian Federation. Therefore, on the one hand, the forecasted number of students and teaching staff in the forecast until 2030 as compared to 2018 indicates an increase in the number of students and teachers by an average of 20% in both Russia and the Kirov region. On the other hand, the specificity of the pedagogical community as compared with any other labor collective definitely exists, since the pedagogical team develops in unity with the student body. In this perspective, the characteristics of age heterogeneity is of particular relevance. In this regard, the key point in managing the development of the regional pedagogical community is the use of the existing age structure analysis for each school subject teachers. Neglecting the analysis of teachers’ age characteristics may lead to ineffective implementation of the regional education system development program. First, the risk of subject teachers’ shortage in the nearest future increases. Therefore, the analysis of teachers’ age structure in the regional education system remains highly relevant. Accordingly, the purpose of the article is to analyze and forecast the development of the age structure heterogeneity among pedagogical community of the Kirov region. Based on the data analysis of the expert-analytical assessment of the educational institutions’ personnel potential in the Kirov region, the authors of the article justify the need for management decisions in personnel policy of the Kirov region education. The leading approaches here are the methodology of the normal and natural distribution of age groups in the structure of the regional pedagogical community. As a result of the study, the authors of the article note: the average age of teachers in the Kirov region is 5 years higher than the average age of teachers in the Russian Federation; a significant shortage of teachers aged 30 to 45 years; unacceptable teachers’ age structure is observed among teachers of physics, mathematics, biology and chemistry; the average rate of a school teacher in one subject is 0.70; teachers of mathematics, Russian language and literature, foreign languages, physical training instructors and primary school teachers have the greatest academic load. The theoretical significance of the article is due to the contribution to the development of scientific ideas about the age heterogeneity of the teaching staff in educational institutions. Practical use of the research results allows us to build trajectories of the Kirov region pedagogical community development on the basis of implementing a complex of management and organizational measures to achieve the normal state of the pedagogical community age structure in the region.

One of the most important aspects of the education system development is the ability to make informed conclusions about the need to change the approaches or actions taken. The educational system continuously generates and accumulates significant amount of data, and the issue of systemic work with these data by a wide range of education subjects today may be called one of the significant ones. Big Data can become a powerful tool which would help to transform learning, rethink approaches, reduce long-standing gaps and adapt experience to improve the effectiveness of the educational system. Very important is the task of describing the technology of operating big data, aimed at the development of educational systems through the identification of formed patterns in the education system. The authors of the article determine the methodological aspects of implementing big data operating technology in education. The leading approach in this case is the modeling of the educational system development including regulatory measures based on the results of the identified patterns analysis. As a result of the research carried out by the authors of the article, Big Data technology was described as a means of developing educational systems, including identifying the distinguishing features of Big Data technology, structuring the system management processes, the direction of data mining in education, and the properties of mined Big Data in education. The theoretical significance of the article is due to the contribution to the development of scientific ideas about Big Data use in order to improve the efficiency of the educational systems development. Practical use of the research results allows to introduce Big Data into education management system by identifying and taking into account the patterns of the education system. The article may be interesting for persons involved in education system management.

Pedagogical science has recently undergone significant changes associated with the restructuring not only the education system, but the entire socio-economic system. If yesterday the educational process required only traditional tools, such as printed textbooks, a school board, today they are replaced by modern information and communication technologies. Modern learning technologies should allow students to use resources and educational experience anywhere in the world, starting with their own communities, including the Internet. These opportunities create conditions for all schoolchildren development, giving them a higher level of access to high-quality teaching materials, knowledge, personalized learning and planning tools for their future education. Such conditions may also give teachers the possibilities to use blended learning for their students, to rethink when, where and how students would deal with different components of the learning process. It is very important to test the interdisciplinary technologies of school education, improving the components of the educational process, taking into account the current educational standards and characterizing the features of the target audience, which now has access to various channels for acquiring knowledge. Blended learning is a combination of traditional forms of classroom learning with elements of online learning complementing and supporting the learning environment. Thus, the purpose of the article is to describe the interdisciplinary technology of blended learning in school education. The authors of the article determine the methodological aspects of blended technology implementation in school education programs. The leading approach in this case is modeling the methodological system of learning in general and additional school education with the inclusion of blended learning interdisciplinary technology in it. As a result of the study, the authors of the article differentiated the basic models of blended learning, the components of the blended learning environment (time, place, way or pace of learning), the types of blended learning integration, the key effects from the introduction of blended learning. The theoretical significance of the article is explained by the contribution to the development of scientific ideas about interdisciplinary learning technology aimed at matching new knowledge to the level of pupil's abilities development. Practical use of this technology makes it possible to organize the step-by-step introduction of the interdisciplinary technology of blended learning into the work of a general education organization.