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Management of an innovative project in the field of education. Management of innovative educational projects in a modern university

Project participants: Project manager: Sumina O.A. Project manager: Sumina O.A. Project implementers: Belykh N.V., Dzhizalova T.M., Dudengefer A.A., Kopyltsova E.N. Skripina S.A., Chapina V.I., Yazeva T.V. Project implementers: Belykh N.V., Dzhizalova T.M., Dudengefer A.A., Kopyltsova E.N. Skripina S.A., Chapina V.I., Yazeva T.V.

Relevance of the project: 1. “The strategic goal of education development until 2020 is to increase the availability of quality education that meets the requirements of innovative economic development, the modern needs of society and every citizen.” 2. Priority objectives for the development of education until 2020: Ensuring the innovative nature of basic education in accordance with the requirements of a knowledge-based economy; Ensuring the innovative nature of basic education in accordance with the requirements of a knowledge-based economy; Formation of mechanisms for assessing the quality and demand for educational services with the participation of consumers...; Formation of mechanisms for assessing the quality and demand for educational services with the participation of consumers...; Creation of a modern system continuing education, training and retraining of professional personnel; Creation of a modern system of continuous education, training and retraining of professional personnel; Modernization of educational institutions as tools of social development. Modernization of educational institutions as tools of social development.

3. Regulatory and legal framework: Law of the Russian Federation and the Republic of Kazakhstan On Education; Law of the Russian Federation and the Republic of Kazakhstan On Education; State Program Education and Development innovation economy: implementation modern model education in 2009 – 2012; State Program Education and development of an innovative economy: introduction of a modern education model in 2009 – 2012; Modernization concept Russian education until 2010; Concept of modernization of Russian education until 2010; Concept of the federal target program for the development of education for 2006 – 2010. Concept of the federal target program for the development of education for 2006 – 2010. Concept of the federal education system for the period until 2020; Concept of the federal education system for the period until 2020; The concept of an all-Russian system for assessing the quality of education; The concept of an all-Russian system for assessing the quality of education; Development strategy of Russia until 2020. Development strategy of Russia until 2020. 4. Problems in the educational institution: Lack of an education quality management system in the educational institution. Lack of an education quality management system in an educational institution. Lack of required experience innovation activity, the predominance of traditional and outdated approaches to assessment in the team educational process; inconsistency of images of the desired future of the school among different teachers. Lack of necessary experience in innovative activities, predominance of traditional and outdated approaches to assessing the educational process in the team; inconsistency of images of the desired future of the school among different teachers. Lack of relationship between subjects of education in educational institutions (students, parents, teachers, educational institutions, the public). Lack of relationship between subjects of education in educational institutions (students, parents, teachers, educational institutions, the public). 5. Conclusion: having analyzed the problem field in our educational institution, we came to the need to develop an education quality management system.

Sub-goals of the project: 1. Develop a mechanism for managing the quality of education in an educational institution based on monitoring. 1. Develop a mechanism for managing the quality of education in an educational institution based on monitoring. 2. Increase the professional competence of teachers in mastering the technology of assessing the quality of the educational process. 2. Increase the professional competence of teachers in mastering the technology of assessing the quality of the educational process. 3. Ensure the personal educational and developmental trajectory of the student in the educational institution. 3. Ensure the personal educational and developmental trajectory of the student in the educational institution.

Subgoal 1. Develop a mechanism for managing the quality of education in an educational institution based on monitoring. Task 1. Change management culture. Activities Deadlines Responsible 1.1. Study the regulatory framework on the issue of managing the quality of education in an educational institution. November 2008 Director 1.2. Complete course training in the program Quality Management of Education in an educational institution. November December 2008 Director

Task 2. Build a system for managing the quality of education in an educational institution. Activities Timeframe Responsible 2.1 Create a management team to implement the project. December 2008 Director Task 3. Ensure the readiness of the management team to implement an education quality management system in an educational institution. Activities Deadlines Responsible 3.1. Development of an action program by the team (timing, schedule, consultations). January 2009 Director 3.2 Formation of school statistics and monitoring of the quality of education in an educational institution. February 2009 Or within a year? Deputy Director for HR, VR

Subgoal 2. Increase the professional competence of the teacher in mastering the technology for assessing the quality of the educational process. Subgoal 2. Increase the professional competence of the teacher in mastering the technology for assessing the quality of the educational process. Activities Dates Responsible 1.1 Conduct theoretical seminars on quality management of the educational process. February-April 2009 Deputy Director for Educational Management Task 1. Change the level of professional culture of teachers in an educational institution.

Activities Dates Responsible 2.1 Carry out diagnostics of teachers to determine the level of compliance of the quality of educational services with the social order, mastering theoretical knowledge on the introduction of a competency-based approach to the organization of the educational process, to understand the compliance of the quality of students’ knowledge basic level, socialization of students, creation of a health-preserving environment. November 2008, April 2009, May 2010 Deputy. director for water management 2.2. Develop a system of incentives for teaching staff in accordance with the level of results achieved. March 2009 Director 2.3. Develop indicators for assessing the activities of teachers based on the quality of educational services provided. March 2009 Director Task 2. Change the motivation of teachers to understand the quality of the educational process.

Activities Dates Responsible 3.1 Analysis of identified problems in the field of formation of an education quality system. May 2009 Director 3.2 Ensuring an individual trajectory for improving the professional competence of teachers in the field of quality education. During the academic year, Deputy Director for HR 3.3 Presentation of experience. During the academic year, Deputy Director for Water Resources Management 3.4 Generalization of the results obtained. April-May 2010 Deputy Director for Water Resources Management 3.5 Adjustment of work plans of methodological associations. May 2010 Heads of the Ministry of Education Objective 3. Provide methodological support for the professional competence of teachers in the field of quality of education in an educational institution.

Activities Dates Responsible 4.1 Creation of creative groups to develop indicators and indicators December 2008 Director 4.2 Development of a quality assessment model for each educational field, socialization of students, health-preserving environment. April 2009 Deputy Director for HR, HR, heads of MO 4.3 Implementation expertise individual systems quality assessments. Deputy Director for VR 4.4 Model adjustment or change. Deputy Director for Educational Management, HR Task 4. Implement a quality assessment system for each educational area, socialization of students, and health-preserving environment.

Subgoal 3. Ensure the student’s personal educational and developmental trajectory in an educational institution. Task 1. Develop tools for conducting a sociological survey (research) of participants in the educational process. Activities Dates Responsible 1.1 Study various types of diagnostics for assessing the quality of education. November 2008 Director, deputy. Director of HR, VR 1.2 Discuss at a meeting of the methodological council, select (compile) acceptable questionnaires. December 2008 Head of MS, ShMO 1.3 Develop a methodology for studying the results obtained. December 2008 Deputy Directors for HR, HR, ShMO

Task 2. Analyze the results obtained. Activities Timeframe Responsible 2.1 Determine those responsible for processing the results. November 2008 Deputy Director for HR 2.2 Organize the processing of results November, December, March 2009 Deputy. director for water management 2.3 Analyze the results at a meeting of the methodological council, make adjustments December 2009 May 2010 Head of MS 2.4 Familiarize participants in the educational process with the results of the survey January 2010 May 2010 Director 2.5 Supplement the quality assessment system May 2010 Director, deputy. Directors for HR, heads of ShMO

Task 3. Involve social partners in the formation of a quality assessment system in an educational institution. Activities Dates Responsible 3.1 Introduce social partners to the in-school quality assessment system April 2009 Director 3.2 Making adjustments to the education quality assessment system taking into account comments and suggestions from social partners December 2009 Director 3.3 Public defense of the quality assessment model May 2010 Director

Task 4. Develop a system for assessing the quality of ensuring the educational and developmental trajectory of students. Activities Dates Responsible 4.1 Teaching students the basics of design and research activities September 2009 May 2010 Teachers 4.2 Involving students in design and research activities September 2009 May 2010 Teachers 4.3 Development of a system for assessing the quality of socially oriented activities of students (design, research, participation in olympiads, competitions , reviews) September 2009 May 2010 Teachers 4.4 Assessment of individual achievements of students: As part of the state final certification of the internal education quality control system May 2010 June 2010 Deputy. director for water management 4.5 Creating a portfolio of social achievements of students In the course of study. Kl. managers

Task 5. Ensure the quality of knowledge in accordance with the requirements of the quality assessment system. Activities Dates Responsible 5.1 Monitoring the compliance of students’ basic knowledge with state educational standards In the course of study. Mr. Director, deputy Director for Educational Management, HR 5.2 Introduction of new programs for the development of individual abilities of students September 2009 Deputy. Director for Educational Management, HR 5.3 Organization of individual consultations for students During the course. Mr. Director, deputy Director for HR, HR 5.4 Introduction into the educational process of a personality-oriented approach to learning In the course of study. Teachers, class. leaders 5.5 Analysis of the compliance of individual educational and social competencies of students with quality assessment criteria December 2009, April 2010 Teachers, class. manager, deputy dir. according to UVR, VR

Task 6. Implement a system for monitoring the quality of students’ knowledge. Activities Deadline Responsible 6.1 Develop regulations on monitoring quality assessment January 2009 Deputy. Director for Educational Management, HR 6.2 Conduct internal monitoring of the assessment of the quality of educational activities at different levels of education by object: student, class, school, teacher 1 time per quarter Deputy. Director for Water Resources Management, HR 6.3 Creation of an electronic journal for statistical analysis of educational activities in the process of monitoring quality assessment In the course of study. Mr. Deputy director of water management, computer science teacher

Task 7. Develop models of graduates of the I, II, III stages of education. Activities Timeframe Responsible 7.1 Creation working group on model development January 2009 Director 7.2 Creation of a graduate model of the I, II, III stages of education. May 2009 Deputy dir. according to UVR, head. ShMO 7.3 Discussion with all participants in the educational process May 2009 Director 7.4 Approval of the model at a council meeting May 2010 Director

Cost estimate 1. Budget funds: Fund wages; Salary fund; Incentive Payment Fund; Incentive Payment Fund; Travel expenses. Travel expenses. 2. Extrabudgetary funds: Payment for the services of a scientific supervisor; Payment for the services of a scientific supervisor; Purchase of office supplies; Purchase of office supplies; Purchasing software. Purchasing software.

Criteria and indicators for assessing objects of monitoring the quality of education Object of monitoring: conditions for achieving educational results Evaluation criteria Evaluation indicators Indicators Methodology Deadlines Methodological resources, professional competence Advanced training for teachers: Level of motivation Level of motivation Self-development Self-development Career growth Career growth Levels: high, medium , low Motivation for teachers' achievements. Diagnosis of teachers' readiness for self-development. Diagnosis of goals career growth teachers Stability of the main teaching staff % Secondary school Modernization of classrooms with teaching materials and equipment % Educational passport of the school 2008 Availability of textbooks and teaching materials % Educational passport of the school 2008 Time of access to personal computers (for teachers and students) % Educational passport schools 2008 Library supply % Educational passport of the school 2008

Evaluation criteria Evaluation indicators Indicators Methodology Timing Valeological resources Valeological schedule curve, dynamic pause, physical education, lighting, furniture. Complies with, does not comply with San PiN Hygienic requirements to the lesson schedule Annually Number of students in the class Number of schools-1 Annually Resources for obtaining additional education Additional educational services at school (types, cost, demand) and student employment % Educational passport of the school Annually Requests from students and parents for additional educational services % Educational passport of the school Annually Inclusion of students in the system additional education at school (electives, clubs) % Educational passport of the school Annually

Object of monitoring: student achievements Evaluation criteria Evaluation indicators Methodology for collecting information Indicators Timeframe Object: educational resources Training Actual knowledge stock in subjects Learning tests Diagnostic test papers As a percentage by level Points (five-point) Twice a year Formation of subject skills Tests of learning Diagnostic tests As a percentage by level Points (five-point) Formation of learning skills Diagnostic methodology “Learning skills” As a percentage by level

Learning ability Rate of progress in mastering knowledge and developing skills Can be diagnosed by a psychologist using psychological diagnostic techniques As a percentage by level Twice a year Ease of mastering the material (lack of stress, fatigue, experience of satisfaction from work) Flexibility in switching to new methods and techniques work Strength of retention of mastered material Motivation Level of anxiety Thinking Creative success and Results of participation in olympiads, competitions, research activities, etc. Student's portfolio Certificate of educational achievements As a percentage of the total (class, school, team) Once a year Certificates (events and competitions of the system, additional education, educational testing in subjects (TOEFL, etc.), etc. Student's portfolio Educational certificate achievements Points

Object of monitoring: management of educational institution resources Object of monitoring Evaluation criteria Evaluation indicator Methodology for collecting information Time frame Indicators Cost of achieving educational results Student load Number verification work and other types of certification per unit of time (quarter, trimester, year) Tests, control sections, tests, etc.) According to schedule Ratio of actual work to standards Time spent to various types certification (their labor intensity) Self-examination (timing) According to schedule Ratio of time spent to standards Time spent on completion homework Self-examination (timing) According to the schedule Correlation of the results obtained to the norms Workload of teachers Variety of types of workload performed when working with students: - number of students per teacher; - hourly load; - form of teacher’s work with the class Teacher’s portfolio, statistics (tariffing, staffing table), questionnaires, observation. Once a year Levels: - high - medium - low Variety types of workload performed in the teaching staff Teacher's portfolio, survey. Once a year Levels: - high - medium - low Labor intensity (time spent on preparation) Teacher's portfolio, self-examination once a year In hours

Levels of health (students, teachers) Dynamics of vision Medical statistics 1 time per year Dynamics of vision in % terms Resource management and resource provision Dynamics of diseases Medical statistics 2-4 times a year Health index Level of resource management OU Dynamics of injuries Medical statistics 3-4 times a year Dynamics of injuries in % Sufficiency available funding Estimate of the educational institution during the year The ratio of the received funding to the standards Understanding the mechanism of financing the educational institution: - measures to use the educational institution budget - fulfillment of funding standards Estimate of the educational institution, reports. During the year, a 6-point rating system: 6 - excellent 5 - very good (explicit strengths) 4-good (strengths in important areas of work but there are aspects requiring improvement) 3-adequate (strengths somewhat outweigh weaknesses) 2-weak (weaknesses in important areas of work) 1-unsatisfactory (obvious weaknesses)

Model of an education quality management system in an educational institution Municipal system of education quality management Republican system of education quality management Resource management (availability of educational institution funding) School council Management group Pedagogical Council Creative group for the development and implementation of monitoring for assessing the quality of education Assessment of students’ educational achievements (learning, learning ability, creative success, personal achievements) 1 Development and selection of quality assessment methods 2 Implementation of monitoring programs 3 Analysis, testing of the quality assessment system Internal assessment of education quality management External assessment of education quality management Assessment of the methodological resources of the educational institution (professional competence of teachers, assessment of the educational environment, etc.)

Project No. 3. Stages of implementation of an innovative project

Requirements for the project:

Present the stages of project implementation, results for each stage, indicators.

Information and communication technologies (ICT) are penetrating more and more into various areas every day educational activities. This is facilitated by both external factors associated with the widespread informatization of society and the need for appropriate training of specialists, and internal factors related to the spread in educational institutions modern computer equipment and software, the adoption of state and interstate programs for informatization of education, the emergence of the necessary experience in informatization among all more teachers. In most cases, the use of information technology has a real positive influence on the intensification of the work of school teachers, as well as on the effectiveness of teaching schoolchildren.

The innovative potential of the project lies in its reality, the ability to directly influence the organization and provision of the educational process, the optimization of educational technologies, interaction with parents, the ability to quickly adjust the educational process, and personalize its forms.

One of the most important tasks in the development of the education system in our region is to ensure transparency of the school’s activities for society.

Open Education Policy

Provides an opportunity to coordinate the requirements and requests of participants in the educational process;

Allows for the formation and development of a system of social partnership, ensures public involvement in the activities of the school;

Allows you to create a positive image of the school, ensures the attraction of new students and qualified teaching staff;

Provides positioning of the school in the educational services market, informing about activities, creating a strong positive reputation - a guarantee of the successful development of the school.

Thus, our innovative project is the construction of a new educational environment with high intensity various forms social and educational partnership of teachers, parents and children using the potential of modern means mass media and communications, including the potential of social media.

Purpose (main idea) of the project

Using the policy of an open educational environment as a resource for the development of an educational organization in order to increase the efficiency of the educational process

Project objectives

Formation of information competence of participants in the educational process;

Increasing the role of the parent community in the system of state-public management of the educational process;

Establishing partnerships with educational institutions and other organizations;

Go to electronic form maintaining school records;

Creating a sustainable positive image of the school among area residents

Necessary resources to implement the project.

Scientific and pedagogical

The methodology of the innovation project consists of systemic, activity and information approaches.

Main purpose systematic approach consists in a holistic vision of the object.

The activity approach ensures the construction methodological foundations, associated with the unity of the objective and subjective in the types of activities and interactions “teacher - information means - parent - student”.

The information approach allows us to determine the information environment, information support for dialogue, and carry out a critical analysis of existing information technologies, used to ensure transparency of school activities to the public.

2) The methodology of socio-pedagogical design and “growing” of new knowledge directly in the process of project implementation, which determines the basis for constructing the logic of research and justifying the stages of the project;

3) Quality assessment methodology, which allows designing changes to the system for assessing educational results and achievements.

Educational and methodological

To implement the results of the innovative project in other educational institutions, they will be developed, tested and presented in printed or in electronic format the following educational and methodological “products”:

1) package teaching materials for organizing webinars;

2) a model of an information card for the deputy director for educational work to coordinate the actions of all participants in the educational process in the information field of the educational institution;

4) materials for diagnosing an innovative project (questionnaires, surveys, ratings, etc.);

5) generalizing the experience of implementing the project as a whole and developing recommendations for educational institutions on the introduction of such innovations into the educational process.

Organizational

Organization of a teacher’s workplace in each classroom with the ability to access the Internet, there are conditions for scanning, copying and transferring documents to paper media.

Compliance of teaching staff with the requirements of professional standards.

Availability job descriptions employees, regulations for maintaining an electronic journal and electronic diary, regulations on the procedure for access of teaching staff to IT networks and databases, memos safe behavior children on the Internet, provisions on assessing the effectiveness of innovative activities of teachers.

Legal

№ 273-FZ "On education in the Russian Federation".

Government program Russian Federation “Information Society (2011 – 2020)”.

State program of the Russian Federation “Development of Education” for 2013 – 2020.

Federal target program for the development of education for 2016 – 2020.

Federal state educational standards of general education.

№ 2770-kz “Law on education in the Krasnodar region.”

Financial and economic

Attracting sponsorships and voluntary donations;

Participation in open grant competitions.

Personnel

Creating a team of like-minded people capable of solving assigned tasks and working for results, consisting of

School teachers who have experience working as leaders of educational organizations, problem-based creative groups, tutors, and leaders of project teams involved in innovative activities;

Parents (legal representatives);

Representatives of social institutions, partners, sponsors.

Logistics

Strengthening and development of the material and technical base of the project through:

Improving the existing infrastructure to increase the efficiency of educational and management activities;

Installation of high-speed Internet;

Creating a comfortable educational environment: organizing an “open access” class for independent work by students, giving them access to both the school media library with materials posted in it and Internet resources.

Actions taking into account risks and resources

The project is limited in time, resources, territory, target group. Therefore, inevitably something remains outside the scope of vision and influence in the project, both points of growth and problem points.

The following methods were used to identify risks and limitations: brainstorming; discussions; analysis of assumptions. To manage project risks, impacts to reduce each risk were identified and presented in the table.

Project implementation risks

Risks

Minimizing risks

Insufficient development of the environment (lack of elements of information infrastructure to support the project, failures in network communication)

Aging of the material base and software of the OS

Equipment of the op-amp, use of freely distributed software

Insufficient experience of teachers using computer technologies

Development school curriculum increasing ICT competence of teachers

The focus of some teachers on traditional forms of organizing activities.

Problems psychological nature: rejection of the idea of innovation by individual subjects

Promotion of innovative developments, methodological seminars, encouragement of those teachers who introduce innovations.

Unpreparedness of the parent community to accept objective results of assessing the quality of education of their children.

Creation of mechanisms for conveying information to the consumer of educational services.

The risk of an inadequate reaction to information in a virtual environment, the risk that (by mistake) information will be published that is not intended for public access.

Conducting a dialogue not on publicly available resources, but on specialized ones such as “Network City. Education" on the terms of personalized access.

Not all parents have at home Personal Computer, Internet.

Using a paper version of the diary to communicate with parents, printing pages of an electronic diary for parents.

Expected results of the implementation of the innovative project.

For students:

Students’ awareness of the possibilities of virtual communication as an important tool in learning;

Increasing motivation to study;

The ability to electronically accumulate independently completed work in an electronic portfolio;

The possibility of expanding the field of interaction with teachers through the use of a virtual component.

For the teacher:

General growth of information technology competence;

Readiness for new forms of dialogue interaction with participants in the educational process;

Improving the student assessment system;

Increasing opportunities for self-realization in the course of innovative activities.

For parents:

Promptly obtaining pedagogical advice from a subject teacher or class teacher,

obtaining advice from a psychologist or social educator;

Communication with the class teacher, participation in discussing the problems of the educational institution with other parents in the forum and active influence on the course of educational and educational processes in the educational institution;

Exercising control over the child’s educational activities, timely response to emerging problems in educational activities, providing support in the organization homework on educational material.

For school:

Improvement educational program;

Openness of performance results;

Strengthening connections between all participants in the educational process through the use of ICT tools;

Increasing competitiveness.

For society:

Demonstration of the exceptional importance of the family for solving the problems of education and socialization of the younger generation in the information society by involving specialists from the parent community in the implementation of the project;

Preparedness of graduates for integration into modern system primary and secondary vocational education, as well as network interaction with modern educational materials, with teachers and students;

Positive internal and external examination of the program and its testing.

The number of educational institutions in which this program will be in demand.

General growth of information and technological competence of participants in the educational process.

Demand by parents for the proposed forms of virtual dialogue.

Creation and use of distance learning courses by teachers.

Updating and replenishment of the OU Internet portal.

Maintaining personal electronic portfolios for students and most teachers.

Availability of a database electronic documents.

Regular (at least once a month) updating of sections of methodological associations of teachers.

Implementation of telecommunications projects using a “project portfolio”.

Increased satisfaction with the quality of the educational process among students and parents.

Parents' satisfaction with the opportunities to receive prompt and high-quality information about school affairs and problems.

Increasing various forms of parent involvement to solve school problems.

Consistently high status of educational institutions in the region.

Main consumers of the project results

Educational organizations.

Project implementation plan by stages

Justification of the relevance of the Project. Creation of working groups in the main areas of work, development of a mechanism for the implementation of the Project, a system for monitoring the progress and results of the Project implementation. Methodological support for the project, development of the regulatory framework. Open discussion of the Project by participants in the educational process. Testing of Project implementation mechanisms and control forms.

January – August 2016

Growth of information and technological competence of participants in the educational process.

Second stage: practical

Implementation of the main directions of the Project. Identify problems and make adjustments. Summing up the interim results of the Project implementation. Preliminary assessment of the effectiveness of the Project.

Working with interactive formats (survey, forum, guest book, etc.).

Positive internal and external examination of the project at the school.

Third stage: final

Analysis, synthesis and dissemination of results obtained during the Project implementation. Assessment of Project effectiveness. Presentation of the Project in the teaching community

Increasing the information openness of educational institutions.

Replication of positive experience of project implementation in the educational institution

Successful implementation of AIS “Network City”: full or professional level (within the educational institution):

Teachers use and create distance learning courses and tests

The Internet portal of the educational institution is being updated and expanded - many teachers and students maintain personal portfolios, there is a database of electronic documents, sections of methodological associations of teachers

Telecommunications projects are being implemented using the “Project Portfolio”.

Road map(project implementation algorithm)

November 2016

June 2017

November 2018

Replication of positive experience of project implementation in the educational institution:

Webinar for area schools

Online conference for district school administrations and members of the district methodological council

Master class for district teachers

and others according to the updated plan for the years of project implementation.

since August 2016

October 2017

January 2018

March 2018

Implementation of AIS “Network City”: full level (within the OS)

Preparation of an analytical report on the implementation of the innovative project “Open School”

December 2018

Public presentation of the Parent Community Project

April 2016

November 2018

Presentation of the Project in the teaching community.

August 2018

August 2017

August 2018

Text 1 1

Approaches to defining the concept of “project”

Activity in situations of uncertainty.

Step by step activity.

The way to transform reality into the desired (ideal) state.

Target planning form.

Way to achieve organizing goals, for which there are no ready-made algorithms in the functioning of the organization (innovative activities, one-time specific action, etc.).

Activities aimed at achieving a specific goal in conditions of limited resources.

Distinctive features of the project:

The presence of a problem for which the project is being developed and implemented ( a project problem is usually broader than organizational problems that arise within the organization; it rather belongs to the category of social problems, such as problems of access to information, ensuring equal opportunities, the need to develop certain services, etc..);

Clearly limited group of beneficiaries and target group;

Planning from the problem (target planning);

Lack of an obvious procedure for achieving results;

Quantitative and qualitative results determined before the start of work.

Step-by-step presentation (planning) of activities;

Limited resources, including time resources (urgency);

Having a team with a clear internal distribution of roles.

The limited resources of a project lead to the need to establish, during its development, an adequate balance between resources and the quality of the result, as well as between individual types of resources:

Procedure for developing the project

Identifying the key problem based on the mission and external challenges. Situation analysis: identifying problems directly or indirectly related to the key problem, identifying stakeholders. Problem analysis: building a problem tree.	Pre-project (search) stage	Design concept
Defining the design problem and how to solve it. Determining the general and specific goals of the project (building a tree of goals). Analysis of assumptions: justification for the achievability of specific and general project goals. Determination of the final result(s) and effects, their indicators and methods of measurement.	Analytical stage
Setting project objectives. Determination of intermediate project results, their indicators and methods of measurement.		Organizational project
Preparing a logical package of steps. Project resource planning. Drawing up the critical path of the project. Project risk planning. Drawing up a project implementation schedule. Drawing up a project budget.	Planning stage

Logical-structural diagram of the project

Text	Indicators	Measurement		Assumption
Common goal
Objective of the project
results
Actions	facilities		Expenses

Text- description of the project at each of four levels: general goal, specific goal, project objectives (through results) and actions.

Indicators- measurable indicators at each level of the project description.

Measurement- a means of recording (fixing) indicators.

Assumptions- risk factors and limitations (-), which may have a negative impact on the progress and success of the project, or favorable factors (+), the disappearance (non-implementation) of which may have the same impact.

Vertical logic ( ) represents the project's intent, identifies cause-and-effect relationships, and identifies important assumptions and uncertainties beyond the project manager's control.

Horizontal logic ( ) refers to the measurement of the results of a project and the resources used by the project, which is done by defining the main indicators of measurement, as well as the means of verifying the accuracy of these measurements.

Text 2

Pre-project stage. Problem Analysis

Thesaurus

Alternative ways to resolve the problem	mutually exclusive directions of change in reality.
Problem Analysis	identifying the reasons for the existence of a problem and the consequences of its existence, as well as determining who/what the elimination of these causes depends on, whether the consequences are direct or indirect.
Analysis of the situation	Dividing the situation into its component parts, necessary in order to carefully consider each part separately and draw a conclusion about the situation as a whole (highlighting the signs of the situation, indicating facts confirming their presence, identifying interested parties, etc.).
Beneficiaries	in a broad sense: subjects whose needs the project is intended to satisfy; literally: persons receiving charitable donations from philanthropists, help from volunteers.
Influence	purposeful influence of certain subjects on the situation
Parties concerned	people, groups or organizations interested in seeing an existing situation change in a certain direction (+) or remain unchanged (-).
Criterion	point of view, aspect in which an object is viewed; basis for analysis or evaluation.
Problem	contradiction between the expected (desired) and the actual situation.
Contradiction	such a relationship between phenomena, signs, assessments, information, when one of them completely excludes the other.
Target audience (target group)	social groups or organizations that are affected by the project in some way.

Under problem the contradiction between the desired future and the actual situation is understood.

The reason for the existence of a problem is a contradiction at a lower level that leads to the existence of the problem.

An unsolvable problem is a problem for which all the reasons for its existence (or the main reason) are external to the organization and, therefore, irreparable forces of the organization.

The most common errors in problem formulation are:

replacing a problem with a question,

For example, how to motivate residents to participate in landscaping?

replacing a problem with a task,

For example, provide regular transport links between points A and B.

replacing a problem with a difficulty (the problem does not concern the beneficiary),

For example, the heavy workload of municipal employees does not give them the opportunity to regularly engage in live communication with residents.

replacing the formulation of the problem with an indication of the area of existence of the problem.

For example, there is a problem of dilapidated housing.

When posing a problem, the project author should carefully evaluate its correctness. The problem must be sufficiently detailed. It is impossible to correctly formulate the problem by limiting ourselves to the most general words. Any person not initiated into thinking about this problem should clearly understand what the authors of the formulation see as a contradiction.

Compare: “the methods used for clinical examination of the population do not meet the objectives of increasing coverage” and “in the process of organizing clinical examination, targeted treatment is not used.”

The statement of the problem should not be replaced by an assessment of the situation: in this case, the author also makes the mistake of poorly detailing the problem.

Compare: " Low level legal literacy of members of public organizations and associations" and "The level of legal literacy of participants of public organizations and associations does not allow them to adequately interact with local governments and the press."

Also, a typical mistake in defining a problem is to “ask for a solution.” This mistake often occurs when the author of a project development first sets (for some unknown reason) a specific goal, and then not so much analyzes the situation as “adjusts” it to his plan and formulates the problem based on the goal. A problem with an obvious solution is evidence of a serious violation of design technology, according to which the setting of a goal must be preceded by the formulation of a problem and an analysis of ways to solve it. In other words, the author who made such a mistake clearly decided that he would do something, but why, why exactly this - he ignored such questions.

Another mistake made when working on a problem is substituting a contradiction. That is, when analyzing the situation, a contradiction between A and non-A is revealed, and A and B are given in the formulation of the problem.

As part of the problem analysis, it is necessary to address the problems faced by partners, recipients, or beneficiaries of the project. It is impossible to properly develop a project that takes into account the real needs of beneficiaries without analyzing the existing situation. However, the current situation is perceived differently by different stakeholder groups. It is therefore important at this stage to bring together representatives of all key stakeholders in an open discussion environment.

At the problem analysis stage, the negative aspects of the existing situation are established, as well as the cause-and-effect relationship between existing problems.

The problem analysis stage includes three stages.

1) identification, determination of parties whose interests are affected by the proposed project;

2) establishing the main problems facing project beneficiaries;

3) development of a problem tree to establish cause-and-effect relationships.

To successfully complete the first stage, follow these steps:

1. identify entities that will become recipients, beneficiaries, or may be interested in implementing the project;

2. study the needs of beneficiaries in the thematic field of the project, determine the degree of their satisfaction at present;

To complete this step, you can use published data, internal monitoring data, sociological research data, and also independently conduct a survey or interview with reference representatives of target groups.

3. describe the ideal situation. Indicate in detail exactly how and by what means the needs of the project beneficiaries will be met. Justify your idea about d O false;

4. state what the interests of the “stakeholders” are. Identify stakeholders who a) are directly interested in meeting the needs of beneficiaries that are reflected in your ideal situation; b) are indirectly interested in this, c) are directly interested in ensuring that these needs of the beneficiaries are not met, d) are indirectly interested in this. The first two groups of stakeholders are your potential project partners, the second are the source of possible project risks;

6. analyze the real situation. Make an unstructured list of problems;

It should be remembered that the situation is only a part of the reality around us, which we delimit in our thoughts from reality as a whole, considering it from a certain point of view. For example, in reality, an educational and digestive process may occur simultaneously with a child in a lesson. We consider the child within the framework of one of these processes, describing the situation, and ignore the child within the framework of the other. Moreover, within the framework of which one is determined by our point of view (most likely, the teacher will focus on the first process, he will not be concerned about the breakdown of proteins that occurs simultaneously with oral counting, and the school nurse will focus on the second).

In addition, all objects and phenomena within a certain situation are always considered in interrelation. That is, the situation appears to be a single whole, a system of many elements.

7. Discuss the unstructured list of problems with members of the project team and reference representatives of the beneficiaries and stakeholders you assigned to the first two groups.

Using the information gathered during the stakeholder analysis stage, project planners can better organize the preparatory process. In addition, the subject of the project receives a vision of the contradictions concerning the beneficiary through the eyes of subjects of the external environment, which will make it possible to clarify and supplement the list of problems.

Problems can be identified at different levels:

Rice. 1. Ratio of levels of problem identification.

It is clear that the reasons for the existence of the problem are more high level should be looked for in lower level problems (see Fig. 1). However, cause-and-effect relationships can also exist between problems at the same level. For example, the absence of one result may cause the absence of another result.

The algorithm for constructing a problem tree is as follows:

Start building a problem tree with a problem that you would like to solve within the project;

If a problem is the cause of another problem, place it one level lower, connecting it with a line to the effect problem;

if the problem is a consequence of the existence of another problem, place it one level higher, connecting it with a line to the cause problem;

Test yourself:

If there are several problems at the same level, they should not be the cause or consequence of each other;

Does the logic of the problem tree correspond to cause-and-effect relationships between the levels of effects, results, activities, and resources.

Find in your problem tree those places where the cause-and-effect relationships are interrupted (one level is missing) or are not obvious. Formulate the missing problems.

Test yourself:

If a problem has only one reason for existing, then either you have missed at least one other reason, or you have replaced the reason for the problem's existence with another formulation of the same problem;

Indicate which problems are solvable within the framework of your project (are within the competence of the project subject) and which are not.

It is necessary to determine how the problems that, according to the results of the analysis, are at the same level relate to each other. Here it is necessary to determine what influences the existence of the problem-consequence: each of the problem-causes separately or the entire set of problem-causes. This is important because a problem can be resolved by eliminating the reasons for its existence or neutralizing their impact on the situation. If eliminating most of the causes of a problem you have identified as core to the project is beyond your control, it is unsolvable. This means that the project you have in mind is technically impossible. In this case, analyze how appropriate it is to solve a problem located at a lower level using the project.

State the key problem of your project.

Test yourself:

the key problem is formulated correctly if it is based on a contradiction between the desired and the real;

the formulated problem can be solved by the project subject (if it is not obvious, this must be justified);

There are no typical errors in the formulation of the problem: poor detail, a problem with an obvious solution, a problem with the substitution of a contradiction).

If the elimination (neutralization of the impact) of the causes of the existence of a key problem, the resolution of which the project is aimed at, lies beyond the competence of the project subject, this problem is unsolvable. This means that the planned project is technically impossible and its further development is pointless. Therefore, when presenting the results of the analysis of the problem in the text of the project development, one should pay special attention to the justification of the solvability of the problem, if it is not, from the author’s point of view, obvious.

Pre-project analysisfrom the experience of Municipal Educational Institution Secondary School No. 22 in Olenegorsk based on the compilation of a SWAT analysis table

· The school employs a creative and professional staff of teachers, capable of working according to the requirements of the Federal State Educational Standard, capable of creating for students key competencies in the formation of universal educational activities according to the new standard;

· With the introduction of updated educational content, students develop abstract thinking, students strive for self-improvement, personal growth occurs, as well as growth in development;

· Students quickly adapt to the requirements and the team;

· All offices are equipped with new equipment necessary for the full implementation of the requirements of the Federal State Educational Standard.

o When updating the content of education, there is no full support from the parent community; reduced activity and interest are partially evident during the transition to the Federal State Educational Standard;

o Not all students are ready to study according to the Federal State Educational Standard (the necessary competencies are absent or have not been developed);

o Teachers have a habit of working according to a well-known familiar model of presenting knowledge, there is a fear of joining the Federal State Educational Standard;

o Lack of time, both for teachers and students;

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Project No. 1. Pre-project analysis

	Strengths of OO	Weaknesses of OO

External Features		Matching strategy SL and BB
External threats	Matching strategy SS and VU	Matching strategy SL and VU Attraction

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Project and innovation management in an educational organization

Project No. 1. Pre-project analysis

from the experience of Municipal Educational Institution Secondary School No. 22 in Olenegorsk

Completed by: teacher of Municipal Educational Institution Secondary School No. 22 in Olenegorsk

Murmansk region Svetlana Evgenievna Melnikova

		Strengths of OO	Weaknesses of OO
		The school has a creative and professional staff of teachers, capable of working according to the requirements of the Federal State Educational Standard, capable of creating for students key competencies in the formation of universal educational activities according to the new standard; With the introduction of updated educational content, students develop abstract thinking, students strive for self-improvement, personal growth occurs, as well as growth in development; Students quickly adapt to the requirements and the team; All classrooms are equipped with new equipment necessary for the full implementation of the requirements of the Federal State Educational Standard.	When updating the content of education, there is no full support from the parent community; reduced activity and interest are partially manifested during the transition to the Federal State Educational Standard; Not all students are ready to study according to the Federal State Educational Standard (the necessary competencies are absent or have not been developed); Teachers have a habit of working according to a well-known familiar model of presenting knowledge; there is a fear of joining the Federal State Educational Standard; Lack of time for both teachers and students;
External Features	Educational work of teachers on the topics of health conservation, project and research activities. Use of health-saving technologies during lessons (use of multimedia technologies, physical education Regularly held methodological associations; The team is professional and creative, the team has clearly developed the practice of mentoring to transfer knowledge from experienced teachers to young specialists The teaching staff regularly attends refresher courses and exchanges experience;	Matching strategy strengths and external capabilities (SS and BB) Using health-saving technologies during lessons	Matching strategy SL and BB Involving the parent community
External threats	Financing of the education system, the territorial location of the school, which makes it impossible to attract professionals, consultants, and scientists for the high-quality and full development of children with high motivation; Inability to expand the area (premises) suitable for health savings (construction of a swimming pool)	Matching strategy SS and VU Educational work of teachers at the level of methodological associations of schools and municipalities	Matching strategy SL and VU Attraction professionals, consultants, scientists for the high-quality and complete development of children with high motivation

What opportunities does it provide? external environment to further develop the organization's strengths?

Realization of the creative potential of teachers through the exchange of experience at the municipal, regional and all-Russian levels.

Teachers of Municipal Educational Institution Secondary School No. 22 in Olenegorsk are repeatedly participants in methodological associations, speak at regional and all-Russian seminars, and participate in professional skills competitions, such as “Leader in Education”, “Pedagogical Find”, “Kaleidoscope of Pedagogical Ideas”, “Methodological Piggy Bank” .

Teachers also work at the “Olympiad Reserve School”.

How can you compensate for the weaknesses of an organization, taking into account the possibilities of the external environment?

Since the school is geographically remote from the municipality and from the regional center, it is necessary to use distance educational technologies for students with increased motivation.

What problems can be solved through the implementation of an educational project? Who can help with this?

Increasing the creative potential of teachers. Improving the material and methodological base. The school administration, as well as the immediate founder, can help with this.