An administrative and economic mechanism for managing the system of supplementary education for children in the region: The essence, structure, and indices

Socio-economic development plays a huge role in improving the quality of education. The challenges that modern society presents to labor personnel contribute to the systematic and mobile development of the system of additional professional education. Modernization of the Russian education system is aimed at improving the quality of the pedagogical process. In this regard, at each level of education, the main criterion is the educational result and the assessment of its quality. Objective: to predict the main trends in the development of regional vocational education based on a study of its current state in conjunction with the development of the modern labor market and the national qualifications system and the design of an optimal model for a regional system of continuing professional education. The Republic of Sakha (Yakutia), being part of the Far Eastern Federal District, has its own specific features, including extreme climatic and geographical conditions, remoteness of settlements from the centers, poorly developed transport system and significant population rarefaction, causing socio-economic characteristics and etc. Each natural-climatic zone with its own conditions requires special approaches and technologies in human life and methods of farming. At the same time, the economy of the most northern region of Russia can be characterized as dynamically developing. Today, the republic's leadership has determined the main direction of development of the northern region of Russia: Yakutia needs its own non-primary sector economy, creative industry. In this regard, at the present stage, the formation of the Republic of Sakha (Yakutia) is facing the task of transforming the education system, introducing a new standard for all levels of education, involving from early age to scientific knowledge, the formation of high intelligence, the ability to think freely, outside subject areas, modern competence, focus on "smart economy". Analysis of the scientific literature suggests that one of the main methodological issues of the research is the problem of the readiness of the individual for professional activity, to integrate into the modern labor market. At the same time, the analysis of scientific and pedagogical literature has shown that the issues of forming effective mechanisms and regulations for the development of a regional system of additional professional education in the context of the introduction of the national qualifications system of Russia in the conditions of the region need theoretical understanding and justification. When studying the site materials, we paid attention to the presence in the topics of dissertation research of terms related to additional professional education, continuing professional education, adult education, the development of a regional system of additional vocational education and related organizational mechanisms and regulations, the development of additional professional education in the context of the introduction of a national qualifications system and its elements, modeling or application m cluster principle in the development of additional vocational education. The results of the analysis suggest that the formation of effective mechanisms and regulations for the development of a regional system of additional professional education in the context of the implementation of the National Qualifications System of the Russian Federation is relevant, relevant and requires targeted research. In those years, 80 doctoral and 1,404 doctoral dissertations were announced, of which 32 doctoral and 120 doctoral dissertations deal with various aspects of additional professional (in the overwhelming majority, advanced training) and continuing professional education, adult education. A number of dissertation research, both Ph.D. and doctoral, conducted from 2013–2018, is devoted to studying the interaction of education and the labor market. The regional system of continuing education as a resource for the professional development of the personality was studied in the doctoral dissertation of Ya.A. Ilinskaya; dissertations are defended, highlighting various aspects of teacher development, the formation of their readiness for certain activities: inclusive education of children (I.V. Vozniak), formation and implementation of a personalized electronic educational environment in the conditions of additional professional education (V.B. Klepikov), development support of the spiritual and moral world of orphans (N.F. Yakovlev), development management of intellectually gifted students in the system of continuing professional education (R.R. Bikbulat ov) and others; socio-pedagogical conditions of continuous vocational education support (I.O. Ibragimov, M.S. Zadvorna, E.L. Makarova, A.V. Krasnoslobodtsev, O.S. Korkina, etc.); issues of development of professional success of teachers, professional competencies and professional improvement (M.S. Britkevich, N.V. Ganzha, L.V. Chernikova), organizational and pedagogical conditions for the development of modern additional professional education (V.S. Dmitrieva), modernization of the system certification of students of professional educational organizations in the conditions of the formation of the Russian national qualifications system (S.A. Efimova). Thus, there is reason to believe that the issues of forecasting and designing, as well as the formation of effective mechanisms and regulations for the development of a regional system of additional professional education in the context of the implementation of the national qualifications system of Russia in the region require a focused study.

Introduction. Ensuring the consistency of regional vocational education systems with the labor markets demands is a nationwide task of strategic importance. It causes the development of methodological tools instrumental in a quick and objective assessment of the current state of regional educational systems in the context of their interaction with the region’s labor markets. The aim of the article is to develop indicators of the relationship between the system of vocational education and the labor market and to test the calculation of these indicators in the Russian regions. Materials and Methods. The research methodology includes substantiation, development and formalization of indicators of the interrelation between the education system and the labor market. The first indicator characterizes the potential of the regional vocational education system to provide places for the admission of its own graduates of the 9th and 11th grades of schools. The second indicator assesses the supply of the regional labor market with graduates of the regional system of vocational education. To calculate the proposed indicators, official statistical reporting data are used. Results. In the course of research, using statistical data for 2018–2020, the proposed indicators were calculated for all Russian regions. Based on the cluster analysis of the indicators calculated values, a typology of Russian regions was made, during which five types of stable regions associations with homogeneous characteristics were identified. The strengths and weaknesses of regional educational systems are identified, including in the context of their interaction with the region’s labor markets. Discussion and Сonclusion. The developed indicators allowed to quickly assess the potential of the regions, on the one hand, to provide school graduates with vocational education, and on the other hand, to meet the economy staffing needs by graduates of universities and vocational educational organizations. The results of the study are of undoubted practical significance and will be useful to executive authority in developing recommendations for bringing education systems in line with regional development priorities, strengthening and developing regional educational systems.

Introduction. Changes in the position of the pedagogical university in the regional education system determine the need to harmonize the goals and expectations of the stakeholders in order to improve the quality of their joint activities. The aim of this study is to compare the perceptions of the academic staff and the teaching staff of regional educational setting about the interaction between the pedagogical university and the regional education system, reflecting their experiences, expectations and evaluation of the interaction. Materials and Methods. The research methodology was based on the typology of models of interaction between a pedagogical university and regional education: presence, cooperation and integration. The empirical base of the study is formed by the survey data of 2205 respondents from different regions of Russia, representing pedagogical universities and regional education systems. The respondents were asked to evaluate the involvement of a pedagogical university in the regional education system, to choose the preferred and rejected forms of interaction, to report on their direct experience of participation in the interaction between a pedagogical university and a regional education system. Results. The findings of the study indicated that there were discrepancies in the perceptions of the utility and accessibility of diverse models of interaction among representatives of universities and regional education systems. Academic staff demonstrates a greater degree of engagement in diverse formats of interaction with regional education systems. However, their priorities diverge from the expectations espoused by representatives of the regional education. The discrepancy between the emphasis on the model of presence, which defines the core function of the university as supplying teaching staff for the education system, and its inadequate efficacy in addressing the deficit of teachers, has been identified. It has been demonstrated that respondents with greater experience of collaboration are inclined towards the integrative model of interaction and are more satisfied with its outcomes. Conclusions. The study has demonstrated that the models of interaction between teacher education institutions and regional education systems require transformation towards greater integration and cooperation. This is necessary in order to eliminate divergent expectations and create conditions for sustainable cooperation. Strengthening coordination mechanisms, developing practice-oriented and integration formats of interaction, and creating a system for monitoring the effectiveness of interaction will facilitate this transformation.

A regional education system is a complex dynamic system that is closely linked with the external social environment. The paper presents the results of a study focused on the conditions required for further development of regional secondary education systems. At the first stage of the research, the author designated clusters for Russian regions according to eight criteria. The Childhood Social Potential in Russian Regions database was used as the data source. The database contains more than 150 management and target factors that describe the results of primary, junior secondary and senior secondary education programs, as well as socio-economic, demographic, infrastructural, natural-environmental and other indicators for 85 subjects of the Russian Federation. The database also contains summary data from information and analytical reports made by regional information processing centres, regional centres for education quality assessment, and analytical collections produced by the Higher School of Economics National Research University. All database values were analysed for outliers and extreme values by means of Deductor Studio, a special software product, and an analysis of data quality was also conducted. After the data was arranged in proper form, a number of experiments were performed to obtain a more accurate result of cluster analysis. The following indicators were used as cluster-forming factors: index of pre-school education quality; index of secondary education quality; index of additional education quality; index of vocational training quality; population density, people per square km; ratio of gross regional product per capita to the cost of a fixed set of consumer goods and services, units; share of education expenditures in the consolidated budgets of the subjects of the Russian Federation and territorial state extra-budgetary funds, %; ratio of the state debt volume of the subject to the revenues of the consolidated budget of the subject and territorial state non-budgetary funds (excluding subsidies for budget equalisation), %. As a result of applying the EM-clustering algorithm, the author identified five clusters. When describing cluster profiles, the author determined the power, significance, and composition of the clusters and evaluated and analysed the average values of cluster-forming factors and the average values for all 85 regions of the country.

Introduction. The scale of the territory of Russia, the heterogeneity of its landscapes, the diversity of culture and peoples’ traditions of multinational country, and the peculiarities of the socio-economic development of the regions determine the relevance of the problem of understanding the environmental influence on the development of regional and territorial educational systems. The severity of the problem is most clearly expressed in conditions of growing environmental uncertainty and dynamic geopolitical changes in the world. Goal. Identification of the specifics of the regional education system of the Republic of Sakha (Yakutia), its personnel, scientific reserves, potential growth opportunities and problems associated with environmental factors. Materials and methods. The study is based on the analysis of the Yakutsk master plan, materials from strategic sessions and expert discussions on the priorities for the development of education in the Far East, held in 2021–2023. Results and Discussion. It was revealed that environmental factors determine the diversity of development models of territorial and regional educational systems. In the context of the formation of a sovereign education system in Russia, strengthening the independence of educational organizations, and growing public demand for systemic changes in education, the relevance of taking into account external factors in managing the development of education increases significantly. Conclusion. Based on the results of the study, it was concluded that managing the development of the regional educational system involves solving a set of interrelated tasks aimed at reducing barriers to access to education, transitioning from a strategy of local changes to systemic transformations built on a program basis.

Introduction. The authors investigate the problem of improving the quality of education with the main focus on initial teacher education. The purpose of this study is to identify the characteristic features of modern regional models of teacher education using the system modeling method. Materials and Methods. In order to investigate regional models of teacher education, the following methods were employed: a focus-group research technique, expert surveys and opinion polls. The sample included highly qualified practitioners and leaders of higher educational institutions, vocational educational settings and secondary educational institutions as well as recreation and health improvement organizations for children. The comparative analysis of the regional models was conducted using the profile of the regional model of teacher education developed by the authors. Results. The article presents an analytical review of modern regional teacher education models, carried out as a part of the research investigation conducted by Moscow Pedagogical State University on behalf of the Ministry of Education of the Russian Federation "Comparative analysis of models of regional teacher education systems with the main focus on 8 federal districts of the Russian Federation and the specifics of interaction between federal and regional stakeholders within the educational policy." The study has revealed, described and analyzed eight most common models of teacher education in regional education systems in each of the federal districts. The authors emphasize that it is significant to document unique practices of teacher education and present them to the professional community and experts using a unified model profile. Moreover, they highlight the need for expanding networking, involving both regional and federal stakeholders in the field of education. Conclusions. The research findings can be used by state authorities of the subjects of the Russian Federation, federal districts of the Russian Federation, and educational institutions of higher education to improve the efficiency of the regional teacher education models, integrating them into a unified environment of teacher education in Russia. The profile of the regional model of teacher education evaluated during the research investigation can be offered as a standard one.

Additional education of children is currently one of the priority areas for the development of educational organizations. The availability of additional education for children and youth is one of the important factors in ensuring the social integrity and stability of the development of each region and the country as a whole. Accessibility of additional education is characterized, first of all, by the scale of participation of children and youth in additional education programs. This article examines the features of rural children's participation in additional education: coverage in general, at school and outside of school by various forms of educational programs. The article provides an analysis of various parameters of the involvement of children living in rural areas in additional education. According to the data of the study, the involvement of children in rural areas in classes on additional general education programs implemented in anetwork form is less than in urban areas. The geography of the study is quite extensive: more than forty-five thousand students from fifty-one subjects of the Russian Federation took part in the survey. The article also analyzes the results of a survey of schoolchildren’s parents on the subject of satisfaction with the educational services received when mastering additional general development programs of all directions in educational organizations. The article describes the assessment of the participation of rural schoolchildren in additional education in the context of various directions, forms of participation, age and gender of children. Changes in the possibilities of obtaining additional education for children in rural areas within the framework of federal projects are discussed. The features of infrastructural and personnel support of additional educational programs implemented in rural areas are considered.

Purpose of research.Today, one of the main tasks of distance education is a personification of learning, taking into account the mental and physical states of students. Therefore, the purpose of research, conducted by the Institute of Distance and Additional Professional Education of Ulyanovsk State Technical University is to develop a model of a regional distance education system for persons with disabilities based on an inclusive paradigm. One of the model’s components is the organization of training methods, the identification of which was the original purpose of the study, the intermediate result of which is described in the proposed paper.Materials and methods.In order to achieve the purpose of the research, we use a systematic approach, since the inclusive regional distance education system for persons with disabilities is a part of the social system with its structure, characteristics, principles, and laws of development, and a subject-subject approach based on the idea of the individual’s subject activity in his/her life processes.The paper provides a brief retrospective analysis of the distance education development in Russia and abroad. The foreign authors’ works in the field of distance education (D.R. Garrison, B. Holmberg, M. Jeffries, D. Keegan, O. Peters) belong to an earlier period and serve as a starting point for Russian scientists A. Andreev, E. Polat, V.Soldatkin, V. Tikhomirov, S. Shchennikov.A number of well-established classifications of training methods are given and the thesis is suggested that technological innovations lead to a significant expansion of pedagogical methods and techniques, pedagogical innovations that affect the nature of distance education activities for people with disabilities.Results.The result of the first stage of our research work is the propose and description of the author’s methods of organizing the education for children with disabilities: the method of adaptive and expert borrowing, the method of variable and dual training, the method of evolutionary and expert development, and the method of inclusive group virtual learning. These methods expand pedagogicalknowledge. The authors validate feasibility of the possibility of borrowing the benefits of e-learning to study humanities, natural and technical sciences, and propose the tools that allow adapting training to the students’ characteristics, regardless of their physical disabilities. Since the introduction to various fields of activity is difficult for children with disabilities, a dual education system based on the interaction of vocational education institutions and enterprises may provide an opportunity to try themselves in different professions. A virtual company is proposed to be an “employer”.Conclusion.The project deliverable will be a model of an inclusive regional distance education system for children with disabilities, developing and supplementing the theoretical, methodological and technological foundations of e-learning. In the future, a set of conditions for the functioning and development of an inclusive regional distance education system for children with disabilities will be identified, causing the learning process in the system under study. This system is characterized by the use of distance learning technologies with adaptive and expert support of the educational process, borrowing the benefits of e-learning from various areas of knowledge, and defining organizational, technical and pedagogical support for the implementation of the learning process for persons with disabilities.

The article deals with the study of regional characteristics of education. The purpose of the research is to clarify the categories of “regional educational space” and “regional system of education”, as well as to determine their relationship. The main research method is the analysis of scientific and pedagogical literature on the problem. The author proposes to consider pedagogical regionalology as a scientific and theoretical basis for a comprehensive study of the education of the regions. Pedagogical regionology is presented as a direction integrating pedagogical, socio-philosophical and socio-psychological, geographical, historical, socio-economic aspects of studying the system of education. The definitions of the concepts “regional educational space” and “regional education system” are clarified, their interconnections and correlations are revealed. Тhe author concludes that these concepts are close and related, but not identical. The regional educational space is widely considered as the totality of all natural, socio-economic characteristics of the territory in their relationship with education. The regional system of education is presented as a component of the educational space of the region, which has a regulatory status and institutional organization. The structure of the regional system of education is presented from the standpoint of a functional approach. It is concluded that the socio-economic characteristics of the region affect the regional system of education, and education system, in turn, changes the territorial organization of public life.

Integration of vocational, high schools and manufacture contributes to qualified personnel for the regional oil industry effective training. So this article is aimed at the model development of vocational, high school and manufacture integration in the regional system of vocational education. The basic approach to the structural-functional model development of vocational, high school and manufacture integration in the regional system of vocational education is an integrative one, taking into consideration the integrated system “vocational school-high school-manufacture” components in their unity and cooperation, giving it the integrity and structural and functional stability. Structural-functional model of vocational, high school and manufacture integration in the regional system of vocational education includes functional-target, organizational-structural, content, process and result components.

The article analyzes the education system problems as one of the constituent elements of the state sustainable development strategy and the regional education system as its basis. Currently, Russian education is witnessing transformational processes that are influenced by social and economic changes, national and global trends. Under these conditions, studying the possibility of controlling the education system and modelling the future region development becomes an urgent problem. In this paper, a structural diagram of the regional education system is constructed as a graph, the vertices of which are groups of people who receive general and professional education at various levels, and arcs show possible transitions between groups. Using the graph obtained, a model for the regional education system development is constructed as a multicriteria discrete optimal control problem, in which the phase variables are the numbers of objects (people) belonging to a particular group, and the controls are financial levers. The quality functionals in the model are proposed to be the total region “usefulness” from educational services and the difference between the vacant jobs number and the number of various professional educational institutions graduates. The sustainable development principles of the regional education system, such as the balance principle and the principle of model trajectory time consistency, are formulated in the article. A program that allows calculating the education system sustainable development trajectory is proposed.KeywordsOptimal controlSustainable developmentEducation systemRegion

Introduction. The problem of designing a research model for the functioning and development of additional professional education is discussed in the article. Additional professional education is considered as a sustainable system that will reflect the patterns of social development in the context of the transformation of the world order, outpacing socio-economic changes in various spheres of our society, thereby preventing socio-economic risks. The research model describes the functioning and development of the system of additional professional education. An important aspect of additional professional education is the understanding of the tendency towards the emergence of new industries and, accordingly, new professions. An important aspect of additional professional education is also an understanding of the changing demand for a number of competencies and the set of technical and universal skills of employees of enterprises in different spheres of society, and the growing need for worker qualifications. An important aspect of additional professional education is also an understanding of the changing demand for a number of competencies and a set of technical and universal skills of employees of enterprises in different spheres of society, and an understanding of the growing need for the qualifications of workers.Materials and Methods. Scientific works of domestic researchers became the material for research. the methodology of structural-functional analysis and systems approach are used in the work.Results. The study recorded the characteristic features of the additional professional education system, which determined the principles for studying the functioning and development of additional professional education. The main goal is to understand the process of functioning and development of the system of additional professional education and to create tools for such understanding. An idea of the integrity of the system of additional professional education was obtained during the study. We have identified various types of connections between elements of additional professional education. We got an idea of its structure. We carried out the characteristics vertically and horizontally. We have established the system levels. We have outlined the basics of management. We have solved the problem of the purpose of the system of additional professional education and established the basis for its transformation. We have established the basis for solving the problem of the relationship between the functioning and development of the additional education system. We have revealed the role of internal and external regulators of human behavior in the system of additional professional education.Discussion and Conclusion. We analyzed the work of domestic researchers, we established the key features of the system of additional professional education and developed a model of its sustainable functioning and development with the characteristics of the rapid development of the system. Such a system is capable, by forming the basis for the spheres of society, of outpacing the changes occurring in them. A detailed development of the mechanism for the relationship between the functioning and development of the additional professional education system, as well as the establishment of the degree of “correlation” of social and economic systems, which prompts the formulation of the question of the dynamics of development of the system of additional professional education in the medium term, was designated by us as prospects for the development of science and practice.

The system of additional professional education (APE) in the field of physical culture and sports is currently undergoing active transformation, driven both by external challenges and widespread changes in the regulatory framework. The analytical materials presented in the article reveal the features of the formation of the current model of additional education in Russia, taking into account the specifics of specialized higher education institutions and other organizations engaged in additional education activities. The local geography of participants in professional development and retraining programs has been revealed, and trends in the thematic distribution of professional development programs in specialized higher education institutions have been partially determined in accordance with the number of participants as of the end of 2024. The purpose of the study is to identify and characterize key educational trends, the challenges of implementing educational services, and the prospects for their development within the system of additional professional education for specialists in the field of physical culture and sports in the Russian Federation. Research methods: analysis of scientific, methodological, and specialized literature, contemporary supplementary education programs, regulatory documents, as well as labor market data and the demands of the professional community; methods of systemic and comparative analysis. Research results and conclusions. Shifts in educational trends toward practice-oriented approaches and modularity have been identified. A significant portion of programs delivered in digital format has been noted, which increases the accessibility of professional development programs, but at the same time reduces in-person interaction with the bearer of professional knowledge. A significant growth in competition in the market for additional educational services has been observed, with other organizations (autonomous non-profit organizations, limited liability companies, etc.) becoming active participants, and in some cases, individual training centers are being established at existing fitness centers, sports associations, or manufacturers of various sports equipment. According to the authors, the further prospective development of the additional professional education system in the field of physical culture and sports is associated with enhancing the level of integration between specialized educational organizations, professional communities, and employers. Promising trajectories based on the formation of digital competencies have been identified. A pressing need has been noted to analyze the current state of additional professional education in order to determine the directions for its further development.

Introduction. At the current stage of development in the interaction between pedagogical universities and regional education systems (RESs), there is an opportunity to evaluate both the effectiveness of existing models of collaboration between the region and universities, as well as the influence of internal and external factors on the functioning of these models. Aim. The present research aimed to identify the most significant factors influencing the effectiveness of the integration model of interaction between a pedagogical university and RESs, as well as how these factors are perceived by the participants involved in this interaction. Methodology and research methods. In this study, the authors investigated the effectiveness of various factors influencing the integration model of interaction between pedagogical universities and RESs through the lens of systems and environmental approaches. In this context, interaction is viewed as both a process and an outcome of the dynamically evolving relationships between complex, integrated systems, aimed at maintaining balance and achieving objectives within the contemporary socio-cultural educational environment. A survey was employed as the assessment method, involving 2,335 employees from regional educational organisations, educational authorities, educational development institutes, and pedagogical universities. The participants ranged in age from 20 to 73 years, with an average age of 45.6 years (standard deviation: 12.3), and 89.8% of the respondents were women. Results. The study revealed a discrepancy between the perspectives of different parties regarding the nature of their interactions, particularly in how representatives from various organisations perceive the functioning of interaction models between pedagogical universities and RESs. University representatives view these interactions as more fruitful and intensive, while RES representatives tend to perceive their engagement with pedagogical universities primarily in terms of addressing the challenges of training future teachers and mitigating staff shortages within RESs. Furthermore, the research indicated that the territorial factor holds greater significance for RES representatives compared to university employees. It was also found that the selection of programme content and the educational outcomes associated with it reflect the actual deficits and needs of the interacting parties. Scientific novelty. For the first time, a large-scale survey conducted among representatives of RESs and pedagogical universities comprehensively examined the perceptions of the involved parties regarding the nature of their interaction. It also identified the factors influencing this interaction and revealed the expectations of the participants concerning the professional development programme. Practical significance. The research findings can serve as a foundation for designing interactions between pedagogical universities and RESs. This implementation is feasible during the development of professional competencies, motivations, and the significance of collaborative activities within a specially designed professional development programme for the participants involved in this interaction.

Introduction. The relevance of the study is due to the contradiction between common strategic objectives for the development of education in the Russian Arctic and the regional differences of their implementation. There is virtually no coordination of educational policy between the Arctic regions. The implementation of these objectives requires a certain scientific justification, which means that it involves the study of the general specifics of the education systems of the Arctic regions and the general external factors affecting their condition. The purpose of the study is to identify the factors of the Arctic territory the influence of which allows the Arctic education systems to form one educational segment. Materials and methods. Using the DEA method, the authors assessed the influence of territorial factors of economic and technical, demographic, information and communication orientation on the appropriate characteristics of regional education systems. The study uses materials from Rosstat, federal and regional education authorities. The comparative analysis concerned the study of the quality of the conditions for the functioning of the Arctic educational systems and other regions from the corresponding federal districts. Results. The education systems of the Arctic regions are more homogeneous under the influence of economic and technical (coefficient of variation does not exceed 0.17) and demographic (0.26) factors than the other regional education systems of the federal districts. In addition, the Arctic regions have a higher efficiency of the education systems functioning (efficiency value for the first group of factors is 0.99; for the second – 0.89). These systems react much more differentially to the action of the information and communication factor – they cope with its influence in different ways (the average value of efficiency is 0.66; coefficient of variation reaches 0.39). Discussion and conclusion. Authors have updated and theoretically justified the concept of a territorial educational segment as a set of geographically close regional education systems with common features, problems, history and common group of territorial factors. The general nature of the influence of economic, technical and demographic factors confirmed the presence of not only external (general strategic objectives for the development of education in the Russian Arctic), but also internal reasons for combining the Arctic education systems into a single territorial educational segment.