Abstract
Transition to a post-industrial society determines the development of an educational system through innovations. To address the related issues, we need a methodology lined up with the post-industrial society and capable of maintaining effective innovation management in education. Creation of much-in-demand, competitive, and economically attractive educational innovations is largely associated with combined efforts of several educational organizations. Once merged in a territorial educational cluster, they establish conditions for a complete innovation life cycle. A driving mechanism for innovations to move throughout the entire life cycle is logistics. So far, two scientific positions have been formed in relation to the use of logistics in education. The first position is represented by educational logistics aimed at sustainable functioning of the educational system infrastructure. The second one encompasses pedagogical logistics, which facilitates effectiveness and quality of the teaching and educational process. None of them aim at development of an educational organization or its pedagogical system being implemented. Boosting the situation already in place could be done through integration of the educational and pedagogical logistics’ achievements supplemented by the idea to develop an educational infrastructure with a pedagogical system already in place into pedagogical innovation logistics. This logistics serves as a methodological basis of pedagogical innovations management in education. The scope of such logistics is a territorial educational cluster; its subject is infrastructural, educational, integrative flows, a flow of obstacles, and a pedagogical innovation flow. As a matter of applicability, the efficiency of pedagogical innovation logistics has been tested with a regional educational holding being an example. Its performance has been analyzed by using six criteria that evaluate the changes in the pedagogical innovation flow: rate, capacity, reference quality assessment, density, content variability, and uniformity. The data obtained have provided the evidence of practical efficiency of pedagogical innovation logistics.
Highlights
Current global trends in education development are formed in response to the need to build a training system in such a way as to ensure the social success of each individual in the postindustrial society (Daniel, Bell, 1999; Martínez, 2019)
It is this kind of logistics that we propose to consider on the one hand, as a methodological basis of innovations in the educational system, and on the other hand, as a way of practical www.amazoniainvestiga.info improvement of innovative activity, which can be described by the “pedagogical innovation logistics” phrase
The pedagogical innovation logistics is not limited to this flow only; it rather covers their entire set in the educational system
Summary
Current global trends in education development are formed in response to the need to build a training system in such a way as to ensure the social success of each individual in the postindustrial society (Daniel, Bell, 1999; Martínez, 2019). It is only possible to prepare a person for innovation production by his immersing in the educational environment, which alone exists and develops on the basis of innovations. Creation of this environment involves understanding of the patterns and mechanisms of innovation management in education, a methodology relevant to a post-industrial society, based on which it is possible to develop. Интегрировав достижения образовательной и педагогической логистик, дополнив их идеей развития образовательной инфраструктуры и педагогической системы, которая в ней функционирует, в логистику педагогических инноваций. Такая оценка выполнялась на основе шести критериев, отражающих изменения в потоке педагогических инноваций: в его мощности и скорости, в экспертной оценке качества и в плотности, в содержательной вариативности и в равномерности. Полученные данные позволили сделать вывод о практической эффективности логистики педагогических инноваций
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