Participants In Educational Relations Research Articles

Actual Problems of the Prosecutor’s Protection of the Rights of Minors to Education

The article analyzes the problem of ensuring the human rights function in relation to such an unprotected category of citizens as minors. Based on the conducted research of violations that are detected by the prosecutor during prosecutor’s inspections, it was revealed which violations in this area are detected most often and what measures should be taken by the prosecutor to increase the effectiveness of supervision. Practical examples of violations related to the failure to provide minors with the right to receive free and affordable education are given. The author shows that supervision in the field of protection of the rights of minors has always been, is and will remain a priority. The purpose of this activity, implemented by the Prosecutor’s office, is to ensure the real implementation of legislation on the protection of the rights and legitimate interests of minors, the suppression, prevention and prevention of crime of children, as well as this work of the prosecutor’s office is aimed at restoring violated rights of citizens. The author justifiably notes that without compliance with the rule of law and the enforcement of legislation by all participants in educational relations, it is impossible to guarantee the real exercise of their right to education. In this regard, supervision of the implementation of legislation on the education of minors should not be limited to checking educational institutions. Every time, prosecutors should pay attention to the work of the supervisory authorities, to the acts that they draw up. When deciding on the choice of an act of a certain, most effective response act in each specific case, one should be guided by the organizational and administrative documents of the Prosecutor General’s Office of the Russian Federation, after a mandatory assessment of the negative consequences of fulfilling their requirements. When issuing response acts, prosecutors should be aware that such acts should not be aimed at destroying already real relationships, but only at changing them and bringing them into line with current legislation.

«Неделя психологии» как эффективный инструмент психологического просвещения участников образовательных отношений: методика и организация

<p style="text-align: justify;">In the article actualizes the issue of improving the psychological literacy of participants in educational relations. Psychological education and prevention are seen as one of the effective tools in solving this problem. In this context, modern approaches to the implementation of these activities in psychological science and practice are revealed, among which the format of conducting the “Psychology Weeks” in educational organizations is particularly highlighted. The Great Psychological Game is considered as a form of realization of the “Psychology Week”. The article describes the practice of organizing and holding the All-Russian “Psychology Week”, implemented over the past few years on the initiative of the Ministry of Education of the Russian Federation. A comprehensive system of methodological and informational support for the “Psychology Week” is presented. The content and effectiveness of thematic events held within the framework of the “Psychology Week” are analyzed, as well as the coverage of the target audience of educational organizations of the subjects of the Russian Federation.</p>

Кризисное дистанционное консультирование на телефоне доверия как значимый ресурс в повышении доступности качественной психологической помощи участникам образовательных отношений

<p style="text-align: justify;">The problem of excessive stress and psychological tension in the modern world is acquiring global proportions, including in the educational environment. In this regard, high-quality psychological assistance is becoming not just in demand, but also a necessary service. One of them is a helpline. As a tool of psychological support, it is crucial in managing crisis situations in the educational environment. In conditions of increased emotional stress and social isolation caused by emergency circumstances, such as a pandemic, combat operations and military events, crisis remote counseling is becoming a key resource for accessible psychological assistance. The article examines the specifics of crisis remote counseling, confirmed by an analysis of domestic and foreign scientific literature, and analyzes the current statistics of communications on the helpline. The features of working with a helpline as a tool for remote psychological assistance, its capabilities and limitations are also described.</p>

Личностные факторы профессионального выгорания у школьных учителей

<p style="text-align: justify;">The relevance. There is a lack of information in the scientific literature about predictors of professional burnout among schoolteachers. This complicates psychological work to prevent and overcome professional burnout syndrome, which is a consequence of significant physical and psychological overload among modern teachers. The aim. To identify the most significant personal factors of professional burnout among schoolteachers. Study design. The article analyzes the relationship between the professional burnout of schoolteachers and such personal factors as the professional motivation of teachers, their meaningful life orientations, strategies for coping behavior, satisfaction with various aspects of pedagogical activity. Materials and methods. The study involved 409 teachers of secondary schools in Moscow and the Moscow region aged 23 to 65 years. The following questionnaires were used: «Professional Burnout» questionnaire, «Life Orientations Test», «Job Satisfaction Components Questionnaire», «Coping Methods Questionnaire», «Professional Motivation Questionnaire». Data analysis was carried out using correlation and multiple regression analysis. Results. It is shown that the socio-psychological qualities of the individual, necessary for building the pedagogical interaction of the teacher with other participants in educational relations, primarily with the parents of students, are of high importance for reducing the risk of professional burnout. The most significant personal factors that are predictors of professional burnout among schoolteachers with different indicators of burnout have been identified (dissatisfaction with interaction with students’ parents, the predominance of controlled motivation for work, preference for unconstructive strategies for coping with problematic situations, a feeling of unfulfillment and inability to fully manage one’s life). Conclusions. Psychological, advisory and psychotherapeutic assistance to schoolteachers can be expanded by correcting work motivation, using positive reappraisal and non-confrontation to cope with difficult situations, and teaching effective means of communication with other participants in educational relations.</p>

Моделирование учебных планов профильного обучения

The article focuses on the need to modernize approaches to organizing specialized education in high school in connection with the change in vectors of economic and technological development of the country, which are reflected in the latest decisions of the President and government of the Russian Federation. To achieve this task, an organizational and content model of specialized training is presented, which makes it possible to combine the goals of participants in educational relations, including the state, and the requirements of the regulatory framework of Russian education. The result of this combination is a curriculum for specialized training, examples of the compilation of which for a technological profile of an engineering orientation complete the article.

Independent assessment of the conditions’ quality in education: from regional expert review tool to the unified monitoring procedure

The expansion of public participation in the management of the education system and in ensuring the quality of the conditions for the implementation of educational programs in educational organizations is considered through a new tool of public control – an independent assessment of the conditions’ quality for the provision of services by organizations in the field of education (IACQE). The work purpose is to analyze the ten-year period of methodology development of the IACQE, aimed at studying the needs and interests of all participants in educational relations. The article presents the results of an expert-analytical study of the creation and development of methodological tools of the IACQE at the federal, regional and municipal levels. The study was carried out by the method of comparative analysis of legislative acts adopted in the period from 2012 to 2022, as well as their impact on the development of public control tools for assessing the quality of education in accordance with the Federal Law “On Education in the Russian Federation”. The analysis of qualitative and quantitative data presented in the article allows us to reveal the content of the assessment tools and indicates the possibility of comparative monitoring of the results of the IACQE at the regional and municipal levels for each subject of Russia. The study results offer guidelines to the scientific and pedagogical community to improve the procedure for conducting the IACQE, which will contribute to the effectiveness of decisions taken by state and local authorities on the development of education accessibility, as well as to ensure at the regional and municipal level the quality of conditions for the educational activities’ implementation for all interested participants.

Activity-target methodology - a new mechanism for assessing the quality of education

The results of the functioning of the federal system for assessing the quality of the activities of the leading universities of the Russian Federation for the period from 2020 to the present with changes in domestic legislation, as well as world experience in assessing the activities of educational organizations, based on the competence approach, are considered. The author’s Methodology is presented, in which competence is considered as an educational goal, which is achieved through the joint educational activities of participants in educational relations - a teacher and a student in the framework of the implementation of a professional educational program engineering (including biotechnology and bioengineering). It is based on the method of decomposition of competence into keys-descriptors, which are compared with the results of training, the topics of work programs of disciplines (modules) and practices, tasks of assessment materials. The theoretical basis of the developed Methodology is the taxonomy of B. Boom, as well as authoritative Russian scientists. Practical approbation of the work was carried out in 2022-2023 at seminars, forums at DSTU and other leading universities of the Rostov region and Russia, as well as structural divisions of the Ministry of Education and Science and Rosobrnadzor. The introduction of the Methodology into the practice of universities will improve the existing (or re-create) mechanism for assessing the quality of educational activities and successfully fulfill accreditation indicators during the expert procedure of the two branches of DSTU. The article is useful for employees, managers and scientific and pedagogical workers of educational organizations, expert organizations that provide methodological, information and analytical support for external quality assessment, licensing of educational activities, as well as other responsible persons - experts involved in its implementation.

НАСЫЩЕННАЯ ИННОВАЦИОННАЯ ОБРАЗОВАТЕЛЬНАЯ СРЕДА ШКОЛЫ КАК ПЕДАГОГИЧЕСКАЯ РЕАЛЬНОСТЬ

The article, in the context of the ongoing transformations and key vectors of development of the Russian school, analyzes the phenomenon of a rich innovative educational environment, various approaches, aspects of innovative activity, design of the internal and external environment as factors for the successful implementation of educational tasks. In the context of the problem considered in the article, the essence is separately analyzed and interpretation of the transdisciplinary concept of “saturation” is given. Separate ideas and provisions are proposed regarding the practical implementation of the idea of forming and using rich innovative educational environments, including the ecosystem approach, orientation towards the professional and social-personal development of participants in educational relations. Based on the results of the analysis of the “rich innovative educational environment” phenomenon, generalizing conclusions have been formulated, including regarding the continuation of its further research.

Innovations in the Russian School: Categorical Analysis, Social Realities and Barriers, Prospects

The purpose of the article is to identify social barriers to innovation in modern Russian schools based on the analysis of empirical sociological material, to interpret them in the context of risks and consequences for the innovative development of the general education system. Preliminary to the analysis of empirical data, the authors conduct a categorical analysis of educational innovation. The need for significant improvement and expediency are emphasised as key characteristics of innovation. The innovativeness of education is considered in conjunction with the social functions of education and the professional activities of the teacher. The fetishisation of innovation and bureaucratic practices of managing it are justifiably pointed out as a source of social barriers to the development of innovative activity in a modern school. A relatively new contradiction in the sociology of education is identified between the need for innovative development of the general education system and the presence of social barriers to the innovative activity of all participants in educational relations. Based on the analysis of the results of a sociological study conducted by online questioning, the following barriers are identified: notional, conceptual, organisational, content-managerial, blurred perception of obstacles, professional overload, competence and information. It has been revealed that all the subjects of innovation activities at school act as social sources and carriers of barriers to innovation: teachers, the administration of an educational organisation, specialists from educational authorities. It has been determined that the impact of these factors on the innovative development of the general education system is complex and systemic.
 Taking into account the high risk of their negative impact on the innovative development of the general education system, specific areas of activity for researchers and managers are formulated on a local, regional and federal scale. They concern the elaboration of the problem of innovation in the interdisciplinary synthesis of scientific disciplines studying education; development of targets, planning technology, determination of content and performance indicators of innovative development of the general education system in Russia; increasing the professional level of teachers and education managers for innovative activities; changes in the principles of innovation management in education. Systematic actions in these directions can minimise the negative manifestations of barriers to innovation and ensure a sustainable perspective for the innovative development of the education system.

The State and Prospects of Development of the Ethnocultural Historical Component in the System of General Education of the Kabardino-Balkar Republic

The article examines the development of the historical component of ethno-cultural education in the vector of updating the educational strategy, the introduction of the Federal State Educational Standard and Federal Educational Programs. The ethnocultural component of historical education is considered on the example of activities in the general education system of the Kabardino-Balkarian Republic. Considering the fact that from September 1, 2023, all schools in the country are switching to new federal basic educational programs (FOP), in which it is possible to allocate hours to the part formed by participants in educational relations, it is relevant to consider the possibility of allocating hours to ethno-cultural subjects. The realization of ethno-cultural interests is one of the key tasks of the updated Federal Educational Standards. Thus, the theses of the normative documents of the educational strategy of the state confirm the current research topic. The study presents options for the implementation of objects of ethno-cultural historical orientation. In the region, they are represented by 2 subjects: «History of the Kabardino-Balkarian Republic» and «Culture of the peoples of the Kabardino-Balkarian Republic». During the study of this topic, a survey was conducted on the options for teaching ethno-cultural subjects in all educational institutions of the Kabardino-Balkarian Republic. As a result, both strengths and weaknesses were identified in the implementation of the strategy of ethno-cultural education in the general education system of the KBR. For example, the strengths include the fact that a full-scale work is being carried out in the republic to update the teaching materials in ethno-cultural subjects. The deficits include the fact that in some schools ethno-cultural subjects are not included either in the curricula or integrated into the work programs for the subject «History of Russia». The identified deficiencies allow us to formulate a number of recommendations for their elimination.

Quality management system in vocational education of the Republic of Belarus: Improvement strategy

Introduction. In contemporary sociocultural conditions of the state and society development, the opinions about education quality among employers, teachers, students, parents and education authorities are polar opposite. This leads to a peculiar goal-setting crisis in strategies and programmes for the development of vocational education. The contradiction between the declaration of goals in the field of quality of education in strategic programme documents and the attempt to achieve them exclusively through the control function determines the need to improve the quality management system of vocational education in the Republic of Belarus in modern conditions.Aim. The present research aims to theoretically justify and develop the strategy for improving the quality management system of vocational education in the Republic of Belarus in contemporary conditions.Methodology and research methods. The methodological framework is based on the provisions of the holistic approach to examine the problem of ensuring the quality of labour force training from all angles, to determine the techniques of forecasting and planning the development of the vocational education system holistically. A comprehensive study of quality management in vocational education was carried out using the methods of scientific and methodological literature analysis, international practice, including the European model for quality assurance of vocational education and training, national and sectoral development programmes, survey methods (questionnaires, interviews) and foresight sessions with the participation of educational institution representatives, employers and sectoral government bodies. To achieve the goal of the study, an analysis of the existing system for ensuring the quality of vocational education was performed through a survey by the following groups: 17 representatives of Republican Institute for Vocational Education (hereinafter referred to as RIPO) and the Ministry of Education, 21 representatives of the head education departments of regional executive committees, under whose subordination the surveyed colleges operate. Apart from that among the participants were 532 heads of 266 educational institutions implementing educational programmes of vocational and secondary special education (hereinafter referred to as the college). In addition, 75 representatives of the mechanical engineering, construction, and agriculture sectors took part in the foresight sessions. The results of the survey and foresight sessions became a source of information for developing the structure and content of a strategy for improving the quality management system of vocational education in the Republic of Belarus.Results. In the course of the research, the determinants of improving quality management system of vocational education were identified: established practice for ensuring the quality of vocational education, expressed exclusively by the functions of monitoring the implementation of state requirements of educational institutions and specialities inspected during accreditation every five years; lack of criteria and indicators absence in college development plans that would allow determining the effectiveness of educational activities taking into account the requirements of the state, as well as the future expectations of employers and students from various target groups (school graduates, adults, people with disabilities); diversity in the goal setting of participants in educational relations and ideas about the quality of education. The strategy for quality management improvement of vocational education, including a set of criteria and indicators of the quality of vocational education in the context of its modernisation, was theoretically substantiated and developed.Scientific novelty. Empirically, the fundamental ideas of a holistic approach to the quality of professional education management in the context of its modernisation was identified and articulated. The provisions of the system-activity approach were supplemented with a motivational, value-based and semantic component in relation to the participants in educational relations activities in the process of modelling and implementing an integral quality management system for professional education. A set of indicators was developed and decomposed into criteria and indicators of the quality of vocational education.Practical significance. The developed methodological foundations and strategy for improving the quality management system of vocational education including a set of criteria and indicators will be used by the Ministry of Education and regional education authorities in the process of collecting and processing data on the effectiveness of educational activities of vocational education institutions of the Republic of Belarus in real time. The further application of the developed approaches will facilitate the adoption of management decision-making to ensure and guarantee the vocational education quality at the levels of educational institutions, local and republican government bodies, taking into account students’ and employers’ expectations.

Psychologist's work with gifted children: educational and methodological manual

The manual reflects a unified theoretical and methodological basis for solving key problems of psychological and pedagogical support for gifted children who are participants in educational relations. The phenomenon of children's giftedness is considered, the types and signs of giftedness are described; a diagnosis of giftedness and psychological characteristics of gifted children is presented, the main problems in the development of gifted children and ways to overcome them are highlighted, a system of psychological and pedagogical support for gifted children is presented. The manual is intended for students of pedagogical and psychological training, teachers, practicing psychologists, and parents.

Factors contributing to the emotional well-being of schoolchildren

Problem and aim. Currently, one can observe a number of changes in all areas of modern life, which in turn shifts the requirements for the education system. In order to advance academic achievement and develop a balanced personality of a student it is imperative to create appropriate conditions. The key resource here is primarily the emotional background having prevalence at school along with the indicators of the emotional well-being of all the participants of educational relations. The aim of the research is to carry out an analytical review and synthesis of the results of psychological research on emotional well-being in order to determine the factors contributing to the emotional well-being of schoolchildren based on the findings. Materials and methods. The methodical toolset of this study comprises the analytical review of scholarly literature, namely the systematic, comparative, and logical analysis of contemporary approaches to the emotional well-being of schoolchildren. The theoretical and methodological background of the study is presented by the Ecological Systems Theory by U. Bronfenbrenner and the concept of social and emotional well-being by M. Hamilton and G. Redmond. Results. The emotional well-being of schoolchildren is a stable position of a child in an educational environment with a positive tendency to satisfy age-appropriate needs, to recognize one’s emotional experiences, and to possess skills of their regulation. The analysis of scholarly literature distinguishes two groups of factors of the emotional well-being of schoolchildren. These factors are based on two interdependent areas: the personal dimension (personality and emotion attributes) and the environment dimension (various influential areas such as the family, educational establishments, community). Conclusion. What is academically novel about the results is how the factors contributing to the well-being of schoolchildren are systematized. The obtained factors may form the basis of the design of a further psychological study. The empirical data will aid in defining the features of the emotional well-being of schoolchildren and thus contrive the ways to control and develop it.

Оценка родителями инклюзивной образовательной среды школы и своего участия в ее создании

<p style="text-align: justify;">The role of parents as participants in educational relations, and especially in the context of inclusive education, has attracted the attention of researchers for a long time, and this attention does not weaken, confirming the importance of this topic. In this work, we set ourselves the goal, based on monitoring data for 10 regions of Russia, to determine, on the one hand, the opinion of parents about the readiness of schools for inclusive education based on a number of indicators of the inclusive educational environment, and on the other hand, their participation in various forms of work offered by schools. The sample was randomly formed by strata (selection of regions, selection of schools, selection of parents). The total sample size was 121,364 parents from 679 schools, where the proportion of parents of students with disabilities was 6,99% (8 478 respondents). For data processing, a random sample (10% of the total number) was formed and used for frequency and correlation analysis. A frequency analysis of parents’ opinions on various aspects of a school’s readiness for inclusion revealed three groups of characteristics of an inclusive educational environment, differing in levels of readiness: the first concerns the professional level of teachers and support specialists, the second concerns the relationships between teachers and students, as well as between students, the third concerns the general material and technical equipment of schools, materials, textbooks and educational equipment adapted for children with disabilities, as well as the adaptability of the school space and its territory. The frequency analysis is confirmed by the results of correlation analysis: the characteristics included in one group showed a strong correlation with each other, and in different groups showed an average correlation. An important exception was the strong correlation between the level of professional readiness of teachers and the relations between teachers and students. Parents' participation in the forms of work offered by the school turned out to be significantly less than the perceived opportunities for participation, which confirms the hypothesis that there is a significant difference between the perceived opportunities for participation and the actual participation of parents in the forms of work offered by schools. This is consistent with the position that the key to attracting parents to participate in creating an inclusive educational environment is the connection between the conditions created by schools and the requests of parents as subjects of educational relations, their active position in supporting the efforts made by the school.</p>

The possibilities of individualization of the educational trajectory for persons with secondary vocational education while continuing their studies at the university

The reform of the modern education system involves a paradigm shift in education, where the focus is on the development of personal creative abilities. Special attention is given to the search for individual self-determination of students, creating conditions for their full development and self-realization, and organizing the learning process according to their needs and abilities. In this context, educational organizations need to change the organization of the educational process and implement innovative personal-oriented technologies and tools for managing the educational process.The goal of this article is to examine approaches to managing the personalization of the educational process through the development and implementation of individual educational trajectories. The authors are present arguments in favor of the necessity of personalization in the educational process, as well as its essence and characteristics. Personalization is considered as a way of designing an educational environment that meets the interests, values, motivations, and needs of each learner and is based on their personal resources and individual characteristic, as well as ensuring the optimal choice of forms and methods of learning.The article is discussing methods of individualizing the educational trajectory of a graduate of vocational education, identifi es and describes a set of organizational and substantive measures aimed at managing the personalization of the educational process through the creation of individual educational trajectories in mixed groups.From the information presented, it can be concluded that the management of the personalization of the educational process is a sequential process, which results in a change in the personality of the student. The personalization is contributing to the eff ectiveness of educational activities and requires special complex and systematic actions on the part of the educational organization and all participants in educational relations.

Didactics and pedagogical anthropology of digital educational environments

Problem statement. In the context of the scientific and technological development of the country, the implementation of the federal experiment on the development of digital educational environments, the introduction of new legal regimes for digital transformations of industries, including education, the issues of fundamental and applied developments in pedagogical anthropology and didactics of digital educational environments are being updated. The development of expert tools for assessing the developing functionality of digital educational environments is becoming relevant. The aim of the study is to analyze digital means of pedagogical activity, to systematize changes in didactic principles. Methodology. Analysis of the development of didactics, pedagogical anthropology in the context of the use of digital didactic tools is based on the study of digital educational environments created during the federal experiment. The study of digital didactic tools used by teachers was organized during the annual interregional webinar of the Russian Academy of Education. According to the research methodology, the requirements for the preparation of reports by webinar participants were based on the structured interview method. Results. The frontiers of changes in didactics and pedagogical anthropology in the conditions of digital educational environments are characterized. Essential changes in the practice of pedagogical activity, ways of organizing the educational process, ways of constructing the interaction of participants in educational relations are revealed. The results presented in the publication are significant for the development of the methodology of modern didactics and pedagogical anthropology and the theory and practice of expertise in education in terms of assessing the developmental functionality of digital educational environments. Conclusion. To evaluate the results of the federal experiment on the introduction of digital educational environments, a proven methodology for the examination of the developing functionality of digital educational environments is needed.

Компетентностный подход в процедуре оценки (самооценки) компетенций специалистов, готовых к оказанию экстренной и кризисной психологической помощи участникам образовательных отношений

<p>The article considers the competence approach in the procedure of assessment (self-assessment) of specialists who have competence to provide emergency and crisis psychological assistance in order to form the Federal Register of teachers-psychologists who have competence to provide emergency and crisis psychological assistance to participants in educational relations. The assessment system was proposed by specialists of the Federal Coordination Center for Providing Psychological Services in the Education System of the Russian Federation of the Moscow State University of Psychology & Education. The competence-based approach makes it possible to responsibly solve professional and personal tasks related to the ability to extract and adequately use knowledge, applying them in real situations of psychological assistance. The authors propose a system of competencies of a teacher-psychologist capable of providing emergency and crisis psychological assistance to participants in educational relations, including groups of general professional competencies, a description of their components.</p>

Содержательные аспекты процедуры оценки (самооценки) компетенций специалистов, готовых к оказанию экстренной и кризисной психологической помощи участникам образовательных отношений

<p>The article describes the procedure of assessment (self-assessment) of psychological service specialists in the education system (hereinafter referred to as the Assessment) proposed by the Federal Coordination Center for Psychological Service in the Education System of the Russian Federation of the Moscow State University of Psychology & Education. Based on the results of the Assessment, it is planned to form a Federal Register of teachers-psychologists who have the competence to provide emergency and crisis psychological assistance to participants in educational relations (hereinafter — the Federal Register). The assessment procedure is supposed to comply with the principles of phasing and competence approach and includes a psychodiagnostic examination of the candidate’s personality, determining the level of his professional knowledge, their effective application in simulated conditions within the framework of situational analysis, conducting a multimodal interview to obtain broader information from the candidate regarding his personal self-presentation, further professional prospects, self-assessment of the results of previous stages. Based on the results of the assessment procedure, the expert commission, based on a system of criteria, decides on the inclusion of a candidate in the Federal Register.</p>

The use of the interactive multifunctional cloud portfolio for constructing and implementing individual educational routes for students in the course of project activities

The problem and the aim of the study. One of the priorities of the modern school is informatization and individualization of education. Its implementation can be facilitated by the e-portfolio as a tool for evaluating students’ individual educational results, optimizing work with information, and supporting the design of a non-linear structure for presenting materials. The purpose of the research is to study the possibilities of using the interactive multifunctional cloud portfolio for implementing individual educational routes for students in the course of project activities. Research methods. The methodology is based on the analysis of the didactic potential of the e-portfolio technology, support for UNESCO initiatives, state education development programs. The analysis and synthesis of literature on the problem of using interactive tools in the digital school, processing of test results and electronic content of the portfolio are applied. The experiment involved 52 students of classes 5-10, who study at gymnasium in Kirovo-Chepetsk (Russian Federation). The designed portfolio was implemented in the environment of the Unified Regional Information System for Education of the Kirov Region. Pearson's chi-squared test (χ2 ) was used for statistical data processing. Results. The model of the interactive multifunctional cloud portfolio was developed, which determines its structure, including the sections "My individual educational route", "My lessons", "My studios", "My affairs". The implementation of the model in the unified regional information system made it possible to change the nature of the interaction between participants of educational relations in the experimental group; improve the quality of the provision of services in electronic form; determine priority areas for development for each student, etc. Statistically significant differences in qualitative changes in the pedagogical system were revealed (χ2 = 9.302; p < 0.05). In conclusion, the features of using the proposed portfolio model are described: the principles of the unity of education and upbringing, individualization, variability, reflection and cooperation, etc. The difficulties of the proposed innovations are formulated: the need to clearly define the didactic functions of the projected portfolio; the problem of choosing digital tools; accuracy of task formulation, etc. Keywords: digitalization of education, individualization of education, e-portfolio, cloud technology, project, unified regional information system

Socio-pedagogical Technologies of Interaction with Childrenʼs Public Associations in the Activities of the Adviser on Education

The creation of various childrenʼs public associations and movements in modern Russia actualizes the problem of scientific substantiation of ways to strengthen the influence of child and adolescent activity on the processes of education and socialization of students. The purpose of this article is to substantiate socio-pedagogical technologies aimed at improving the processes of education in an educational organization in interaction with childrenʼs public associations. The focus is on the socio-pedagogical technologies of the activities of the adviser to the Director for education and interaction with childrenʼs public associations. The article clarifies the concept of “socio-pedagogical technology in the activity of an adviserˮ. Three groups of socio-pedagogical technologies are presented: the inclusion of students in socially significant social projects of childrenʼs public associations; the interaction of participants in educational relations when they are included in various public associations; the involvement of socially significant adults in educational work in cooperation with childrenʼs public associations. The theoretical idea of the relationship between the use of socio-pedagogical technologies by the adviser to the director for education and interaction with childrenʼs public associations and the education of the individual in accordance with spiritual and moral, family, socio-cultural values is substantiated.