NATIONAL PROJECT "EDUCATION": CONDITIONS OF IMPLEMENTATION AND EXPECTED EFFECTS (ON THE EXAMPLE OF THE OREL REGION)

Abstract

The purpose of the article is to characterize the socio-economic conditions for the implementation of the national project "Education" and to make a forecast of the positive and negative effects of its implementati on on the example of a specific region. State policy in the field of education is implemented through a number of tools, among which the professional standard of the teacher and the national system of teacher growth should be highlighted. At the same time, issues of professional training and continuous training of teachers are noted as the main condition for achieving the predicted results. In this regard, on the initiative of the federal government, the concepts of new national projects were developed. Research methodology: the article presents data obtained from a survey of Russians by the NAFI analytical center (1800 respondents, May - June 2019) and reflecting the attitude and expectations of citizens from the implementation of the analyzed national project. The result of the work was the identification of social and managerial conditions for the implementation of federal projects in the field of education and possible effects. It is shown that in addition to the predicted positive changes in the education system, the emergence of institutional dysfunctions associated with the violation of the social order both in individual pedagogical groups and in the space of the region as a whole is possible. Under these conditions, the loss of a number of specialists, both of the pre-retirement age, and young personnel, is possible due to the high psychological and professional load. The article proposes an organizational chart of the conditions for the implementation of federal projects. Recommendations are given to overcome the predicted negative effects on the principle of feedback in management. The article notes that the lack of control over the implementation of projects without timely correction of decisions made can cause unattainability of target indicators of the priority tasks of the development of the education system.