Networking in education is what?

Networking in education is a complex mechanism through which several organizations are involved in an educational or after-school process.

Integration

These are the efforts of different educational institutions to centralize resources. This algorithm has already demonstrated its relevance and consistency. Network interaction of educational institutions implies a special social partnership, which implies "bilateral utility". Informal and formal contacts arise between all participants in this interaction. Network interaction in the education system is especially developed in middle and high school.

What is the network?

In pedagogical practice, such concepts as partnerships, networks, are often encountered. The network is a collection of institutions. We note the inter-network character of the system being formed.

Characteristics

Networking in education is a mechanism that has certain parameters, such as:

• Unity of purpose;
• Certain resources to achieve them;
• Total control center.

Features of creation

Models of networking in education depend on the resources that will be exchanged. The main goal of a full-fledged system is to achieve the goal originally set. Depending on which particular problems of networking in education are chosen as the main ones, certain types of educational institutions are connected to the system being created. As the main governing body is mainly favored by the management of the district or city.

Interaction Parameters

The main problems of networking in education are related to the substantial territorial remoteness of different educational organizations. To overcome these problems, computer technology is used.

Inclusive education

Particular attention is paid to working with children who have serious health problems. Such schoolchildren for medical reasons can not attend school, so the Ministry of Education of the Russian Federation created a special project for them. It implies networking in inclusive education. Teachers communicate with their wards through the latest computer technologies and programs. Before the teacher is allowed to work with a sick child, he undergoes special course preparation. Such courses are aimed at overcoming psychological problems related to establishing contact with a sick schoolboy.

Coordination of relationships between pupils, parents, teachers, educational institutions is carried out by a special department for inclusive (distance) education. What is the algorithm for this interaction? First, the schools pass information on the number of children in need of distance education to the specialists of the department, indicate the recommendations of pediatricians on the organization of the educational process. The received information is studied in the coordination center, the information received is entered into a special database. At the next stage, a mentor is selected for each specific child.

To the teacher who will work with the sick child, special requirements are put forward. In addition to professional competence, he must be a good psychologist, in order to help the child in the process of communicating with his ward, to save him from insecurity in his abilities, various complexes that arise because of limited communication with peers.

At the third stage, the selection of the educational program takes place, its approval by the focal point.

Such networking in education is a set of measures aimed at conducting distance lessons with schoolchildren who have health restrictions. The Coordination Center creates a network schedule in which the time for the lesson, the working teacher, is indicated for each child. The teacher is employed in the educational institution to which the child is attached.

The algorithm for hiring a remote teacher is similar to the usual reception of an employee in an educational institution. The school director is provided with a scanned copy of the work book, the original application, a copy of the award documents, a certificate of the absence of a criminal record, confirmation of the passage of the special course preparation, a tariff sheet. The head of the school prepares the order for the recruitment of a part-time worker, introduces the distance teacher to him. After all the formalities are settled, a direct educational process begins.

Such a work implies serious periodic reporting. At the end of each month, the teacher sends a report on the lessons learned to the coordinator. A special form was developed for marking out a quarter, half a year, which is filled by the teacher. All reporting materials are sent to the coordinating center, then duplicated to the educational institution in which the child is listed. The law on education in the network interaction regulates the relationship between the distance tutor, the parents of the student, representatives of the Ministry of Education.

Additional education

Networking in the complementary education has certain parameters:

• It is based on the joint activity of adults and children;
• There is an indirect or direct impact of the subjects of this process on each other, which allows them to establish a full-fledged relationship between them;
• There is a probability of real transformations in the emotional, volitional, cognitive, personal sphere;
• Take into account the personal characteristics of all participants, their mastering of social skills;
• The principles of creativity and trust, cooperation and parity are used;
• The interaction is carried out on the basis of trust, support, and mutual partnership.

Network interaction of institutions of additional education allows you to combine the efforts of various clubs, schools, sections aimed at educating the harmoniously developed personality of the child. How is this system created? What are its main goals and objectives? Given that networking in the supplementary education is aimed at creating a base for the full formation of the child's personality, centers for additional education have been opened in district centers and large cities. In such organizations, the children are offered a variety of sports sections, music clubs, dance studios. If you get into such a center, the kid and his parents, the employees of the "children's city" conduct an excursion, tell about each direction, they are allowed to attend classes. After the child has made an informed choice of 2-3 sections or circles, his schedule is arranged so that he has time to attend a comprehensive school, to practice in selected sections. Networking of institutions of additional education implies adjusting the schedule of after-hours activities, taking into account the schedule of lessons in the regular (general education school).

Strategy of interaction

Modern science offers two main systems of interaction: competition and cooperation. Let's consider their features, application possibilities.

Cooperative interaction presupposes a certain contribution of all participants to the solution of the common task. As a means of association in such a situation, consider the relationship that emerged in the immediate process of mutual communication. As the main indicator of the density of cooperative interaction is the level of involvement in the common cause of all participants in the educational system.

Competition implies a struggle for priority, a vivid form of which is the conflict situation. It is not necessary for the conflict to have only negative parameters, often through such situations there is a way out of a difficult situation, full-fledged and benevolent relationships of different participants in the educational and educational process are being built up. Networking in general education is closely related to such strategies. They determine its modeling and subsequent development.

At the moment, different versions of municipal educational networks have been created. Among them there are two most common variants, we will analyze them in more detail.

Municipal networks

What is the network interaction in education? It is an opportunity to unite several separate educational organizations around a strong school that has sufficient material and human resources. Such an educational institution performs the function of a "resource center". In such a situation, every general education institution of this group retains the right to ensure the teaching of basic academic disciplines in full. In addition, the school has the opportunity to create profile classes, offer children various elective and elective courses in individual subjects, given the available resources. Preparation for all other profile areas is implemented by the "resource center".

There is also one more network interaction (additional education). School, palaces of creativity, sports schools, studios, sections, act in this case as a unified educational and educational system. In such a situation the child has the right to choose additional skills not only on the basis of his school, but also in other educational institutions. For example, a student can be trained remotely, trained in correspondence schools for gifted children, and vocational education institutions.

Educational potential

Networking in vocational education carries an educational resource. First of all, such systems are created to improve the quality of education and education, increase cognitive interest in schoolchildren. There are certain characteristics of the educational aspect of any educational network:

• Presence of common interests and aspirations of the network participants to unified social goals, application of common methods and methods;
• Material, technical, personnel, financial opportunities for mutual education and training, exchange of views;
• Development of communications between individual network members;
• Mutual interest and responsibility, guaranteeing positive dynamics of such interaction.

The main reason for the development of networked diverse communities was due to the inability of many small educational institutions to provide all participants of the educational process with adequate conditions for development and upbringing. First of all, it was a question of insufficient material and technical equipment of many rural schools, which negatively affected the scientific character of teaching. After the introduction of the network model, it was possible to cope with those problems that the state institutions alone could not solve. In addition, between the individual organizations that have entered into a single system, healthy competition has grown, normal business relationships have been established. The understanding of the problem posed to the schools by the Ministry of Education has deepened, the boundaries of mutual action have expanded, since the capacities of educational institutions have increased substantially. At present, schools, united in a single network, try to work in a team, help each other with advice, cadres, technical means of training. The emergence of numerous networks in education contributed to the elimination of unnecessary duplication, the irrational waste of material resources. In the process of work, teachers exchange opinions, ideas, innovative methodological techniques and technologies among themselves. Under certain circumstances, financial, administrative, and human resources are pooled. Thanks to the analysis of the practice of network interaction, the basic principles of its creation with social strategic partners were fixed:

• Each participant receives equal opportunities to provide his or her opinion;
• Responsibility is not shifted to other educational institutions;
• In cooperation, all powers are equally distributed, aimed at the full functioning of all institutions and state organizations;
• There are conditions for full and constructive interaction, monitoring and control;
• Cooperation is based on the ability to "take" and "give".

For the network to function successfully, constant support of all communication flows, holding seminars, joint meetings, conferences is important.

Conclusion

Thanks to the network interaction of various educational institutions and systems of additional education, optimal methodological methods are developed that allow to influence the educational and educational process, to increase their effectiveness and effectiveness. Thanks to such activities, it became possible to fully design the content of education and upbringing, which contributes to the enrichment of children's activities, to the receipt of diverse social experience.

The practice of such interaction between different participants in the educational process confirms the emergence of many innovative moments. First of all, we note the need to transfer the competitive type of school activities to the new conditions of activity.

For such a transition, a significant time gap is required, a rethinking of its activities by educators. The results of statistical studies confirm the high effectiveness of network interaction. Only joint efforts aimed at improving the learning environment, improving the quality of the material and technical base, improving after-hours activities, can give the desired result. Such a system should be an excellent incentive for the self-development of the younger generation of Russians.