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MODEL OF THE REGIONAL SYSTEM OF PERSONIFIED ADDITIONAL EDUCATION OF CHILDREN // Pedagogical Review. 2020. Issue 4 (32). P. 131-139

One of the urgent problems of the development of additional education of children in Russia is to increase its accessibility and quality. Modern measures of state policy in the field of education are aimed at updating the content and technologies of additional education of children in accordance with the needs of the individual and public order, ensuring its accessibility for children with different educational needs and opportunities in the context of increasing the efficiency of the resources used. The article discusses the basic principles of the development of the system of additional education of children in Russia at the present stage. Based on the analysis of modern regulatory and program-targeted documents, a characteristic of the main directions of modernization of regional systems of further education is presented. The leading theoretical ideas of building a system of personified continuing education are described: individualization, personalization and personification. The analysis of modern state requirements for the regional system of additional education of children is carried out, the leading mechanisms of the formation of the regional system of additional education are highlighted. The author analyzes the content of personified funding for the implementation of additional general education programs in accordance with the requirements of accessibility, quality and effectiveness. The meaning of the idea of personalization in continuing education is disclosed applicable to the system of accessibility and quality management of educational programs. Based on the program approach, a model of a regional system of additional education for children is proposed that meets modern requirements.

Keywords: model, regional educational system, personified additional education of children

ECOSYSTEM APPROACH AS A MECHANISM FOR INVESTIGATING THE REGIONAL SYSTEM OF ADDITIONAL EDUCATION FOR CHILDREN // Pedagogical Review. 2021. Issue 6 (40). P. 27-37

The state policy in the field of education actualizes the importance of additional education of children as an element of the overall system for identifying and developing talents and abilities in children and young people. Additional education, being a subsystem of general education, is considered in the regional context as an open variable pedagogical system that works to achieve the national goal of developing talents and self-realization of the younger generation. Responding to the challenges of our time, new regional practices of managing the field of additional education are gradually being formed, including active horizontal and inter-level relations, integration of non-institutional educational service providers into the general content circuit, and decentralization of management mechanisms. Considered as the basis of “long life education”, the concept of “additional education of children” acquires new semantic characteristics, including requirements for the content of educational results, continuity of educational programs, orientation to different categories of students. To resolve the contradiction between the emerging regional practice and the lack of scientific validity of the approaches used, it is necessary to rethink the methodological approaches traditionally used by researchers to manage the field of additional education at the regional level. The article attempts to apply an ecosystem approach to the description of the field of additional education in a convergent educational environment.

Keywords: additional education for children, regional educational ecosystem, convergence, ecosystem approach