EDUCATIONAL STANDARDS AS A TOOL FOR MANAGING THE QUALITY OF EDUCATION IN GENERAL SECONDARY EDUCATION INSTITUTIONS

Abstract

The article is devoted to the issues of implementing state standards in general secondary education institutions and their impact on the quality of the educational process. Studying the historiography of the issue, the authors came to the conclusion that official rules, formal norms or guidelines for the level of schooling began to be applied as early as the 19th century and periodically changed, as they responded to the demands of society and various conditions, including the age of students, differences in their abilities. It is emphasized that today's view of educational standards goes back to a change in views on educational policy in the world, namely, a shift in focus from structural quality and process quality to the final understandable results of the education system. Analyzing the study of the impact of changes on the quality of education associated with standards and innovations, it is shown that these processes, along with undeniable advantages, give rise to some negative phenomena at the stage of their implementation. Among them: a template approach in the practice of applying standards without understanding and accepting the essence of the changes and awareness of their impact on quality by both teachers and managers; excessive workload of educators and lack of resources (technical, material, methodological, sometimes physical) during the creation and implementation of balanced educational programs in educational institutions; high importance of final testing; desire “at any cost” to show a good result through distortion of reporting, stretching grades, etc. Therefore, real innovations related to standards are unable to give tangible productive results immediately. Preliminary preparation for piloting the reform in general secondary education institutions helps to identify pain points in each educational organization, and it is precisely to their correction that state educational policy and efforts of each level of government structures should be directed.This requires transformational changes in didactics, teaching methods, technology and education management, improving the quality and efficiency of resource use (material and human), changing the policy of the result itself from the assessment of knowledge to the formation of competencies.