MODERN CONCEPTS AND ARCHETYPES OF THE MANAGEMENT IN EDUCATION: PSYCHOLOGICAL, SOCIAL AND ECONOMICAL ASPECTS
Ключевые слова:
education, management, human capital, human capital development management, object of management, competence, professional standard, goal, results structure, SEO analysis.Аннотация
The purpose of this study is to study modern conceptual management in education. The conceptual
management of education in general and of individual educational institutions, in contrast to contextual management,
allows and requires to highlight its elements, functional capabilities and, most importantly, clearly define the subject
and object. Existing management concepts are eclectically presented in the Russian discourse and practices of
managing education and other areas of social activity. The system of professional standards developed in the country
is designed to solve a number of managerial tasks. However, the non-conceptual use of professional standards brings
more harm than good in the field of culture and education, as well as in other areas. Failure to comply with
professional standards leads to de-professionalization and the destruction of education management and education
itself. The latter is illustrated by the text of regional strategies: as a rule, they do not have clearly articulated ideas
about the development of education, and there are no concrete ideas about the development of regions and the
country as a whole. Thus, such pseudo-strategies act as a brake on the development of education, and can also serve
its destruction. The presence of management strategies based on a conceptual approach in the management of
education is an incentive for development. However, the lack of an algorithm for compiling and evaluating
documents on the development strategy of a country, region, and education in a country and region makes it
impossible to recognize the importance of this aspect in the functioning and development of the state, business,
community, and violations in the field of culture and education. Such violations lead to deformations in the process
of evaluating the activities of educational authorities and “authorities” in the region as a whole. This leads to the fact
that this strategic management remains unclaimed in the system of territorial, local (self) management.
