The difference between the concepts plan and program. Methodological recommendations for developing a development program for an educational institution. How the Concept helps structure the program

In the modern world, only those who are best prepared for the upcoming actions win. Program and plan - two important parts project management, the implementation of whose ideas can lead to success of any enterprise. Understanding the difference between them is very important for future leaders who want not just to be a cog in the system, but to competently manage resources and determine their future.

What is a program and plan

Program– a sequential algorithm of actions, the implementation of which will allow the performer to achieve a certain goal. The program can be computer, election, or work. They all have one thing in common: a set of interrelated activities aimed at achieving the assigned tasks.
Plan– a series of actions united by a single goal and intended to be completed before a certain date. The plan allows you to create a work schedule that disciplines both an individual and a group of people, helping them navigate time and space.

Difference between program and plan

Thus, a program is a broad concept that denotes a strategy for achieving results. Not a single large company or organization whose leader really wants to succeed can do without it. The program is flexible; in order to achieve goals, individual points can be changed and adapted to real conditions. Moreover, it can have several plans executed in parallel.
A plan is an outdated way of implementing project management tasks. It is detailed, and each event has a time frame, but it is far from a fact that completing all tasks will lead to achieving goals.

TheDifference.ru determined that the difference between the program and the plan is as follows:

Breadth of the concept. Program is a broader category that can include multiple plans.
Progressiveness. The program is more flexible than the plan, and it can be adjusted and directed during the implementation process.
Flexibility. Individual program items can be executed independently of each other, with multiple outcomes possible. The plan is always linear, and therefore must be implemented consistently.
Detailing. The program contains only general provisions, goals, and the plan - a detailed elaboration of each step, time frames, resources.
Evaluation of the result. To understand the effectiveness of the plan, it is necessary to compare the planned activities with those actually completed. The effectiveness of the program can only be assessed when the goal is achieved.

"Program". Comparison of the concepts project and “program”

In a number of industries, such as the aerospace or defense industry, the objects being created are so complex that work on them is carried out not as part of projects, but as part of Programs, which can be defined as a set of projects or a project characterized by the particular complexity of the products being created and /or methods of managing its implementation. With this approach, the term "project" tends to be associated with relatively short-term goals. Currently in Russian Federation A number of development programs have been developed and are being implemented: fuel and energy, food, transport and communications, housing, mechanical engineering and some others.

The priority federal programs included programs for energy supply, electrification and gasification of rural areas, and improving security nuclear energy, the use of non-traditional energy sources, the development of gas fields of the Yamal Peninsula, the development of the Kansk-Achinsk fuel and energy complex.

Characteristics of the concept “project”. Features of the project

A project as a management object is described by a set of certain indicators - characteristics of the project, which are laid down at the planning stage (see Chapter 1). Based on the characteristics, it is determined, firstly, the feasibility, feasibility and sustainability of the project and, secondly, the ways and means of achieving the planned indicators. That is why, for adoption financial institution positive decision on the allocation of funds, subsequent effective management project and its successful implementation, it is necessary to formulate and justify the planned characteristics of the project.

The main characteristics of the project include the following:

· The purpose and main results of the project received by beneficiaries during the implementation of the project and after its completion;

· Financial resources necessary for the implementation of the project;

· Qualitative and quantitative characteristics of the resources required for the implementation of the project;

· Qualifications of specialists and capabilities of organizations involved in the implementation of the project;

· Quantitative and qualitative indicators of work on the project;

· Project deadlines.

The current values ​​of these indicators may change throughout life cycle project, which is due to the influence of the internal environment of the project and its external environment. Management efficiency presupposes the achievement of planned project indicators during action. indicated influences . Thus, the very purpose of using project management methodology and tools to achieve an optimal result under given limitations and existing risks becomes clearer.

The main differences between a project and a program and operational activities, differences between projects and business processes

The program has no termination point. Rather, the program is a continuous process of change. The project may be integral part programs.

For example, the Apollo 11 project is part of the American lunar program. Program management includes managing the projects included in it.

A project is a means of strategic development. A goal is a description of what we want to achieve. Strategy is a statement of how we are going to achieve these goals. Projects transform strategies into actions and goals into reality.

Thus, each job performed by a specific employee is tied to achieving the strategic goals of the organization (Fig. 1.1)

The reason for such attention to the concept of “project” is that project management methods and tools are effectively applied specifically to the project. However, not all work carried out in an organization is a project. Therefore, companies implementing project management often have difficulty separating projects and operational activities.

For example, is an employee training course a project? Any course has limited timing, budget, and quality requirements. Objectives can be defined for the course. In this way, the training course can be considered as a project. But if a company conducts dozens of courses a year and the activities of organizing training are routine, repetitive, and do not bear any uniqueness in terms of management, is the course a project? Is it necessary to implement project management techniques for each course, such as assigning a project manager and creating a project schedule? A similar situation may arise in a factory producing cars. Each machine can be considered a small project.

In the examples given, most likely, the training course and the production of the machine are not projects. In fact, in the proposed context of mass production of machines and courses, the company implements the mass production of standard products and services without an explicit time limit for this activity.

Every project has a clearly defined beginning and ending. The project ends when all of its goals are achieved, or vice versa, when it becomes clear that these goals cannot be achieved. Temporality does not mean the project is short-term - many projects can last several years. In any case, the project is finite and cannot consist of continuously ongoing activities.

So many businesses are temporary in the sense that at some point work will stop. For example, it is clear that the production line for a certain car model will someday stop, as the car will be discontinued. However, this kind of temporary nature does not make an assembly line a project, since the work of assembling machines is a typical routine operational activity. The fundamental difference between a project is that the project ends when the set goals are achieved, whereas in non-project activities new goals are set for the performers and the work continues.

The temporary nature of projects also affects other aspects of project activity. For example, projects usually have a clearly defined time frame for creating a product or service because the favorable market situation for them develops for a limited time. Besides, project team, as a rule, upon its completion it disintegrates, and its members move on to other projects.

Unlike a car assembly line good example The project may be the development of a new car. Development is carried out in a limited time frame and continues until a certain result is achieved - a prototype of a new car. When the result is achieved, the car goes into production, and the project team - designers, designers, engineers and others - can be involved in new project, although not necessarily in the same composition.

Thus, operations consist of the constant repetition of the same operations in order to produce the same product (or provide the same service). Examples include mass production, sales of standard products, and accounting transactions.

The main difference between operating room and project activities(Table 1.1) is that operational activities operate with familiar results in established business processes, and project work implies unique results and a limited period of work.

Differences between projects and business processes

A dream is a specific goal that a person strives for throughout his life. We need a dream as an incentive to constantly move forward and improve ourselves, even if it is not always achievable. For the sake of a dream, a person is able to abandon his past and gain new values ​​in life.

A desire, unlike a dream, is quite achievable and represents a specific task, the solution of which does not take much time and effort. Desire is most often of an everyday nature and is caused by human needs.

What is the difference between a desire and a dream? I think the main thing distinctive feature These concepts are that a dream is much larger than a desire and is capable of motivating and encouraging a person in difficult situations, because he will never give up, knowing that he has not fulfilled his dream.

Our experts can check your essay according to the Unified State Exam criteria

Experts from the site Kritika24.ru
Teachers of leading schools and current experts of the Ministry of Education of the Russian Federation.

Fiction convinces me of the correctness of this point of view.

Let's remember Jack London's novel Martin Eden. The cherished dream of the main character, a sailor and a tramp, is a young and beautiful girl from high society named Ruth, for whose sake he abandons his former life among working-class, uneducated people in favor of self-development. Martin spends all his time reading the most complex books, tries himself in various fields of science, and tries to surround himself with smart people. The hero never made his dream come true, but on the way to it he changed beyond recognition, surpassing even representatives of the bourgeoisie in his erudition and education. This example proves my idea that a dream can work miracles, motivate people to noble deeds and make them think about serious changes in life.

As a second argument, consider the philosophical and psychological novel by Fyodor Mikhailovich Dostoevsky “Crime and Punishment”. Rodion Raskolnikov, the main character of the work, from the very beginning wants to fulfill his dream of radically changing society, making all people equal and helping the poor. But, unfortunately, instead he only realizes his personal needs, which consist in the desire to test his own theory about the division of people into groups and prove to himself that he is “not a trembling creature, but has the right.” Thus, the author wants to show us that desires are quite achievable, but the cherished dream most often remains unattained.

So, having considered both examples, we are convinced that the concepts of “dream” and “desire” are very different from each other. Soviet playwright Alexander Vampilov once said: “Dreams that come true are not dreams, but plans.” This statement confirms my idea that a dream should be difficult to achieve and spiritually high. Desire helps us live one day productively, but a dream helps us live a whole life, because in pursuit of the latter, a person changes beyond recognition.

Updated: 2018-10-24

Attention!
If you notice an error or typo, highlight the text and click Ctrl+Enter.
By doing so, you will provide invaluable benefit to the project and other readers.

Thank you for your attention.

20 Jul 2016

In order to get to Program concepts (programblueprint), You will have to overcome 80 pages of the standard PRINCE2:ManagingSuccessfulPrograms (MSP). But it’s worth doing, because the concept of the program is one of the most interesting tools from the entire guide. In this article we will look at what a Program Concept is and why it should be used, regardless of what approach to program management you use.

What is the Program Concept (Program Blueprint)?

As a rule, at the very beginning of program development, a Vision of the program (visionstatement). This short description results that are planned to be achieved during the program. The concept, in turn, does not simply describe the benefits of implementing the program and the properties of the product. It contains how the organization should change in comparison with its current state. And it is this “future organization” that must realize the benefits of the program.

Why is the Program Concept needed?

As already mentioned, the Concept defines the differences between the state of a business now and its state in the future. These differences are a good basis for GAP analysis. Moreover, the results of GAP analysis are sometimes even included in the Concept documentation as an appendix.

After the Concept describes all the differences between the existing and desired states, the gaps between these states that need to be overcome will become visible. Then a list of projects needed to bridge these gaps is developed.

In MSP terminology this process is called Planning the Blueprint delivery. During planning, various possibilities for achieving the goal are explored - whether it will be a series of small projects or one large-scale transformation project. Will these projects be implemented simultaneously or sequentially and what difficulties may arise during their joint implementation.

In addition, the Concept can influence the assessment of projects already being implemented by the company. After all, when we have received a detailed vision of the company’s state during the implementation of the program, it becomes obvious which projects currently being implemented bring the desired state closer. If projects do not do this, or even worse, do not fit well into the desired structure, it is advisable to stop their implementation as soon as possible, and use the freed-up resources to implement a program to achieve the desired state.

How does the Concept help structure the program?

At the program level, the value of the Concept lies primarily in the fact that it creates a starting point. A concept is a detailed picture of success. Everything that the program produces, everything that will be the result of the program’s projects, must lead to the desired state. It is the concept that allows you to maintain focus and move in the right direction.

In addition, the Concept allows you to clearly define intermediate steps on the path to the goal. After all, several programs are often implemented during a large-scale transformation of an organization. And the Concept not only allows us to determine the place of the program in the overall large-scale picture of transformation, but will also allow us to more accurately draw up Concepts for subsequent programs.

How to write the Concept of the program?

Obviously, the Program Concept is not a document that you can sit down and write alone, independently of everyone else. If the program is dedicated to transforming an organization, the author of the concept cannot do without the help of employees from different parts of the organization. You will have to put a lot of effort into consolidating the team's efforts. To collectively write a document, you will need not just people who know well the structure of the organization and how its business works, but also people with imagination who are able to imagine the future of the company, describe it and predict it. For particularly large and priority programs, in addition to internal experts, external experts and facilitators may be needed - if used correctly, the costs for them will pay off in the future.

Unfortunately, the MSP standard itself does not provide a specific template for writing a Concept. Therefore, in this section we present the contents of the concept template provided by ILX.

Concept Template

Section 1. Future State of the Organization

The first section describes the future state of the organization that needs to be achieved. This section includes:

1. Goals and actions

This section describes how to achieve the company's Vision, including the major milestones that must be met along the way to achieving the goal. At this stage, it is determined what, in principle, is planned to be done. For example, will it be a large-scale transformation program, several programs or a series of small change projects.

2. Main benefits of the program

This section is devoted to describing the benefits to the organization from implementing the program throughout its entire life cycle. The purpose of this section is to ensure that benefits are not lost and that the focus on the program goal is not lost during the implementation of the concept.

3. Model of the future organization

This section defines the type, mode of operation, value creation and business model of the future organization. This section describes the “as will be” state of the organization in order to compare it with the “as is” state at the moment. This section allows you to see gaps and understand the changes needed to achieve your desired state.

4. Operational measurements

This section forecasts the level of costs, production and service of the organization of the future. Target quantitative indicators make it possible to more clearly determine the success of the program.

5. Organizational structure

As the title suggests, this section describes organizational structure, the number of personnel, as well as the roles and skills of employees in the “organization of the future.” This is a description of the composition of the organization that will be able to show the indicators and results described in the vision.

6. Information system

This section describes Information system, as well as other tools necessary for the functioning of the future organization. New business processes, systems and people often require technical support and operational support to achieve target indicators.

7. Ancillary services

This section is entirely devoted to determining the composition of auxiliary services necessary for the effective functioning of the main divisions of the future company. The section should describe the list of required units, their functions, number of personnel, competencies and roles.

Section 2. Current status

The second section of the Program Concept describes the current state of the organization. It can be made in any form; you can take the first part of the Concept as a basis. The main thing is that the structure allows easy and clear comparison. Often companies cannot immediately answer all questions about the current state of the organization and they have to analyze the current state of affairs. This has a positive impact on the process and sometimes leads to interesting discoveries that force changes to the entire program.

Section 3: State Comparison

The third section of the concept is the actual comparison of states and the determination of differences between states. The list of differences is then used to form a pool of projects that overcome these differences and achieve the desired state.

The MSP management does not limit you in any way in using tools for writing a concept, as long as it is convenient for you. It is recommended to use diagrams, mind maps and other visualization tools. The clearer the Concept, the lower the likelihood of discrepancies and misunderstandings between the participants in the process, as well as the fact that the Concept will be forgotten and ultimately not used.

More often than not, one transformation program is unlikely to radically change the entire organization and realize the original Concept of Vision implementation. Therefore, you can identify several intermediate steps in achieving the desired state of the business, and implement programs to achieve them. This way the process will be more manageable and stable.

Concept Update

The MSP does not officially state anywhere how often the Program Framework should be updated. But based on common sense, it’s still worth doing, and here’s why.

An organization does not exist in a vacuum - external conditions influence both the business and its development. The world around us is changing rapidly, and in order to cope with it, it is necessary to adapt to new conditions. And given that organizational transformation programs can last 5 or 10 years, changes are inevitable and must be taken into account in the concept.

In addition, a change in manager, for example, leaving general director or the head of an important department, can have a serious impact on the development of the company. This means that the Concept must be revised and approved by all participants.

How regularly the concept needs to be reviewed depends on the specific organization, industry, and program. Nevertheless, this process allows us not to forget about the presence of the concept and forces us to analyze in detail the changes taking place and the signals coming into the organization from the outside. And this is extremely useful.

Conclusion

The concept allows you to be confident that the program being implemented has a serious basis that is consistent with the vision and strategy of the organization. A vision allows an organization to understand where it is, where it is going and what it is trying to achieve.

In the context of innovative development of the economy and education system, the development program educational institution is a document about innovative development schools that can effectively reduce the uncertainty of future development for various subjects educational process; management tool for an educational institution, necessary to attract management, personnel, financial resources in solving a problem that is significant for the educational process.

From point of view modern management the program is the basis for both making strategic and operational management decisions in the innovative activities of an educational institution, and its financing within the framework of a new methodology for preparing and executing the budget - results-based budgeting (RBB).

The basis of the results-oriented budgeting model is the program-target planning method, which involves the formation program budget, combining the requirements for establishing the planned result and for the competitive allocation of resources.

Over the past five years, a whole layer of legislation has been formed regulating the use of PB:

– target planning of the institution’s activities (reports on results and main activities);

– transition to medium-term budget planning (three-year budget or medium-term financial plan);

– program approach to planning the activities of an institution (target programs);

– establishing a connection between results and financing (state and municipal tasks).

The Concept for reforming the budget process in the Russian Federation, approved by Decree of the Government of the Russian Federation dated January 1, 2001 No. 000, defines General requirements to budget programs:

– a clear formulation of the program’s goals, consistent with government policy priorities, powers and areas of responsibility;

– a description of the quantifiable expected results of the program;

– the presence of a system of indicators for measuring the results of the program and the target values ​​of each of these indicators;

– justification of resource requirements to achieve the goals and results of the program, assessment of external conditions and risks of program implementation;

– determination of the program implementation management system, delimitation of powers and responsibilities.

In the conditions of budgetary budgetary activities, budgetary organizations:

– will justify the feasibility of expenses according to certain criteria;

– will have to be able to formulate their strategic goals, compare significant results with the main areas of activity, distribute budgets according to main goals and functions, and evaluate the effectiveness of these expenses;

– will present the budget not in the form of an estimate, but as a program concept for the development of their educational institution, from which the goals and objectives, as well as methods for their implementation, will be clear.

Thus, in the current situation of institutional transformations in the activities of an educational institution, the development program is a target program in form, and a business plan in content.

Before starting to develop a development program for an educational institution, you need to figure it out for yourself and answer the following questions:

– What should be taken into account when developing a development program for an educational institution?

– What is a program, how does it differ from an action plan (a much more common form of planning)?

– What are the differences between the program and the project?

– What is the concept, is it part of the program?

– What are the relationships between the concepts: program, plan, project, concept?

– What elements (blocks) should the program consist of? What is the “load” of each element (block)?

– How are these elements (blocks) organized, what is the structure of the program?

When the answers to these questions are clear to the program writer (the necessary explanations are given below), you can begin to actually compile the program (development). At this stage it is also necessary to clearly understand how this is done. Here you need to clarify the following:

– Where to start?

– In what order should we move?

– What should you pay attention to first?

– What are the criteria for the reality of the program?

– What needs to be checked and taken into account when drawing up the program?

Let's look at these questions and possible answers to them one by one.

What should be taken into account when developing a development program for an educational institution?

– main directions of implementation of the national educational initiative “Our New School”:

o transition to new educational standards;

o development of a support system for talented children;

o improvement of the teaching staff;

o changes in school infrastructure

o maintaining and strengthening the health of schoolchildren

o development of independence of the educational institution;

– main directions of modernization of the education system in the Khabarovsk Territory:

o improving the content and technologies of education;

o personnel policy in the field of education;

o development of the infrastructure of the education system;

o support for talented children and youth;

o development of a system for assessing the quality of education.

Let's agree on an understanding of the basic terms

What is a program and how does it differ from an action plan?

The plan is usually (as it happens) drawn up “from today,” forward, as far as the imagination of the compiler is sufficient. Typically, when making a plan, we answer the question: “What can be done?” And the duration (duration) of the plan depends on many conditions, usually external: “For how long is it necessary?” The program, at least at the time of its preparation, is not tied to deadlines. The question of planning in time arises at one of the last stages of work on the program.

A plan is a system (list) of activities aimed at achieving the goals and objectives of the development program of an educational institution.

The question the program answers is different: “What needs to be done to...?” Therefore, when drawing up a program, you always first need to ask the question: “What should happen?”, and then: “How exactly to achieve this?” A program, unlike an action plan, is focused on change, on a “step of development.” Therefore, the program is always drawn up not from the present moment forward, but, on the contrary, from tomorrow, from the image of the required future, to today’s present situation. This is the main difference between a plan and a program.

Let us immediately note that the program is a much more responsible document; by setting an image of the result (what will happen in the end), we take responsibility for our own actions to achieve it.

The program is a document reflecting systemic, holistic changes in an educational institution, providing a new qualitative state to the educational system.

The program, by setting the result, shows our intentions and clearly shows what exactly our actions are aimed at. And, therefore, the program is much “stricter” in its results: directly indicating what should be obtained.

What are the differences between a program and a project?

What is a project? This is a series of planned, carefully documented interrelated activities designed to achieve certain goals and solve specific problems over a strictly defined period of time. This is systematic work aimed at achieving specific goals, based on the adequate use of available resources.

What is the concept and is it part of the program?

Concept - 1) a certain way of understanding, interpreting any phenomena, the main point of view, the guiding idea for illuminating them; leading idea; 2) a relatively holistic and complete, structured system of views, ideas, and ideas.

The concept of the program is a text that sets out the desired future state of the school; it does not describe what is, but prescribes what should be, what should characterize new school. The concept is component programs. The concept is based on the results of problem-oriented analysis.

What are the relationships between the concepts Program, Plan, Project, Concept?

The program as a whole combines a concept, projects (two or more), and an action plan.

Let's consider the content and structure of the development program of an educational institution

At the beginning of program development, it is necessary to imagine in what logic and sequence we will write the text.

Let us determine the current state of affairs ( problem-oriented analysis). First, let’s make sure what conditions, internal resources and potential exist in an educational institution that allow us to predict qualitative changes in the school. Let's figure out what will be a problem, as well as a threat to achieving the desired future. And, conversely, what external factors and situations we can count on. The main thing is not to forget about the objectivity and reliability of the information (do not rely on outdated data).

Now you can confidently imagine the image of your desired future ( concept) and develop a strategy ( expressed in the formulation of the topic, description of contradictions, problems, goals) and tactics for achieving it ( projects, event plans).

What elements (blocks) should the program consist of?

The main elements (blocks) of the program can be considered: analysis of the real situation with the formulation current problems, formulation of goals, objectives, project development, planning results, drawing up an action plan, financial plan.

Analysis of the situation

When preparing an analysis, in addition to describing the actual state of affairs of an educational institution, there must be: contradictions identified, problems identified, and the theme of the program formulated.

A contradiction is a discrepancy between the desired and actual state of the school’s educational process (for example, the contradiction between the objective need for qualitative changes in a student’s learning outcomes and insufficient conditions for improving the quality of students’ learning at school).

Question: What needs to be achieved and what is the actual state of affairs?

Requirements for the formulation of contradictions:

– reality, that is, to take for work “feasible contradictions” that can be resolved by pedagogical means and within the framework of school opportunities;

– positivity, resolution of the contradiction should contribute to a positive transformation of practice, consciously obtaining an anti-pedagogical result in the field of education is contraindicated.

Problem (Greek task, task) is a question that requires a solution. The problem is formulated and identified from the contradiction. For example, how can the quality of schoolchildren’s learning be improved in an educational institution? or What conditions are necessary to improve the quality of schoolchildren’s education?

Question:What are you unhappy about in the educational space?

You can determine if there is a problem by the following signs:

– difficulties teaching practice;

– analysis of teaching practice to identify the required knowledge;

– lack of performance of the school education system;

– uncertainty of the reasons and ways to eliminate shortcomings (the shortcoming is manifested on the basis of a comparison of the actual state of affairs with the required - desired).

Requirements for problem formulation:

– relevance, which means: the possibility of influencing the results of the educational process; the presence of objective means and conditions for solving the problem;

– there can be only one problem.

The problem can be formulated as:

– problem situation – a description of the situation of a specific educational institution in which negative signs of the process have been discovered that require solutions;

– a problematic question is a question posed regarding the possibility of investigating a particular subject of knowledge; expressed by an interrogative sentence in which the subject of the study is fixed;

– a problematic task is a designation of the expected result of the study; the problematic task is formulated as an ordinary goal - “to find ways to connect the components of the system ...”, “to determine a set of conditions ...”.

Requirements for describing a pedagogical (socio-economic) problem:

– name of the problem;

– digital and other information characterizing the problem (current state, dynamics of changes);

– assessment of the development of the situation for the future;

– a brief overview of existing practice (region, Russian Federation, abroad).

The problem determines the wording of the program's name. The topic of the development program of an educational institution is formulated at the request of the developers. The theme of the development program of an educational institution is the content of the change “collapsed” into one sentence or a local formulation expressing the main idea, motive, pathos of the transformation.

Question:What is the essence of the changes (transformations)?

Requirements for topic formulation:

– significance for an educational institution.

– specificity, accuracy; a broad topic indicates the superficiality of the program, makes it difficult to determine goals and highlight a feasible range of tasks;

– predictiveness, that is, when choosing a topic, you need to seriously think about the possibility of solving it (about the probable logic of constructing the work and diagnostics, confirmation of results).

Types of wording of topics for the development program of an educational institution:

– Change in the qualities of A in B in conditions C. For example, improving the quality of schoolchildren’s learning in the ICT-rich environment of an educational institution.

– Conditions for changing the quality of A and B (instead of “conditions” there can be “factors, fundamentals, principles, approaches”). For example, pedagogical conditions ensuring improved quality of schoolchildren's education using ICT.

– A as B (any pedagogical phenomenon can be as A, but only a function, means, method, principle, form, factor, problem, result can be as B). For example, ICT as a means of improving the quality of schoolchildren’s education.

Having decided on the problems and topic, you can safely begin to develop the main tool of the program: concept, goal, tasks, projects, results.

Concept:

– Formulation of the vision. A vision is an ideal image of the desired future that has developed in our minds, the achievement of which is possible only under the most favorable internal and external conditions; an image of the best, most perfect state of the school.

– designing the mission of an educational institution (priority interests), goals and principles of construction;

– search, study and evaluation of innovations;

– pre-selection ideas;

– formation of an image of the future.

Statement of purpose

Question: What do we want to achieve, what result should we achieve by completing the program?

The goal is an element of the program that is closely related to its other element - “Result”. In fact, these are equivalent elements that organize the entire program as a whole. The purpose of the program can be formulated as “solving a problem facing the school.”

The goal is a more general formulation of what we want to get as a result of the program. The goal usually concerns a new quality that we want to achieve at the end of the program.

The goal may, for example, define:

– new quality provided by the school educational services;

– a new range of services provided;

– new conditions for teaching schoolchildren;

- change technical equipment etc.

However, as a rule, the purpose of the program is related to the main activities of the organization that draws up and implements the program. Therefore, among the examples given, the more important goal is a new quality of education, and changing the technical equipment of the school is a less important (private) goal.

It is important that the goal formulated in the program is clear to all participants in the program, clearly formulated, simple - close to everyone who is involved in its achievement. Only in this case can we hope that the program will be supported by the entire teaching staff.

Requirements for setting goals:

– realistic, feasible, achievable;

– unambiguity, present the final product of the study in a generalized form;

– verifiability of the goal, its controllability, and in some cases diagnosability;

– certainty in time (the timing of the study has been determined);

– operationality (the goal is divided into tasks);

– absence of special (professional) terms;

– absence of ambiguous expressions and concepts;

- lack of indications of other goals and objectives - consequences of the implementation of the program;

– instructions on the ways, means, methods of program implementation;

– clear compliance with the stated problem.

So, we have determined the strategy of the institution’s development program; it consists of describing the topic, contradictions, problems, goals, concepts.

Program implementation tactics are a system of local practical actions aimed at achieving a goal. When developing tactics, we define tasks, develop projects, plan activities to achieve results, select diagnostic methods, think through resources and conditions.

Statement of objectives

Tasks are specific or more specific goals (a goal, like a fan, unfolds into a complex of interrelated tasks.). Tasks in relation to the goal act as independent “goals”.

Question:What intermediate results need to be achieved to achieve the goal?

Dividing the goal into tasks is an inevitable process; this is done in order to:

– highlight operations that are simpler and more accessible to perform;

– create a sequence of operations, taking into account their connection, complexity and execution time, that is, develop tactics for achieving the goal;

The technology for forming goals consists of “splitting” the goal into components, at the same time, in their totality, they give ideas about how the goal will be achieved. That is why tasks are formulated in the form of a list (study, describe, find out, formulate, establish, etc.) and, as a rule, there are no more than 4-5 of them.

It is very important that the objectives and purpose are aligned. When compiling a list of tasks, check yourself to see if any unnecessary tasks have appeared (then the set goal should be reformulated). Or it may turn out that the assigned tasks are not enough to achieve the goal. In this case, the list of tasks must be supplemented.

Requirements for presenting program tasks:

– formulation in the form of tasks to achieve certain results by a certain date;

– results must be measurable (usually in numbers);

– a set of tasks is necessary and sufficient to achieve the goal;

– a set of measures has been assigned to the task;

– a set of measures is necessary and sufficient to solve the problem.

How to develop a project

In recent years, the word “project” has become fashionable and frequently used. In essence, the terms “program” and “project” are close. They are often used as synonyms. Some authors propose to consider several interrelated projects as a program. We propose to adhere to this same understanding.

A project always has a goal (translation of the word “project” is thrown forward). Unlike the program goal, the project goal is much more specific. This could be, for example, a separate task. But it may be different depending on the structure of the entire program as a whole.

The project is necessarily limited in time. It is always clear about a project how long it will take to implement. Separate school projects within the program have their own duration, which is determined not so much by the general (external) time frame, but by the actual content of this particular project, the time to achieve its result.

When developing specific projects, special attention should be paid to answering the following questions.

First group of questions:

– What should be done? How is this related to the goals and objectives of the region, the municipality, and the development program as a whole?

– What results should be achieved? “Where” (“on what”) will we see them? What are the indicators and criteria for success?

– How will monitoring of the project progress be organized? What (what activities) need to be carried out so that the progress of the project can be adjusted in time?

– In what form and to whom will the alienated products (project implementation results) be presented?

Second group of questions:

– Who will implement this? Who should be involved in this work (both inside and outside the school)? Who needs to be involved to implement the plan?

– When will this be implemented?

– How will this be accomplished?

– What additional resources will be required to implement the project?

Requirements for submitting a short summary of the project:

– expected measurable results of the project;

– timing of the project;

– list of project actions;

– volume of expenses, including for each project action;

– volume of operating costs (by year);

– requirements for the formulation of project actions - as for program activities.

Program results

As is already clear from the above, the criterion for the success of the development of the entire program is its result. When drawing up a program, it is necessary to formulate the result. It is the result (expected) that determines the goal of the program.

Question: what exactly will change at the level of this educational institution upon completion of the program?

The purpose of the program and its result are interconnected. By formulating a goal, program developers immediately determine the range of possible results. Based on the specificity of the planned results, the goal also acquires certainty. The more precisely the results are formulated, the more clear the goal of the program as a whole becomes to all participants, the easier it will be to implement.

It is the formulation of program results that can cause the greatest controversy because the results are clear and concrete. When formulating results, you need to think about how exactly they will be “measured”: where they will be visible, how much they will change the situation in learning.

Requirements for target indicators, description of expected results:

– corresponding to the indicators characterizing the problem;

– indicator values ​​for Last year;

– intermediate annual values ​​of indicators (if available);

– qualitative description degree of solution to the problem;

– assessment of the sustainability of results;

– in the absence of statistical observation, the values ​​of target indicators may be missing.

Planning

Planning is the projection of activity into the future to achieve a goal under certain conditions and means. The result of planning is a plan - management decision tasks to achieve the goal. The plan represents a system of activities that provides for the order, sequence, timing and means of their implementation.

Experience convincingly shows that a carefully developed plan is the key to success. successful implementation; it allows you to comprehensively comprehend actions, foresee the amount of work in advance, avoid various flaws, and gives rhythm to the work at all stages of its implementation.

When developing a plan, the following questions should be clearly reflected.

– what the transformation will consist of, what kind of pedagogical influences, methods of solving problems, etc. will be tested and in what variants;

– what parameters (properties, characteristics, signs) of the pedagogical process will be selected for changes and their consequences;

– how the selected parameters will be monitored;

– for each event the amount of funding is indicated (in general, by year).

Financial plan

In accordance with Federal law state (municipal) institutions are divided into budgetary and state-owned.

Basic changes in the status of budgetary institutions are introduced ultimately to expand the scope of their rights and greater independence:

– mechanisms change financial security– transition from budget estimates to subsidies based on state (municipal) assignments;

– the income received is not budget revenue, remains at the disposal of the institution and must be used to achieve the goals for which it was created;

– institutions gain greater independence when using funds received from the budget;

– civil law contracts are concluded, rights and obligations are acquired on one’s own behalf.

The status of government institutions will, in fact, be identical to the existing one, enshrined in the current legislation legal status budgetary institution, with an additional restriction in the form of crediting all funds received by the institution from income-generating activities to the appropriate budget.

Thus, when developing a financial plan for the development program of an educational institution, we determine:

– targets and priority tasks for the development of an educational institution;

– the income part, which consists of:

o from the cost of educational services provided by the educational institution in accordance with its statutory activities and paid from budgetary funds;

o from income from business and other income-generating activities;

– the structure of expenses, reflecting the priority areas for spending financial resources to ensure the achievement of set goals.

Requirements for justifying the financial plan for the implementation of the program:

– formed in the context of individual events;

– covers direct and operating costs;

– methods of justification:

o examples of the cost of similar events, links to market offers;

o estimated cost;

o calculations based on factual information;

o other methods.

How are the elements (blocks) of the program organized, what is its structure?

The main thing in organizing a program is the consistency of its elements. The first is the interconnectedness of program elements. This has already been discussed; now we will try to formulate the requirements for the consistency of program elements more precisely. So, firstly, the goal and result of the program are interconnected and reflect each other. It may be better to formulate results first and then goals, or do it in parallel.

Next important point– coordination of the goals and objectives of the program and its component projects. Various structure options are possible here.

For example, tasks are formulated as micro goals, each of which reflects a separate area of ​​activity (Fig. 1). The overall goal is divided into its components, which in turn become projects - independent microprograms with their own private results.

With such a program structure, it exists from the very beginning and then develops as several relatively independent subprograms. As a rule, with such an organization, a separate person (responsible) is assigned to solve each problem, who oversees its implementation throughout the entire life of the program. This structure has its advantages. It is the simplest for monitoring and operational management. However, there is also a drawback - with such an organization, the most likely is a gap between directions, competitive directions between us, loss of a common goal and the danger of not achieving a common result.

A prototype of such an organization of a program can be its element-by-element implementation, for example, as if, when renovating a room, each wall was repaired separately.

Another program structure is possible (Fig. 2).

319" valign="top" style="width:239.3pt;padding:0cm 5.4pt 0cm 5.4pt">

home » Loans » The difference between the concepts plan and program. Methodological recommendations for developing a development program for an educational institution. How the Concept helps structure the program