FEATURES OF CONTROL IN THE CONDITIONS OF DEVELOPMENT OF EDUCATIONAL SYSTEMS

The article examines the features of control in the development of education systems. It is concluded that in order to increase the efficiency of education management depending on the level of development of the education system, control in it should be implemented on the basis of differentiated participation in the control activities of public structures involved in the educational process. In a rigid education system, control is exercised by the management of the institution almost without the participation of public structures. In the system with delegated managerial powers, it is advisable to involve the self-governing bodies of the educational institution in the implementation of certain micro-functions of control in educational subsystems. In a «soft» education system, the self-governing bodies of an educational institution can be involved in the implementation of individual micro-functions of control in the education system or in the implementation of control functions in its subsystems as a whole. In the system with network interactions, it is expedient to transfer control functions to self-governing bodies of the institution both in the education system as a whole and in its subsystems; other public structures included in the educational process may be involved in the implementation of certain micro-functions of control in the subsystems of the educational system. In the synergetic education system, it is expedient to delegate control functions in the educational system and its subsystems to the self-governing bodies of the institution; public structures involved in the educational process may be involved in the implementation of individual micro-functions of control in the education system or in the implementation in its subsystems of control functions as a whole. That is, the article substantiates that depending on the level of development of the educational institution, it is advisable to control it on the basis of differentiated participation in control measures of concerned public structures, ensuring the implementation of differentiated participatory control in the system. At the same time, further research requires into the use of optimal methods of control, the choice of which may also largely depend on the level of development of the education system.