Creation of educational complexes: pros and cons. Consolidation of schools as a tool to get rid of good teachers Consolidation of preschool and

Due to the multifunctionality, such buildings can alternately be an elementary school, a kindergarten, or a combined educational institution combining preschool groups and an elementary education building.

The transforming building will change its purpose depending on the needs of the area. Refurbishment can be done during the summer holidays. It will cost much less than building another building.

“The need for kindergartens and schools is constantly growing, so the city is looking for new ways to resolve the issue. The idea of ​​building transformer buildings arose several years ago. On behalf of the mayor of Moscow, Sergei Sobyanin, standard architectural and technical solutions were developed for a combined elementary school block with a preschool department, -

Marat Khusnullin

Deputy Prime Minister of the Russian Federation

For example, a kindergarten for 300 kids can accommodate 12 preschool groups. When transformed into an elementary school, the group rooms are transformed into 12 classrooms. The combined block will accommodate four elementary school classes and eight preschool groups.

In 2018, it is planned to commission three transformer buildings at the expense of the budget.

A combined BNK with a preschool department for 300 children will be built as part of school No. 1985 in the north-west of the capital in the Kurkino district at the address: st. Vorotynskaya, ow. 12, bldg. 3.

The same block of primary classes with the possibility of transformation will be erected at gymnasium No. 1786 in the South Butovo district in the south-west of the capital at the address: st. Admiral Lazarev, 77 (ZHSK "Alfa").

There will be four classrooms on each floor of the three-story buildings. If BNK is transformed into a kindergarten, then the classes will be adapted for 12 groups. On the ground floor, there will be a wardrobe, a dining room for 150 people, speech therapist, psychologist and medical offices.

There will also be a circle club with the possibility of transformation into a room for extended day groups and a hall for music and physical education.

The second floor will be occupied by a gym with a locker room, showers and toilets, rooms for extended day groups and an assembly hall with 243 seats.

On the third floor, a library with a reading room and a media library, a teacher's room, a methodological office, additional education, labor, technical modeling and technical toys, fine arts and nature rooms will be equipped.

When transformed into a kindergarten for 300 children, classrooms with recreation areas and toilets are transformed into 12 groups of four on each floor.

The dining room becomes a group for a short stay of children, the assembly hall - a music hall, the library premises - a circle for classes on computers and a hall for choreography.

Showers and locker rooms at the gym are used as technical premises: pantries, laundries, etc. The gym, first-aid post and administrative premises will retain their function. The transformation will be carried out with the help of dismantling and additional construction of partitions.

BNK for 300 places with the possibility of transformation into a kindergarten will be built for secondary school No. 2109 in the south-west of the capital in the Yuzhnoye Butovo district at the address: microdistrict Shcherbinka, md. 3, st. Brusilova, d. 29, bldg. 1.

The building will also have three floors. Each floor will house four classrooms that can be transformed into groups for preschoolers.

On the first floor there will be bedrooms for after-school groups, an assembly hall for 243 seats, a canteen for 150 seats, a medical office and a cloakroom for an elementary school.

The second floor will be occupied by a gym with locker rooms, toilets and showers and a room for extended day groups, the third floor will be occupied by a library with a reading room and a media library, a room for an extended day group, a speech therapist's office, a psychologist's office, a teacher's room and an administration office.

In Moscow (and possibly all over the country, I don't know for sure), the strangest experiment possible is taking place. This association of schools and kindergartens into something single is called. It seems like they call it now educational centers. It must be said that not only is the school being merged with the kindergarten, but the schools are also being molded to each other, i.e. there were two schools, and now they are called one school.

I can still understand the logic of a kindergarten that is attached to a school - they give out kids who now have only one road - only to the nearest school. And next to it, put a factory, a military registration and enlistment office and a nursing home, so that the circle of life is immediately outlined.

But I don't understand the logic of joining one school to another at all. Here there are physically two different buildings. Physically, there are two different directors. There are children who prefer to go to one school or another. There are children who like the atmosphere of one school or the other.
And then someone from above decides - no, we don’t want you to even have such a choice. Now we will call these two buildings one school, they will have one director and one atmosphere. the choice you, the inhabitants, will now be half as much. Oh no, four times less, because we will transfer the atmosphere of the school to two more kindergartens attached to schools.

For some time, I was approached with a rather simple and, probably, by the standards of global events in the country, an ordinary story. There is a teacher in Moscow. Her name is Soldatova Elena Zinovievna. Primary school teacher of the highest category, 14th category of the ETS, certificates from the administration, certificate of the ministry, awarded a medal, labor veteran, total teaching experience of 38 years, school experience of 20 years. What is important - her children have excellent academic performance.

And probably still Elena Zinovievna would have taught Moscow children if her school had not got stuck in the association. School 711 (in which she worked) was attached to school 1726. And now for a second we digress from this situation and try to imagine such an association purely humanly.

You are the principal of a school to which you have attached another. You have your team, which you have known for a long time and with whom you have worked well together. And there is a team that you inherited from the second school. If it suddenly comes to layoffs, layoffs - who will you cut first?

I think you already know what this story is about. Elena Zinovievna suddenly finds out that she no longer has a class, he was "not recruited." Yes, and the second primary school teacher from the same school receives a class, apparently only because the teacher from the school to which they were attached goes on maternity leave.
Soldatova is offered an extended day group, and a little later - a paper about the reduction.

There were a number of other unpleasant moments in this story, but I do not want to write about them, because. I think it's clear how stressful and how such decisions can be framed. An important fact is that our heroine is not timid. She always knew how to stand up for herself and even withdrew in principle from the formal trade union organization of her school. Unfortunately, she has not yet joined the independent teachers' union - she is looking for contacts, she needs help now.

The whole story with not recruited classes is possible only in a situation where the director is not working to recruit them. If the school were autonomous, of course, classes would be recruited. But the giant that turned out - why strain so hard?

What is clear to me?

1. That a teacher in Moscow is not protected at all. He may have the best performance, he may have the best reviews of teachers and parents, but he can be fired just like that and there is no one to protect the teacher today. Independent trade unions should appear in schools.

2. That the artificial "unification" and enlargement of schools and kindergartens, schools and schools deprives them of their independence, their own identity, their individuality. In such associations, bright personalities are left out, and loyal and gray ones get the green light.

3. As a result, children lose the best school directors, the best teachers, and the probability of finding a good school is sharply reduced.

Soldatova Elena Zinovievna is trying to challenge the decision to reduce. She turned to the prosecutor's office, to the labor inspectorate, she is looking for contacts of independent teachers' trade unions. Maybe someone from public figures, from the media will be able to help her - it will be great. Contacts are ready to provide. We need to help a good teacher.

Pros and cons of optimization

The topic of reorganizing preschool institutions and joining the "weak" or small to the "strong" and successful has become relevant in recent times. Why are mergers necessary in education? What does it give to "strong" and "weak" participants, and how will the effectiveness of each merger be measured? As the Chinese proverb says, "If you add sewage to a clean stream, you will not get two clean streams." It is still too early to say how true this statement is with regard to the reorganization of preschool institutions in the village of Progress, but the first pluses and minuses are already obvious.

So plus 1st. The inclusion of several kindergartens in the educational complex makes it possible to optimize the staffing of the preschool department in order to increase the salaries of the main staff, as well as to make incentive payments, taking into account the internal rating of the departments of the institution.

Minus associations are as follows: due to the reorganization, many managers lose their jobs. What, in practice, or rather, according to the information provided by the administration, today kindergarten No. 16 "Golden Fish" is a preschool educational institution united into one, which has two buildings, one head and one deputy. The administration of the kindergarten "Amurchonok" after the reduction did not remain without work, they were provided with jobs.

Plus 2nd. To date, the pupils of the kindergarten "Amurchonok" have not moved to another building, which means they have not experienced much stress.

Minus: According to the village administration, this issue may arise very soon. There are both objective and subjective reasons for this. On the one hand, there is a need to provide a building for the Center for Extracurricular Activities, on the other hand, according to the requirements of SanPiN, the groups in both Amurchonka and Zolotaya Rybka are understaffed.

Although the relocation of children, according to the administration, also has its pluses. Despite the fact that the groups in Amurchonka are equipped with furniture and play equipment, unfortunately, the building itself does not meet modern requirements, namely: the bedrooms are removed from the group rooms, which is a significant inconvenience and difficulty, the educational zones are not fully staffed, taking into account federal state requirements. So, for example, in a kindergarten there is only one room for both physical education and music. There is no physical education instructor. Thus, children attending MDOBU No. 21 were deprived of the opportunity to receive consulting assistance from a social pedagogue, speech therapist teacher, psychologist teacher, physical education instructor on issues of education, training and development. All of the above is available in the Golden Fish kindergarten, which means that the quality of preschool education will be much higher.

According to dry reports, the reorganization of preschool educational institutions by joining helps to increase the efficiency of their work, allows for the development of a network of educational institutions in accordance with the requirements of the modern economy and the social sphere, and in addition, creates conditions for optimizing organizational resources and financial costs of the state for managing educational institutions. What happens in practice, time will tell, the main thing is that the savings do not affect our children.

Natalya Rodionova

In recent years, there has been an active process of reorganization in education. According to the authorities, this contributes to budget savings, and also allows maintaining the continuity of education and upbringing of children. Most workers do not know what to expect from the merging of different educational institutions.

Reorganization: what is it?

The reorganization of education involves a reduction in the number of educational institutions due to their associations. Thus, different educational organizations can be combined: schools, kindergartens, as well as schools with kindergartens. The greatest number of questions is caused by the unification of preschool and school institutions.

This combination creates the so-called "Educational Complex". The principal is the school director. The head of the kindergarten is "reduced" or goes to the place of the deputy. In addition, there is a reduction in recurring positions: methodologist, accountant, some teachers.

One of the main goals of creating educational complexes is to increase budget funding per educational organization. Another goal is providing more effective learning through the cooperation of institutions specializing in children of different ages.

Positive aspects of the educational complex

Despite skepticism about the reorganization of teachers and the population, the merging of schools and kindergartens has a number of advantages.

• Increasing the amount of funds allocated to the institution: the more students, the more money is provided. Due to this, the quality of the educational environment can be improved: toys, literature, equipment for classrooms and groups, and so on.
• Continuity of education of preschoolers and schoolchildren. In preparatory groups and at school, you can set uniform requirements for children, as well as gradually introduce them to school life throughout the year, show small “pieces” of it in order to interest and motivate future first graders. In addition, you can create a transitional educational program for kindergarten and school, which will make it easier for children to adapt to the first year of schooling.
• First-graders do not have to go through a period of adaptation to a new team: They have the opportunity to go to school as part of their group.
• Interaction between teachers will also have a positive impact on the education process: they will be able to discuss plans, methods, forms, teaching aids in the mode of meetings, and also share their individual experience with certain pupils and students.
• Closer interaction with parents: they will be able to receive more clear and understandable information about the transition of the child from one level of education to another.
• Supplement with the necessary specialists: for example, a kindergarten could not afford a sensory room, but when connected to a school, kindergarten children can attend it.
• Consolidation of resources: for example, the school library becomes available to preschoolers, and the swimming pool that belonged to the kindergarten is made available to the elementary school, which previously did not have one.
• Schoolchildren can have an interesting experience of communicating with toddlers: to organize holidays for them, to help in something, to teach something. This will have a positive effect on the upbringing of children of all ages.
• Primary school teachers have the opportunity build relationships with your future first graders in advance, attending their classes, holding interesting games and participating in their holidays.

Educational complex: negative points

Despite a fairly large number of "pluses", the reorganization in education has a lot of negative sides. Is everything really so wonderful, as they want to present the authorities and the "top" of the education system? What are the disadvantages of this phenomenon?

• Massive staff cuts: quite a large number of people are losing their jobs, which are currently hard to find. An educational organization may also lose valuable personnel, the importance of which can hardly be overestimated.
• School management is not sufficiently versed in preschool and the importance of the game rather than teaching preschoolers. On this basis, conflicts may arise between the management and the kindergarten department, since the employees of the latter understand the importance and necessity of gaming activities, and they will have to defend their point of view. If they fail to do this, then the children already in the kindergarten risk losing all interest in learning.
• When the garden and school are in different buildings, with succession and preparation for school, not everything is so smooth: school and kindergarten teachers can not meet as often as the situation requires, preschool children can rarely actually attend school for preparatory adaptation, it is also not easy to organize the interaction of teachers.
• The head of such a large-scale complex can miss important points, as it may not always be in contact with all subordinates.
• Often funding is distributed unfairly: the school gets more money, including for salaries, even despite the quantitative superiority of preschool workers.
• Due to too early immersion in school life, future first graders may lose interest and motivation in learning.
• If there are special correctional groups and classes in the educational complex, then they will most likely get rid of them soon: their number is smaller, and the costs for them are higher than in general education groups and classes.

Combining kindergartens and schools is a rather “young” practice in our state. On the one hand, it can lead to an increase in the quality of education and close interaction between structures, or it can lead to the destruction of existing opportunities provided by educational organizations, as well as the reduction of workers and the infringement of the rights of those who are a little weaker.