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Student self-government is one of the most effective areas of youth social development. Modern education, the system of educational institutions, a single educational institution cannot develop in an isolated environment, be cut off from society, its tasks, its state at a certain historical stage. Attention to the problem of the social formation of student youth, the growth of their leadership and creative potential, the possibility of independent choice of one or another form of socially significant activity make it possible to determine the significance of students' social activity in modern society. The history of the development of student self-government in Russia is closely connected with the development of higher education and has its own specifics. Self-government is not only a necessary condition for establishing and maintaining order, but also a means of educating active, skillful organizers, instilling in each member of the team responsibility for the common cause, self-discipline.

student self-government as a form of activity

1. Bokov D.A. The history of the development of student self-government in domestic higher education // Russian scientific journal. - 2008. - No. 5.

2. Additional education children. Textbook for students of higher educational institutions / Ed. O.E. Lebedeva. - M., 2003.

3. Korotov V. M. General methodology educational process. - M., 1983; Korotov V.M. Self-management of schoolchildren. - M., 1983.

4. Krupskaya N. K. Children's self-government at school // Ped. cit.: in 10 vols. - M., 1959. - T. 8. - P. 31.

5. Makarenko A.S. Sobr. cit.: in 5 vols. - M .: Publishing house: “True. Spark", 1971. - V.1.5.

6. Organization and development of student self-government in a general educational institution: a teaching aid under the general editorship. A.S. Prutchenkova. - M., 2003.

7. Pedagogical encyclopedia: in 4 volumes. - M .: Soviet encyclopedia, 1965. - T. 2.4.

8. Soviet encyclopedic dictionary. - M.: Soviet Encyclopedia, 1985.

9. Sukhomlinsky V.A. Selected pedagogical works: in 3 volumes - M .: Pedagogy, 1979.

10. Shatsky S.T. Selected pedagogical works: in 2 vols. - M .: Publishing House "Pedagogy", 1980. - T. 2. - P. 147.

11. http://www.pedagogikam.ru/teachers-611-6.html

12. http://ru.wikipedia.org.

Student self-government is one of the most effective areas of youth social development. Modern education, the system of educational institutions, a single educational institution cannot develop in an isolated environment, be cut off from society, its tasks, its state at a certain historical stage. Attention to the problem of the social formation of student youth, the growth of their leadership and creative potential, the possibility of independent choice of one or another form of socially significant activity make it possible to determine the significance of students' social activity in modern society.

The development of leadership qualities of students cannot take place outside the team. The development of the creative individuality of children, adolescents and youth is interconnected with the level of their independence and creative activity within the team. Man lives and develops in a system of relations with nature and the people around him, in cooperation with them.

One of the most important forms of cooperation is the self-government of an educational institution.

The ideas of turning to self-government in order to solve problems important for the life of the community are attributed to Comenius and Diesterweg, Dewey, Neill and Frenet in the West; to Ushinsky, Wentzel and Kapterev in Russia, as well as to progressive teachers of the post-October period: N.K. Krupskaya, S.T. Shatsky, A.S. Makarenko, V.N. Soroka-Rosinsky and V.A. Sukhomlinsky.

The history of the development of student self-government in Russia is closely connected with the development of higher education and has its own specifics. Various "prototypes" of student self-government began to appear in 1755, when Moscow University was opened by decree of Elizabeth. A little later, student self-government was developed at St. Petersburg, Derpt and Kazan universities. But the lack of demand for university education in society doomed universities to a difficult existence. If abroad the development of student self-government was determined by social factors (universities were private, self-financed associations; salaries for lecturers were paid from students' funds; society needed personnel trained at universities, and therefore considered autonomy and democratic principles of university organization).

In Russia, studying at a higher educational institution was equated with public service, and this did not contribute to the development of student self-government.

At the beginning of the XIX century. position and status of higher education in Russian Empire have changed significantly. In 1804 the government gave autonomy to the universities. From the 20s. nineteenth century the authorities, fearing the spread of revolutionary ideas among young people, began to limit autonomy and interfere in the life of students. After the suppression of the Decembrist uprising and the accession of Nicholas I, strict control over the minds of students and teachers was added to disciplinary measures. According to the new charter of 1835, university autonomy was abolished. The development of student self-government in general, the legal status of university youth corresponded to the legal state of society in autocratic Russia, where there was no freedom of speech, assembly, unions, press, etc. The charter considered students as “individual visitors to the university” and did not allow any collective actions, including and creation of mutual aid funds, libraries, reading rooms. Community associations were forbidden - traditional associations of students, people from the same locality or graduates of the same educational institution. The administration interfered in the private lives of students. The authorities tried not to leave any opportunity for the development of student self-government. But the rapid development of capitalism in Russia forced the autocracy to go for some democratization of higher education. The charter, approved by Alexander II in June 1863, restored the autonomy of universities, defined the rules for the behavior of students in and outside the educational institution, abolished uniforms, but at the same time, students did not receive corporate rights and were subject to a court elected from among university professors. Collective actions of students were prohibited. The creation of any student organizations was a protest against the existing system, which led to an active political struggle.

At the end of the XIX century. the indignation of the university youth spilled into the streets. Student demonstrations, all-Russian student strikes acquired a political character. In 1905, revolutionary-minded students opened classrooms for rallies, fought in combat squads with troops and police in Moscow, Kharkov, Odessa and other cities. In February 1917, students took an active part in the overthrow of the autocracy. Beginning with the first student uprisings in 1861, the authorities treated the universities as a source of "unrest." The government tried to prevent young people from speaking out not only with bans and repressions. In 1901 and 1905 it made some concessions: "temporary" rules and "temporary" autonomy were introduced in the universities; students were allowed to organize meetings, create organizations, etc. The continuation of the policy in this direction opened up the possibility for the legitimate development of student self-government. Forms of student self-government underwent significant modifications: societies, corporations, conventions, later the institute of elders, student police, student court of honor, student "gatherings" appeared.

In Russia, self-government attracted teachers as a form of development of democratic societies and relations. At the beginning of the XX century. The theoretical and practical foundations of self-government were developed by S. T. Shatsky, A. U. Zelenko, N. N. Iordansky, V. P. Kashchenko, D. I. Petrov, G. I. Rossolimo, I. G. Rozanov and others .

The most important stages in the development of student self-government in Russian higher education fall on the post-revolutionary years and the last two decades.

After the October Revolution of 1917, N.K. Krupskaya, A.S. Makarenko and others.

An outstanding teacher-experimenter S.T. Shatsky was one of the first in Russia to develop such issues as self-government of schoolchildren, leadership in the children's community and the functioning of the school as a complex of institutions that implement continuity and integrity in education.

After meeting A.U. Zelenko (an outstanding teacher, one of the first architects who brought up the problem of creating special architecture for children) decided to found the "Settlement" - a kind of settlement of cultured people who settled among the poor to organize educational work.

They started at their own expense and, taking with them several children from the orphanage for the poor, went to Klyazma for the summer, where they settled with them in the dacha of their friends. The system of education was based on labor, and the principle of children's self-government became the main organizational law. In the fall, they continued by organizing the Settlement society within the walls of a real school, in which children of the lower classes studied, and the following year an apartment was rented for classes in Vadkovsky Lane. Of course, there was not enough space, but by that time Zelenko and Shatsky were no longer alone, there were teachers, trustees, sympathizers, and they managed to raise funds to build their own house.

In the autumn of 1907, the Settlement moved into its own building. The "Settlement" combined the functions of a kindergarten for the children of workers, an elementary school and a trade school. The system of education was based on labor, and the principle of children's self-government became the main organizational law. The students of the "Settlement" were organized into groups of 12 (boys and girls separately); each group independently planned the curriculum and developed its own rules of conduct, and in total up to two hundred children studied in the building. Practical work with children was based on a pedagogical concept developed by members of the society. At the heart of the educational system of the "Settlement", all the structural elements of which were subordinated to the goal - to create the most favorable conditions for the self-expression of the personality and its self-realization, was the idea of ​​\u200b\u200bthe "children's kingdom", where each pupil received the opportunity for the comprehensive development of forces.

In training, the emphasis was on the assimilation of knowledge that is practically significant for the life of children. Relations between teachers and children were understood as relations between older and younger comrades. Great importance was attached to instilling in children a sense of camaraderie, solidarity, and collectivism. Boys and girls united according to interests and the principle of partnership. Children went to various clubs: carpentry, shoemaking, singing, astronomical, theatrical, biological, etc. Each club had its own name and rules developed by children for regulating relationships, which were strictly followed by adults, club leaders. Decisions made at meetings of clubs, as well as at a general meeting, were considered binding. The society conducted cultural and educational work among the adult population. In 1908, the Settlement school ceased to exist.

Of interest is the experience of the Soviet school, which is based on the development of problems of self-government by N.K. Krupskaya. She considers self-government as an integral part of the labor polytechnic school. The task of self-government in the Soviet school is to educate a social collectivist, an active participant in the entire life of the school, preparing to become a citizen of the Soviet state, an active participant in communist construction. Self-management helps to teach children to collectively build a new life. Children's self-government is one of the means of the system of educational work

In a number of speeches, Krupskaya expresses the idea of ​​the need for special training of children to perform organizational functions, so that schoolchildren, actively participating in managing the affairs of their team, develop organizational skills, acquire organizational skills and abilities. She outlines the following stages of organizational work: the first stage is the discussion of the goal, setting the main tasks in the work of the team, taking into account the real needs of his life; the second stage is the distribution of responsibilities among its participants, taking into account the abilities and capabilities of each; the third stage - accounting and control of the work performed; the fourth stage - summarizing.

The most important are Krupskaya's instructions on the correct relationship between the Komsomol and Pioneer organizations and children's self-government bodies, on the role of the Pioneers and the Komsomol in self-government. She constantly supported the need for the leading role of the Komsomol and the pioneer organization in the work of self-government and pedagogical guidance in the development of amateur schoolchildren.

N. K. Krupskaya explained that children's self-government in the school community is a “management body”, and a pioneer organization is “a political organization of adolescents”, acting on the basis of its charter, which cannot be opposed, and also identified.

The foundations of children's self-government, developed by N. K. Krupskaya, became the starting point for their further development in the theoretical and practical activities of the outstanding Soviet teacher A. S. Makarenko.

The basis of Makarenko's pedagogical theory is his doctrine of the collective. Makarenko introduced the term "collective" into professional and pedagogical vocabulary, understanding by it a certain organization of children.

"The collective must be the first goal of our education, it must have quite definite qualities." Makarenko defined these qualities of the team as follows: the team unites people in the name of a common goal, in common work and in the organization of this work. At the same time, private and general goals do not oppose each other. Each action of an individual student, each of his success or failure should be regarded as failures against the background of a common cause, as a success in a common cause.

Through the collective, each of its members enters society, hence the idea of ​​discipline, the concept of duty and honor, the harmony of personal and common interests.

The collective is not a crowd, but a social organism, a “purposeful complex of individuals”, it has self-governing bodies authorized to represent the interests of the collective and society. Thanks to the experience of collective life, schoolchildren develop managerial skills, everyone learns to manage and obey the majority, a comrade learns to obey a comrade and be his leader at the same time, develop responsibility and consistency in actions. The team contributes to the education of energetic and active members of society who are able to find the right moral criteria for their personal actions and require others to behave in accordance with such criteria - this was Makarenko's conviction and it was carried out in the children's institutions he led. The job of the teacher is tactful and wise leadership of the growth of the team.

A single team should be a school in which all educational processes are organized, and an individual member of the team should feel his dependence on him, be devoted to the interests of the team and cherish them.

The team goes through 3 stages in its development.

1. There is no team yet, and the teacher at this time plays the role of a dictator, making demands on the pupils.
2. There is an active group of the most active pupils who want to take part in various types of work that support the undertakings of the teacher and his requirements for pupils
3. Self-government bodies are formed, the team becomes able to independently solve a wide variety of educational, economic, cultural and other issues, the requirements go to an individual pupil from the whole team.

Depending on what stage of development the team is at, the features of its pedagogical leadership, the position of the teacher and the relationship with the pupils are determined.

Organizational structure of the team. Primary teams (for Makarenko - detachments) of an educational institution - the first link in the organization of pupils, can be created according to the principle of same-age, uneven-age, production, etc. At the very beginning of work, when there is still no strong team of the institution, the younger ones can unite separately into (teams), when the team has developed, it is better to create primary detachments of different ages.

With a union of different ages, there is a constant transfer of experience by the elders, the younger ones learn the habits of behavior, they learn to respect the elders and their authority. The elders have care for the younger ones and responsibility for them, generosity and exactingness, the qualities of the future family man develop.

“I decided that such a team, most reminiscent of a family, would be the most educationally beneficial. It creates care for the younger, respect for the elders, the most tender nuances of comradely relations.

In boarding schools, special attention should be paid to the clear organization of life. So, the bedroom cannot be just a hostel, it is an additional form of labor, economic education, it is a place where educational and industrial relations continue, and if you lose sight of the life of children, the bedroom will become a place of gravity organization, sometimes even with an anti-social bias.

The detachment is headed by a commander, who can be appointed as an educator (until there is a strong team) or elected at a general meeting (in well-organized teams). The commander is a pupil devoted to the interests of the institution, necessarily a good student, a striker in production, tactful, energetic, honest, attentive to the younger ones; he performs a very responsible task. The commander has an assistant, a sports organizer is allocated in the detachment, etc. The duties of leading the detachment include: monitoring the sanitary condition of the detachment, fulfilling their duties on duty, fulfilling the daily routine, organizing assistance in academic work; the commander and his assistants involve pupils in various circles, help in publishing a wall newspaper, and introduce them to reading books; they regulate relationships, seek to resolve conflicts without quarrels and fights, and much more.

All this diverse and diverse activity of the pupils was well-coordinated and clearly organized thanks to self-government. Self-government is not only a necessary condition for establishing and maintaining order, but also a means of educating active, skillful organizers, instilling in each member of the team responsibility for the common cause, self-discipline.

Self-management is an effective educational tool. In the presence of school public opinion, general school discipline, supported by school self-government bodies, the educational work of teachers is greatly facilitated. And the management of self-government bodies is the main concern of the head of the institution, for this "you need to discard the old pedagogical frown, excessive "adult seriousness"". The main body of self-government is the general meeting, the authority of which must be maintained by the administration and which should be carefully prepared: to talk with members of the collective bodies, individual pupils, and activists. At general meetings, one should not “burrow into the little things of today”, but should discuss the development of the team and the prospects for the institution, the improvement of educational work, study and production.

The head of the educational institution must remember:

• it is impossible to replace self-government bodies and resolve issues that are subject to the jurisdiction of these bodies;
• do not cancel erroneous decisions, but turn to the general meeting for their consideration;
• not to load self-government bodies with various trifles that can be solved in the current order;
• make sure that work in these bodies does not take much time and that pupils do not turn into "officials";
• to clearly establish a record of the work of self-government bodies, this can be done, for example, by the secretary of the team.

In addition to permanent self-government bodies, in institutions led by A.S. Makarenko, teams were created, headed by commanders appointed to carry out a single task (combined detachments). It was not only convenient, but also educationally useful. Makarenko argues that a comrade must be able to obey a comrade and be able to order a comrade, demand responsibility from him; it is a complex principle of dependence and subordination in a team. The boy, the commander on duty, today leads the team, and tomorrow he is already subordinate to the new leader. There should be as many representatives of the collective as possible, therefore, various commissions, one-time affairs of the collective should be entrusted to different members of the detachments; this creates a complex relationship of interdependence and mutual responsibility of each. The commander manages his power, even if it is for one day, with confidence, without reinsurance, and all the rest accept this power as quite natural, necessary and authoritative.

The work of self-government bodies will be successful “if an asset accumulates all the time in the team”, which means all pupils who are well related to the institution and its tasks, taking part in the work of self-government bodies, in the work of production management, in club and cultural work. The asset has a positive attitude towards the head of the institution, supports him. The asset is divided into operating and reserve.

The active asset is those pupils who clearly lead the team, “responding with feeling, with passion and conviction” to every question. The reserve always comes to his aid, supports the commanders, the active asset is replenished from the reserve.

It is necessary to strive to ensure that the majority of the members of the team constitute an asset; it is especially important to involve the most active children in the work as soon as possible, in the initial period of the organization of the children's team.

It is necessary to constantly work with members of the active: to gather them to discuss upcoming cases, to consult, talk about what difficulties there are in work, etc. The asset is the support of the educator, thanks to him, the requirements of the teacher are indirectly transferred to the members of the team, becoming the requirements of the children themselves. Members of the asset can hold certain posts and positions in the team, there can be no material privileges and indulgences, it is necessary to make increased demands on the asset.

The head of the team must follow the rule: commanders of detachments, seniors, members of the asset and self-government bodies best of all follow the rules of life of the institution and bear increased responsibility for violations of the rules.

Success in the work of creating a team depends on the clarity and clarity in the ideas about the future of each pupil and institution. Tomorrow's joy is the stimulus of life for any person, tomorrow must be planned and presented better than today. Therefore, one of the most important objects of the work of educators is to determine, together with the collective, the general prospects for life, in the absence of which there can be no movement forward, even the established collective rots.

Thus, in the 30-50s. 20th century Soviet pedagogy developed an approach to self-government as a means of manipulating the behavior of students; the formal-bureaucratic style of its organization prevailed. A mandatory form for all schools was a student team, working under the guidance of the director. Self-government was practically reduced to meetings and sessions. In the foreground, punitive functions were concentrated (the study and re-education of guilty students by activists).

In the post-war and up to the 80s. F. F. Bryukhovetsky, I. P. Ivanov, V. A. Karakovsky, O. S. Gazman, T. E. Konnikova, V. A. Sukhomlinsky and others worked on the problems of the children’s team and new ways of using self-government. A. Sukhomlinsky, like all Soviet teachers, considered the team as a powerful means of education. For V.A. Sukhomlinsky did not have a dilemma: the individual or the collective. "These are two facets, two sides of a single human existence. No, and there can be no upbringing of the individual outside the collective, just as there cannot be an" abstract "collective without personalities." Sukhomlinsky believed that a team is always an ideological association that has a certain organizational structure, a clear system of interdependencies, cooperation, mutual assistance, exactingness, discipline and responsibility of everyone for everyone and everyone for everyone.

Modern pedagogical literature gives us the following interpretation of the term "student self-government" - this is a form of management that involves the active participation of students in the preparation, adoption and implementation of managerial decisions related to the life of a higher educational institution or its individual divisions, the protection of the rights and interests of students, the inclusion of students in different kinds socially significant activity.

N.I. Prikhodko understands self-government as a purposeful, specific, systematic, organized and predictable activity of students, in the process of which management functions are implemented aimed at solving the problems facing the educational institution. V.M. Korotov considers self-government as a method of organizing an educational team, and the Belarusian researcher V.T. Kabush concludes that self-government of students is independence in showing initiative, making a decision and its self-realization in the interests of their team or organization.

In general, A.S. Prutchenkov defined the essence of this phenomenon on present stage as a technology of educational work aimed at developing the child's subjectivity (in other words, the ability for introspection, self-planning, self-organization of one's life).

Student self-government of the 21st century implies the involvement of young people in various types of social practice based on a conscious choice of means and ways to satisfy personal and social interests.

Reviewers:

• Koroleva G.M., Doctor of Pedagogical Sciences, Associate Professor, Director of the Center for Youth Policy of the State Educational Institution of Higher Professional Education "Moscow City University of Management of the Government of Moscow", Moscow.
• Gladilina IP, Ph.D., Deputy Director of the Center for Youth Policy of the State Educational Institution of Higher Professional Education Moscow City University of the Government of Russia, Moscow.

Bibliographic link

Shafeeva N.D., Gladilina I.P. METHODOLOGICAL BASIS FOR ORGANIZING STUDENT GOVERNMENT ACTIVITIES // Modern problems of science and education. - 2011. - No. 6.;
URL: http://science-education.ru/ru/article/view?id=5318 (date of access: 01.02.2020). We bring to your attention the journals published by the publishing house "Academy of Natural History"

• Petrova Tatyana Ivanovna, Candidate of Sciences, Associate Professor, Associate Professor
• Hamidullina Anna Khalilovna, student
• Krasnoyarsk State Pedagogical University named after V.P. Astafiev

• COMPETENCES
• STUDENT GOVERNMENT

The article examines the development of student self-government abroad and in Russia and analyzes the works in which student self-government is considered from different positions as a tool for the formation

• Parent-Children's Club as a factor in the development and upbringing of young children
• Student self-government as a means of forming students' general cultural competencies
• Comparison of programming languages ​​on the example of array sorting
• Features of the formation of communicative skills of university students

The role of student self-government in the formation of socially significant personality traits is in the center of attention of the pedagogical community. In the context of changing the paradigm of education from knowledge to competence-oriented, there is a need to rethink the possibilities of student self-government in the preparation of future specialists.

Considering student self-government, it is necessary to study its history of formation, as well as its place and role in the modern educational process.

Questions of self-government are considered in the works and statements of ancient philosophers, starting with Plato, early Christians, then in the works of the utopian socialists T. More, T. Campanella, C. Fourier.

The concept of "self-government" was initially considered in its meaning in unity with the definition of "local level" and was defined as "local self-government". The formation of the institution of local self-government is associated with the transition from feudalism to bourgeois society.

The need for student self-government arose on the basis of the need for students to master the basics of self-organization, the study of laws, the rights and obligations of citizens. The idea of ​​student self-government as a means of civic education is revealed in the works of D. Dewey and G. Kershensteiner.

The 20th century has become a century of progress and development of education and science. Along with the development of universities, the student movement grew and developed. The activities of student organizations have intensified on all inhabited continents. In the first half of the twentieth century, student performances took place independently of each other in different countries (1919 - Beijing; 1921 - Great Britain; 1928 - Indonesia; 1930s - USA; 1956 - Budapest). 1968 was a turning point in the history of the world student movement. The student revolution in France had a huge impact on the social and political situation in the country and in the world. First, the students achieved their demands. Secondly, the events in France had a huge impact on student movements in many countries of the world.

In modern Europe, the interests and preferences of students are represented by student councils, which receive regular funding for projects from the administration of the university or the state.

Also in Europe for a long time there is an organization "National Unions of Students of Europe" (ESIB). It brings together 50 national student unions from 37 countries and represents 10 million students. This organization takes an active part in all activities related to the development of the Bologna process.

In the Russian Empire, student organizations were born almost immediately with the founding of universities. The first forms of student association in Russia were literary and scientific circles. With the adoption of the University Charter in 1804, higher educational institutions received some freedom and autonomy, and students had the legal opportunity to create all kinds of "student corporations" and "learned societies." However, 20 years later, the government took a course towards curtailing university freedoms. Life at the university began to take on a “barracks” character, with strict routines, including when to get up, drink tea, have lunch, what time to go to bed, what haircut to have and what dress to wear on what occasions.

But despite the ban on "student organizations" in Russian universities, during the second half of the 19th century, there was an increase in the student movement - illegal gatherings and meetings were held, underground student societies were created, from harmless scientific to radical revolutionary ones.

After the first All-Russian Congress of Student Organizations of Educational Institutions was held in St. Petersburg in 1890, the Tsarist government, unable to cope with the growing power of the student movement, was forced to make some concessions. The Provisional Rules for the Organization of Student Institutions in Higher educational institutions. At the request of students, the authorities of universities were allowed to open student circles “for the study of sciences, arts, and physical exercises. An attempt in 1911 by the government to temporarily ban gatherings and meetings caused a massive protest of the students, who were not going to part with their freedoms.

With the coming to power of the Bolsheviks, the existence of an independent and organized student body began to be considered harmful. Therefore, the Bolsheviks actively took up youth policy in order to find forces capable of synthesizing and multiplying the ideas of Marxism, as well as combating the “bourgeois” worldview. In 1918, Narkompros was created - the People's Commissariat of Public Education, with the help of which higher education was subordinated to the state. Initially, the People's Commissariat for Education made concessions to students in matters of social security, but later the students lost these rights as well. Created in 1918, the Russian Communist Youth Union (RKSM) became an instrument for organizing student youth in carrying out the strategic plans and specific tasks of the Bolshevik government.

In the 1930s, higher education committees of the All-Union Leninist Young Communist League - "university committees" - were created in universities. Since the revived principle of electivity was valid only for students who joined the Komsomol, it is still too early to talk about the full restoration of student self-government.

Also from the 1930s, the first student unions began to form. But they took over their function of resolving issues related to the educational process and organizing extracurricular activities only towards the end of the Soviet era.

On March 21, 1987, the term "student government" was used for the first time in an official document. The newspaper "Pravda" published "The main directions of the restructuring of higher and secondary specialized education in the country." This document consolidated the real foundations of student self-government. It also determined the forms of student self-organization.

After the stabilization of the internal political and economic life in the country in the early 2000s, a favorable environment developed for the development of student self-government.

Currently, the activities of student self-government bodies are regulated by the Federal Law of December 29, 2012 No. 273-FZ “On Education in Russian Federation". The law establishes that student self-government bodies are mandatory for every educational organization. Paragraph 6 of Article 26 of the Federal Law “On Education in the Russian Federation” dated December 29, 2012 No. 273-FZ reads: “In order to take into account the opinion of students<…>and when an educational organization adopts local regulations affecting their rights and legitimate interests, at the initiative of students<…>student councils are created (in a professional educational organization and an educational organization of higher education - student councils).

Today, student councils (student councils) have been established in 80% of professional educational organizations in the Russian Federation.

In modern pedagogy, a number of dissertations are devoted to the study of the phenomenon of student self-government: N.A. Pomelova, I.I. Timermanis, G.Yu. Balandina, V.V. Ovchinnikova consider student self-government as a social institution and a resource for social development; from the position of organizing educational work and extracurricular activities in an educational institution, student self-government is studied by V.M. Pevzner, T.N. Volotkevich, S.G. Hare, A.N. Chizh; from the point of view of the formation of the humanistic orientation of the personality - L.D. Varlamova, G.B. Zhanburshin; as a means of forming leadership qualities and social activity of students - L.P. Shigapova, S.I. Karpenko; from the standpoint of the professional development of the personality of a specialist - O.A. Kolmogorova, G.V. Garbuzova, A.I. Davydkova, I.S. Klimenko.

O.A. Chirkov presents the idea of ​​student self-government at a university as an attempt to combine the interests of the individual in development and self-realization with the interests of the state in the formation of a conscious civil society and training of professional personnel. The activity of the student association is interpreted by him as a purposeful, systematic and regulated process of functioning and interaction of the structural units of student self-government to achieve certain collective goals.

A.V. Ponomarev defines student self-government as the process of forming key personal qualities future competitive specialist. And highlights the main structural elements of the system of student self-government at the university:

1. Subjects of relations within the framework of student self-government.
2. The goals and content of the interaction of subjects.
3. Organizational forms, methods and means of this interaction.

M.V. Artyukhov and T.N. Mironov designate two most important functions of student self-government:

• ensuring the effective work of all teams of the educational institution, taking into account the interests of students;
• the acquisition of managerial skills by students, which will prepare them for future productive participation in the management of their own and social production activities.

N.G. Bazhenova highlights the fundamental theoretical provisions of the axiologically oriented construct of student self-government:

• the target of student self-government is the activation and enrichment of the internal axiological potential of the student and the conjugation of the potential with the general cultural competencies of the graduate;
• approval of the priority of universal human values, which are fundamental both for universal culture and for the professional culture of the future specialist;
• designing a system of student self-government at a university (the content and basis of activity) based on the patterns of development of open, non-equilibrium systems capable of self-building and self-organization.

A. Yu. Khovrin considers student self-government in the context of social partnership. In his work, the main principles of partnership interaction between student self-government bodies and university administrations and other social facilities are highlighted:

• the principle of increasing the subjectivity of youth in the processes of managing partner activities;
• the principle of correlation of the scale and complexity of the tasks of social management with the degree of managerial competence of the staff of student self-government bodies;
• the principle of a positive social orientation of partnership activities carried out with the participation of student self-government bodies, expressed in maintaining a balance of interests of the individual, society, and the state;
• the principle of justified assignment to student self-government bodies of certain functions, managerial powers, with the exclusion of their duplication by administrative structures;
• the principle of information transparency of partners' activities;
• the principle of optimizing control over the implementation of the activities of partners in the course of joint activities;
• the principle of acceptance by the parties of responsibility for the course and results of joint activities;
• the principle of developing support for the activities of student self-government bodies from the administrations of universities, youth affairs bodies and other partners.

An analysis of the practice of student self-government bodies shows that their activities in educational institutions cover a wide range of activities:

• Organization of education of students;
• Creation of systems of social and pedagogical support for students and graduate students;
• Providing material and other assistance to those in need;
• Carrying out mass sports work with youth;
• Assistance in improving the quality of education;
• Organization of mass cultural and leisure activities of students;
• Formation of a positive image of the university in the external information environment;
• Organization of youth scientific conferences, forums and seminars.

According to the results sociological research A.V. Ponomarev, it was revealed that the activity of student self-government bodies creates an environment at the university for the most complete development of students' leadership qualities, and helps to increase their competitiveness; students participating in the activities of student self-government bodies have more developed qualities that are necessary for a competitive specialist than students who take a passive position.

Today, the activation of student self-government and the support of social initiatives are a necessary condition for self-determination and the fullest realization of the potential of students. The desire of students to take full part in the economic, political and cultural life of our country contributes to the emergence of new ideas and initiatives.

In this situation, it is important to take into account all the means by which the formation of competencies is possible. This process occurs both in educational activities and in extracurricular activities. One of the forms of active involvement of students in extracurricular activities is participation in student self-government.

Based on the analysis of the possible potential of student self-government, we came to the conclusion that it can be used as a means of forming general cultural competencies of bachelor teachers and educational psychologists.

Bibliography

1. Artyukhov M.V., Mironova T.N., Theoretical and meaningful approaches to student self-government, Bulletin of the KemSU, No. 2 (46), 2011, 58-63 P.
2. Babaeva E. V., “From the history of the development of student self-government in Russia”, the journal “Service in Russia and Abroad”, No. 2 (17), 2010, pp. 4-9.
3. Bazhenova N.G., Theoretical foundations for the construction of student self-government, Humanitarian studies in Eastern Siberia and on Far East, No. 3, 2011, pp. 94-97.
4. Bogdanov V.V., Yemtsov G.N., ABC of student government, Krasnoyarsk: Trend publishing house, 2011, 193 p. (6-16 pages)
5. Korotkikh L.I., “Student self-government: origins and prospects”, SPO magazine, No. 11, 2009, 39-42 C
6. Ponomarev A.V. Educational potential of student self-government, Knowledge. Understanding. Skill. No. 1, 2008, pp. 106-110.
7. Syutkina L.V.: Student self-government in the context of the Bologna process. URL http://www.viperson.ru/wind.php?ID=425677 (Accessed 05/08/2017)
8. Federal Law "On Education in the Russian Federation" dated December 29, 2012 N 273-FZ (last edition). URL http://www.consultant.ru/document/cons_doc_LAW_140174/ (Accessed 05/09/2017)
9. Khovrin A.Yu., Student self-government in the context of social partnership, Higher education in Russia, No. 6, 2010, pp. 128-132.
10. Chirkov O.A. Student organizations: theory and practice of management. M., 2000

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Non-state educational institution of higher professional education of the Central Union of the Russian Federation

Siberian University of Consumer Cooperation

Department of Social Management

Course work

discipline: "Theories of training and education"

on the topic: "Development of student self-government"

1st year students

Shutova Ya.I.

Head: Candidate of Pedagogical Sciences, Associate Professor

Degtyareva Natalya Viktorovna

Novosibirsk 2013

Introduction

1.1 The role of self-government in the formation of the individual and the team

Conclusion

Bibliographic list

Applications

Introduction

Relevance of the topic

At the present stage of education, student self-government and its relevance of research is determined by the fact that, firstly, in modern society there is an objective need for the constant reproduction of highly qualified specialists who have passed the school of self-government at the university; secondly, the importance of the social functions of universities is increasing, aimed at the successful adaptation of their graduates in society and their integration into society; thirdly, young people are objectively the bearers of the innovative potential for the development of society, which is fully revealed through their active participation in the life of the university. Today, student youth has a high level of professional and personal culture, shows an active interest in practical participation in the process of transforming Russia. The students have the desire and the necessary knowledge to act as a real partner of the legislative and executive authorities in solving problems of an economic, political, social and cultural nature. The importance of developing the problem of student self-government is also determined by the increasing importance of educational work with students in higher educational institutions, the effectiveness of which is one of the most important indicators of the effectiveness of the university. In the modern scientific formulation of the problem of student self-government, there are three main functional meanings, namely:

1. Student self-government as a condition for the implementation of the creative activity of students in educational, cognitive, scientific, professional and cultural relations.

2. Student self-government as a real form of student democracy with corresponding rights, opportunities and responsibilities.

3. Student self-government as a means of social and legal self-defense.

Purpose of the study

Research tasks

In accordance with the purpose of the study, the following research tasks were set:

2. Analyze the existing system of student self-government

3.Develop an innovative model of student government

Object of study

Formation and activity of student self-government.

Subject of study

Features of the content, forms and methods of student self-government.

Research methods

Theoretical analysis, study of literature.

1. Self-government of students as a pedagogical task

1.1 The role of self-government in the development of the individual and the team

Student period is a time of personal and professional

human growth. During their student years, young people are most active

they become attached to the values ​​of culture, acquire the skills of social activity, intensively expand the circle of contacts. This is facilitated by the special way of life of a professional school, where an essential feature is the encouragement of creativity, initiative and amateur performance in the search for optimal forms and methods of self-acquisition of knowledge. Having formed as a socially active person, a graduate after graduating from a professional educational institution must be competitive in the labor market. Having acquired professional skills, a young specialist should be ready not only to work in a narrowly professional sense, but also to successfully engage in various activities, have a worldview potential, and be ready for professional, intellectual and social creativity. Socialization is impossible without the inclusion of the individual in various social creative activities, such as student self-government.

Student self-government in the psychological and pedagogical literature is considered by researchers as a specific type of activity (L.I. Novikova), a method of team formation (V.M. Korotov), ​​as a principle of the activities of public organizations and as a means of educating public men (N.M. Izosimov), as a way of organizing the life of student groups (M.I. Rozhkov). In the educational policy of the state, student self-government is defined "as an initiative, independent activity of students in solving vital issues in the organization of education, life, and leisure." Student self-government as a social phenomenon was covered in the works of N.P. Bugaenko, O. Vishtaka, A.I. Davydova, I.F. Ezhukova, A.A. Isaeva, O.A. Kolmogorova, I.N. Kreshchenko, V.M. Pevzner, S.S. Petrova, I.A. Pravdina and others. The study of these works allowed us to draw the following conclusions:

along with the fact that student self-government is a component of the educational system of the university, it is a special form of initiative, independent, socially useful activity of students to address various issues of student youth: organizing education, life, leisure, developing their social activity and supporting socially acceptable initiatives;

student self-government acts as a form of independent social activity of students in the implementation of the functions of managing the life of the student team;

valuable is the idea that the main priority of self-government is organizational activity in the student environment, protection of the interests and rights of students, formation of a competitive specialist;

as an integral system, student self-government reflects various organizational forms that ensure participation in the management of student groups;

student self-government is a good school for developing the skills of making and implementing decisions related to the organization and implementation of students' life;

student self-government contributes to the inclusion of students in the management of the university, in particular, in the discussion and resolution of issues related to the activities of the university, planning, organization, motivation and control of the educational process, research and outside of academic work.

In essence, student self-government covers all spheres of life of a modern university without exception. For students, according to some authors, there are no and cannot be "closed" zones in the functioning of the university, otherwise it is pointless to talk about self-government. In other words, student self-government is a form and way of life of students and student groups, a combination of independence, initiative, and activity of students in ensuring the activities of the university.

With all this, the question of what are the possibilities of student self-government (its individual bodies, student organizations and individual initiative groups of students) in expanding and strengthening the pedagogical influence on student youth is of paramount importance. This aspect of the problem was reflected in the works of T.I. Volchok, G.V. Garbuzova, I.F. Ezhukova, I.N. Kreshchenko, V.M. Pevzner, E.O. Stolyarova, A.A. Usova.

For example, A.A. Usov shows the potential of a student organization in instilling a sense of social responsibility among students, which involves students' awareness of their own motives for activity and an adequate assessment of their abilities, understanding of social expectations and requirements of society, as well as a clear correlation of their own goals and common tasks socially oriented activity.

Considering student self-government in the process of professional development of the personality of the future teacher, I.N. Kreshchenko sees the role of student organizations in developing the skills and abilities of future teachers to organize the activities of schoolchildren to create and support school student self-government. In her opinion, student self-government contributes to the construction of the educational and professional activities of the future teacher in order to "form the qualities that characterize his readiness for self-governing activity" .

T.I. Volchok considers the role of student self-government not only as a tool for training a modern specialist, but also as a condition for the formation of student values, which is actually consonant with the problem we are solving. The main idea of ​​her research is understanding the role of student self-government as a factor in the formation of the personality of a creative professional in the context of the revival of the spirituality of the people. In the context of her work, the main tasks of the student organization are: "the acquisition of knowledge and the formation of skills and abilities of self-government activities; their application in practice; the activation of students and the development of collective creativity; the upbringing of the student's spiritual creative personality, combining universal and national values" .

It is also important to emphasize that to the definition of a student organization A.A. The top does not come from an academic position, but tries to emphasize the creative direction of this concept. For example, to define a student organization, she uses such epithets as "the culture of youth", "a means of developing the individual to freedom." It is quite obvious that the formation of such a creative personality, which A.A. Spinning top, perhaps not so much in the process of mastering the main educational programs, but in the process of acquiring social experience by students, the basis of which is inclusion in real social practice.

Exploring the pedagogical potential of student self-government, V.M. Pevsner identifies three important criteria:

1) successful implementation of the educational function of a student organization related to the social and professional and personal education of students;

2) the implementation of the educational function of student self-government, associated with the use of self-government as a resource for self-organization of students' educational activities;

3) effective implementation of the developing function of self-government, which ensures the development of students' organizational, communicative and creativity.

G.V. Garbuzova explores the influence of student self-government on the formation of professional identity among future specialists. It proceeds from the idea of ​​professional identity as an integrative characteristic of a person, determined by the level of formation of professional self-awareness, expressing a person’s stable positive attitude towards himself as a subject of professional activity, which allows him to independently implement a strategy of professional self-determination and development.

In her study, she convincingly substantiates that among the variety of main areas of student self-government, within which the formation of professional identity among future specialists is actually carried out, the strengthening of the personal orientation of student self-government, as well as its orientation towards the formation of basic personal and professional values.

I.F. Yezhukova considers student self-government within the framework of the educational system of the university. She believes that it is "an effective means of education and is aimed at becoming a specialist - an intellectual with high universal, moral, aesthetic, professional qualities, broad communicative and adaptive capabilities" . In essence, she means universal, moral, aesthetic and professional value orientations that can be formed among students involved in various forms of student self-government.

E.O. Stolyarova explores the possibilities of student self-government in ensuring the socialization of youth. She says that student self-government, having become a real social practice, creates conditions under which the most active part of the youth acquires the skills of public, socially-oriented management: planning, mobilizing resources, achieving goals.

She believes that student self-government creates optimal conditions for student youth to realize their place and role in the management of social and educational processes, increases their level of responsibility for the quality of education received, and allows them to acquire practical skills in the system of social interaction both at the university micro level and at the macro level. socio-political, socio-economic and socio-cultural relations. At the same time, according to the author, the transformation of students into a social partner of the university administration and faculty opens access to the disclosure of the social potential of young people, contributes to the education of self-organizing responsible citizens with stable value orientations.

Important, from the point of view of our study, is the following statement by E.O. Stolyarova, in which she argues that student self-government in its most developed form is designed to promote the formation of both the values ​​of collectivism and solidarity, and the skills of civilized democratic leadership based on individual socially significant merits and personal authority.

So, based on the analysis, it can be argued that in the system of student self-government, favorable opportunities are created for the development of the axiological potential of students, because the following tasks are solved here:

realization of the essential forces of students, their needs, abilities and interests in various spheres and forms of social activity;

increasing the consciousness of students and their exactingness to the level of their knowledge, skills and abilities; education of a patriotic attitude to the spirit and traditions of the university;

assistance in the implementation of socially significant youth initiatives;

involvement of students in shaping public opinion about student youth as a real force and a strategic resource for the development of Russian society.

So, we can conclude that student self-government in its various manifestations has a significant pedagogical impact on student youth. The range of such influence goes far beyond the main educational process and is not limited to ensuring the high quality of professional training of future specialists. Student self-government, first of all, is aimed at realizing the essential forces of students, their needs, abilities and interests in various spheres and forms of social activity. In other words, the main purpose of student self-government is to ensure that students gain experience of self-organization of their lives.

These circumstances allow us to speak about the orientation of student self-government towards the development of a stable hierarchy of value orientations among students, which determine the nature of their social activity. Student self-government has a value-oriented function, which provides students with a worldview understanding of social and professional reality, their relationship with other people. In essence, we are talking about the focus of student self-government on the development of the axiological potential of students. The system of student self-government in the university is understood as a holistic mechanism that allows students to participate in the management of the university and their life in it through collegial interacting self-government bodies - at all levels of university management, including self-government in hostels, as well as public student organizations of interest. The main thing in changing the meaning of student self-government is that it acquires a socio-practical character, due to the need for a conscious responsible attitude of students to the possibilities and prospects of their professional and cultural and moral self-determination. In the modern formulation of student self-government, three main principles are now visible:

Student self-government - as a condition for the implementation of creative activity and amateur performance in educational, cognitive, scientific, professional and cultural relations.

Student self-government - as a real form of student democracy with the corresponding rights, opportunities and responsibilities.

Student self-government as a means (resource) of social and legal self-defense.

The direct subjects of student self-government at the university are the student team of the university, teams of faculties, courses (streams) and academic (training) groups.[ 8]

Modern modernization of education attaches great importance to the educational function of educational institutions. One of the main distinguishing features of vocational education is the increased demand of the social society for the disclosure of the creative abilities of future specialists, for the education of a socially active personality, citizenship, patriotism, readiness for responsibility for solving professional problems, the desire for self-improvement and self-education, and the growth of professional skills. The main role in the educational work of each student is played by the student team. Student youth has always strived for collective self-government, however, in modern realities, the meaning of self-organization of the youth team acquires a socio-practical character, aimed at a conscious, responsible attitude to the prospects of professional activity, a principled position in social management, cultural and moral self-organization, and the development of communicative competencies.

Thus, student self-government can be considered as a special form of initiative, independent, responsible social activity of students, aimed at solving important issues of student activity, developing its social activity, and supporting social initiatives. Student self-government is not an end in itself, but the best means of accomplishing the tasks of training young specialists with a functional education that meets the modern requirements of the situation on the labor market, where specialists with a certain set of personal qualities, such as competence, initiative, communication skills, will certainly be in demand. , tolerance, creativity, adaptability, goodwill, efficiency. Acting as one of the powerful incentives for increasing the social activity of student groups of educational institutions of secondary vocational education, self-government is a specific democratic institution focused on the task of optimizing the entire life of an educational institution together with the administration and public organizations. At the same time, student self-government is an internally motivated and creative solution by the students themselves to the problems of managing the educational and non-educational process in an educational institution.

In recent years, the system of modern higher education has been restoring the role of youth public organizations, student self-government in the educational activities of higher educational institutions. Public student associations are becoming a significant potential for educational activities and social development of university students. The strategy of the state youth policy in the Russian Federation, developed for the period up to 2016, defines a set of priority areas focused on youth. Among which stand out - the involvement of young people in social practice and informing them about potential development opportunities; the development of the creative activity of young people, the integration of young people who find themselves in a difficult life situation into the life of society.

To implement the identified priority areas, projects are envisaged whose goals are: the formation of mechanisms for involving young people in a variety of public activities aimed at improving the quality of life of young Russians; development and support of youth initiatives aimed at organizing youth volunteer work; development and support of public organizations and youth associations.

The issue of restoring student self-government in a university is not simple and does not at all guarantee an increase in the educational activities of a university. This is a question of the need to create a system that ensures balanced cooperation between the administration and organized students in the process of managing the university. This is an issue related to the inclusion of students in educational activities aimed at broadcasting culture, social experience and personal meanings. This is a question of inclusion in the educational space of the university.

1.2 Self-government: concept, structure, connection with university structures

In order to study this topic more deeply, you need to understand "what is self-government?"

According to the dictionary of S.I. Ozhegov: self-government is an internal, one-on-one management of affairs in some organization, team.

According to the Big Encyclopedic Dictionary: self-government is the independence of any organization, social community in managing its own affairs.

According to the Small Academic Dictionary: self-government is the right of any organization, society, economic and administrative unit to decide on its own the issues of its internal management.

Concepts taken from different dictionaries have the same meaning. All say that self-government is independence, activity on one's own.

Now let's look at "what is student government?" In the application about stud. At the center of the Astrakhan Civil Engineering Institute, the concept of student self-government is defined as an initiative, independent and responsible joint activity of students who are not indifferent to their own destiny, aimed at solving any issues of life: from organizing holidays and deciding which of the fellow students to encourage or punish, to control over the distribution of scholarships, coordination of the study schedule

The concept, taken from Wikipedia, is broken down into several points:

purposeful activity of students

form of educational work at the university

in Russia it is one of the forms of youth policy.

In order to understand what a self-government structure is, consider the diagrams of the structures of the Kirov Aviation College (Appendix 1). The organizational system of the college is divided into 3 levels:

Primary - collectives of student groups

Socially significant level

Highest level

The primary level allows, through open elections in the group, to involve socially active students in social work, who will later be included in the Ministries of the Student Federal Republic and represent the interests of students in the management of the educational process in the technical school.

The student trade union committee is an integral part of the structure, thanks to which the student self-government activity plans are formed and adjusted.

The students at the highest level of the SSU direct and coordinate the work of the student government. The level is updated annually through the business game "Election of the President of the SFR CAT" and the appointment of ministers from among the students, taking into account their individual characteristics and desires. Discussion of issues considered at meetings of the Government and Parliament contributes to improving the quality of the educational process, increasing the responsibility of students for the assigned work. Annex 2 presents the structure of self-government at the Nizhny Novgorod State Technical University.

Student self-government arose in the Middle Ages during the heyday of European universities. At that time, in many areas of public life, they tried to establish self-regulation and self-government of public processes.

As you know, business automation requires only high-quality Information system, through which you can carry out very effective management of the business processes of a particular company. the main feature of such a system is that it allows individual divisions of a huge enterprise to become a single whole.

It was at that time that Magdeburg Law was born - the right of European cities to independently resolve their economic, political and other issues.

Student self-government is a form of direct participation of students, involving their active participation in the discussion, approval and implementation of certain activities related to the activities of their university, its individual divisions, guaranteeing the rights and interests of students, as well as involving students in the social and political life of the locality where university At present, young people, namely, its progressive part - university students, are the most active layer of modern society, ready for drastic measures and methods to defend their rights.

It should be noted that not only university students had a high degree of self-organization in the Middle Ages, but also the teaching staff was united in departments that represented both personal interests and group interests of its members. Therefore, medieval universities are rightfully considered the cradle of European democracy. After all, it was in the competition of self-organized and self-governing groups of students and teachers that methods and techniques were developed to defend their rights, often opposite ones, and ways to reach a compromise between different social groups. In the process of developing self-government in universities, another distinguishing feature- self-financing. That is, as soon as the mechanism of self-organization and self-government of the group was chosen, the mechanism of self-financing logically appeared. It is no secret that universities, both in those days and now, are largely supported by student contributions.

Signs of self-organization also appeared in the titles of the positions of the higher education authorities. So the rector is the head, translated from Latin, such a title was given to a person who had organizational skills and could lead a university. The dean is the "senior over the ten", that is, the head of the ten students. Currently, student self-government in universities is at a high level and has acquired more complex forms of organization.

2. Development of a model of student self-government in SibUPK

2.1 Analysis of the existing system of student self-government in SibUPK

At the Siberian University of Consumer Cooperation, student self-government is represented by the Student Center, which was founded in 2004. The main goal of the center is the implementation of the Concept of educational activities with university students, implemented through its structural divisions. The Student Center was created to implement common goals aimed at solving important issues in the life of college students, developing its social activity, supporting and implementing social initiatives. The teaching staff of the university and the Student Center consider student self-government as one of the means of socialization of the individual. It occupies a special place in the formation of a socially mature personality, the development of managerial, organizational, communicative abilities of future specialists, has a significant impact on the growth of their professional competence, responsibility, independence, the ability to self-organize and self-development, and the development of a creative approach to solving tasks. At the same time, student self-government is not just an independent phenomenon, but is an essential component of the entire educational process in the college.

Areas of work of the Student Center:

Educational

Assistance in dealing with debtors of the educational process

Assistance in conducting a survey among students

Assistance in organizing educational work among students

Participation in the formation of the schedule of training sessions and exams

Petition for the appointment of nominal scholarships and bonuses for students

Participation in the work of education quality groups

Research

Assistance in the preparation and holding of conferences at the university

Assistance in the preparation and holding of seminars and master classes with employees of enterprises in various industries

Assistance in organizing city and regional conferences at the university

Participation of students in conferences of all levels

discussion circles

Cultural-mass

Organization of holidays and evenings for students and teachers

Preparation and participation in cultural events of the city and the region

Organization and holding of the League of KVN among the faculties

Organization of a sports support group at each faculty

Organization and holding of competitions according to the plan of the student club

Informational

Formation of a student information service at each faculty

University booth design

After analyzing the regulations on the SibUPK Student Center, I came to the conclusion that there is no element of self-government in our center

2.2 Innovative model of student self-government in SibUPK

Because Since our University lacks an element of student self-government in the Student Center, I decided to develop and offer an innovative model.

When developing an innovative model of student self-government, the following characteristics should be taken into account:

1. The model is always individual - each innovative project has its own individual development path. 2. A model is an object that does not exist in reality - it cannot be borrowed and mechanically transferred from one reality to another. 3. The model is predictive in nature - it must anticipate the needs of not today, but tomorrow. 4. The model is explanatory in nature - it should answer the question of how the structure of managerial, organizational, pedagogical activities will change with the work of student self-government. In order to understand what model we need, I decided to understand what the Student Council is?

The student council is an association. First of all, the association of students. Unification of thoughts. Combining ideas. Combining educational and creative work. Combining diverse, completely dissimilar areas of work. The student council is the students. Students are smart, responsible, organized, purposeful, ambitious, cheerful. Students who want to can and do learn to organize, listen and lead. Natural selection takes place. The very best are selected. The student council is a help. Help is versatile, but necessary. Assistance to students in solving educational issues, cohesion and organization of the work of the group, different courses, faculties. Help teachers find a common language with students. Assistance in creating the image of the university. The student council is an organization. Organization of festive events, business meetings, intellectual games, sports competitions, etc. Organization of students' free time. Organizing your future. The student council is ideas. Ideas that are in full swing flow into projects and are implemented ... Ideas on which student events depend. Student Council is a wish. Desire to succeed. Willingness to work and enjoy it. Desire to be the center of attention. Desire to learn. The desire to keep up with the times. The student council is the time. Time to change. Out of class time. The time when you learn to be a leader. The time when you learn to create. The time when dreams can come true. The main thing is to dream. The student council is a team. A team united by a common goal, work, idea, desires. The key to a team is trust. Without it there will be no work, no flight of thought, no community of interests. And this is the core of the team.

In order to propose an innovative model for our university, I studied the models of other institutions and presented the best ones in my term paper. Models selected from Belarusian State University of Physical Education:

1. "Association of students" - an administrative model of student self-government

In this model, the emphasis is on the use of the administrative resource of the university. The university council, the general meeting of the university, the council (conference) of students - all these are actually administrative structures, which, of course, also perform some self-governing functions, with a clear focus on various legislative and local legal acts. It is used where this style of management and the relationship of participants in the educational process prevails. The strengths of the model: full compliance with the laws, the availability of opportunities for participants in the educational process to protect and exercise their rights. Weaknesses of the model: formalism, poor consideration of age characteristics, scarcity of forms of life and the technologies used to work with students. In this model, we are most interested in content and technology blocks. The content of the activity of student self-government bodies in this model is reduced to: - ensuring a favorable psychological and legal status of students in an educational institution; - activation of his cognitive interests; - inclusion in practical and, further, professional activities; - organization of cultural and leisure activities; - study of the needs and interests of students; - work to protect their rights, find a job, etc. The technological side of the life of this model may include: - a meeting of the student council of an educational institution; - joint meetings with the university administration; - scientific and practical conferences of students; - business games, discussions, round tables, etc. It should be noted that self-government in BSUPC is still quite successfully developing according to this model. 2. "Polygon of ideas" - a semi-game model of self-government In the description of this model, it is precisely the semi-game technologies of student self-government that prevail. The participants in the game model certain relationships that are close to creative design organizations and try to implement them within the framework of game interaction. For example, on the road, in a children's health camp. Strengths of the model: the use of the positive aspects of the gaming activity of students, psychological comfort Weaknesses: enthusiasm for the game, deviation from the organizational models of the activities of professionals, weak transfer of the results of the game to the real practice of the life of the university. The goal of the gaming company is the self-organization of life on a professional basis through useful and in-demand activities. The content block of the model models the activities of a certain design firm. She has her own head, vice presidents, departments, departments, etc. The technological block of the model contains project activities, seminars, creative discussions and creative trainings, test verification of samples of collective creative work, etc. In this case, the administrative activity remains as a background, to which the participants turn only when absolutely necessary. 3. "Understudy" - an administrative game model of self-government. Its essence lies in the fact that students try on the chairs of the head of the department, teachers, etc. for some time. etc. This is a good way to feel the "weight" and "heaviness" of managerial and teaching work at the university. The model is described in detail in the literature, so we omit its further description. 4. "Resource center" - administrative - project model of self-government Its essence lies in the fact that within the university unit - the department, there is a certain resource center, consisting of teachers, businessmen, members of the public, authorities and undergraduates, the raison d'être of which is to to help students in the creation and implementation of their project - gaming, social, entrepreneurial, any other. The strengths of the model are its practical orientation, optimal management of a scarce resource of professionals, trust relationships that are built between participants in the educational process. Weakness: This model requires the involvement of too many professionals who are unlikely to work on a long-term basis. The purpose of this model is to catalyze the professional and personal growth of individual students and groups of students. In the content block, we note how the systematizing - project activities of students, in the technological - project protection, brainstorming, creative and other trainings, pilot testing, etc. 5. "Corporation" - an administrative-project-game model of self-government The essence of this model is to imitate the activities of a university department, as a kind of corporation of scientists supplying their constantly developing intellectual product (service) to the external market. This model also takes into account the fact that the department, as the main unit - the administrative unit of the university, lives in its own spatio-temporal, cyclical and normative regime, and the fact that students, as young and creative people, strive for emotionally rich gaming activities. and value the real bottom line. The strengths of the model are: compliance with the pace of the life of the department, the prospect of complication and development of the model at a different level of life at the university, the maximum use of gaming and projective technologies. Weakness: time costs. So, student self-government includes a variety of student self-government models, from purely administrative, traditional, to ultra-modern - projective and projective-playful. It is difficult to overestimate the professional and personal resource for the development of the future professional manager, which contains self-government. In addition to the development of each subject of the educational process, self-government has a powerful potential for the development of the organizational structure and management model of the organization in which it is constantly and thoughtfully used. And, to development in a positive way. All this brings to the fore the task of selecting leaders from among the students - people with a formed civic consciousness and a pronounced patriotic position. The leadership youth asset will be able to become a support for the creation of a state-public system of work with youth and increase the number of its active participants. At the same time, ensuring constant contacts between government officials, politicians, scientists and cultural figures, business representatives and the media with the student audience is a necessary factor in the formation of civic consciousness and patriotism, legal culture among the youth and students, the degree of personal responsibility of citizens for the future of the country. .

To understand why we need it, I will list the main activities of the self-government:

participation in the management of the university;

assistance in organizing an effective educational process and research work of students;

analysis of student problems;

participation in solving social and legal problems of student youth;

development and implementation of own socially significant projects and support of student initiatives;

development of artistic creativity of student youth;

formation of traditions of an educational institution;

formation and training of the student asset;

participation in the improvement of the educational institution;

creation of a single information space for students;

promoting healthy lifestyle life at the institute and prevention of asocial phenomena;

assistance in employment of students;

organization of leisure and recreation;

making proposals to encourage students for active scientific, educational and social activities, the appointment of personal and nominal scholarships for excellent academic performance, active scientific and social activities;

interaction with the structural divisions of the educational institution to work with students.

student government educational education

Conclusion

In the course of the completed course work, many models of self-government in universities were considered, the position on the student center of the Siberian University of Consumer Cooperation was analyzed, which resulted in the identification of the absence of an element of student self-government in our university. To address these issues, it was necessary to study the concept of self-government, its structure and connection with the university. It was found out that student self-government is very important in the life of the university. In order to determine the role of self-government for students, parents and teachers, the main activities of self-government were analyzed. In the process of this, the specifics of the system and bodies of student self-government were studied, the main goals of which are to prepare future workers for active participation in public self-government, the formation of an active life position. The main tasks of pedagogical leadership were identified.

So, student self-government is a rather complicated and contradictory process. It is constantly evolving, changing, correcting. It brings a lot of new problems, takes a lot of free time for both students and teachers. However, with active work and serious state support, student self-government will be a good support for creating a healthy society and will accelerate the development of the social consciousness of young people. It will help everyone to find and realize themselves in the area that interests them, be it politics, economics or art. Also, the development of student self-government will accelerate the development of youth movements and organizations that protect the legitimate rights and interests of the younger generation. And most importantly, student self-government serves for active communication and rapprochement of both group and university teams, and also promotes communication between universities and various youth organizations.

Student government gives:

Students

development of skills of work in a group, in a team;

leads to an improvement in discipline, a reduction in absenteeism without good reason;

choosing a role in student self-government bodies that correspond to his inclinations and interests;

teaches civilized conflict resolution;

helps you decide on your next path.

Parents:

leads to an improvement in the educational performance of students;

reduces conflict in the family;

provides an opportunity to actively participate in university life.

For teachers:

helps organize students;

unite the student body;

increases discipline in the group, the responsibility of students for their actions;

reveals the creative, organizational, leadership abilities of a person;

approbation of innovative technologies;

summarizing work experience through print media;

deepening into the problem through experimental work.

Bibliographic list

1. Volchok, T.I. Self-government as a means of effective training of the future teacher in the conditions of society renewal / T.I. Volchok // Secondary vocational education. - No. 10. - 1999. - S. 10-21.

2. Garbuzova, G.V. Student self-government as a means of forming the professional identity of future specialists: Ph.D. dis. ... cand. psychologist. Sciences: 19.00.07 / G.V. Garbuzov. - Yaroslavl, 2009. - 22 p.

3. Ezhukova, I.F. Preparation of students of a pedagogical university for professional activities on the basis of student self-government: author. dis. … cand. ped. Sciences: 13.00.08 / I.F. Ezhukov. - Moscow, 2009. - 28 p.

4. Kreschenko, I.N. Student self-government in the process of professional development of the personality of the future teacher / I.N. Kreshchenko // Bulletin of the Stavropol University. - Stavropol. - 1996. - No. 1. - S. 232-233.

5. Pevzner, V.M. Pedagogical potential of student self-government in a modern university: dis. … cand. ped. Sciences: 13.00.01 / V.M. Pevzner. - Veliky Novgorod, 2005. - 182 p.

6. Stolyarova, E.O. Student self-government as a factor in the socialization of youth in the conditions of the formation of a welfare state: author. dis. … cand. sociologist. Sciences: 22.00.04 / E.O. Stolyarov. - Ust-Kamenogorsk, 2010. - 17 p.

7. Usov, A.A. Student organizations as a subject of pedagogical activity in the process of preparing a future teacher: dis. … cand. ped. Sciences: 13.00.01 / A.A. Usov. - Samara, 2000. - 161 p.

8. Rogaleva G. I. Student self-government - a characteristic of the educational space of the university / G. I. Rogaleva // Young scientist. - 2011. - No. 10. T.2. -- S. 178

9. Syrtsova E.L. Student self-government as a fact of students' autonomy// Modern high technologies. - 2007. - No. 7 - p. 77

10. Explanatory Dictionary of Ozhegov.

11. Small academic dictionary 12. The use of psychological and pedagogical knowledge in practice: Sat. scientific papers / APS of the USSR, Research Institute of Society. adult education / Ed. ed. G.S. Sukhobskaya. M., 1983. - 70 s

13. http://www.aucu.ru/

14. Big encyclopedic dictionary

15. Tregubov A.E. The development of student self-government during the period of democratization of Soviet society (mid-50s-mid-60s) / Abstract of the thesis. cand. ist. Sciences. - Stavropol, 1995. - S. 18. 16. http://ru.wikipedia.org/wiki/%D0%A1%D1%82%D1%83%D0%B4%D0%B5%D0%BD%D1 %87%D0%B5%D1%81%D0%BA%D0%BE%D0%B5_%D1%81%D0%B0%D0%BC%D0%BE%D1%83%D0%BF%D1%80 %D0%B0%D0%B2%D0%BB%D0%B5%D0%BD%D0%B8%D0%B5

17. http://aviakat.ru/ 18. Student self-government in conditions of university democracy. Guidelines. Kyiv: UMK VO, 1991. - S. 14.

19. Socialization of youth in the context of the development of modern education: Proceedings of the Intern. scientific-practical. Conf., edited by E.V. Andrienko. Novosibirsk: NGPU, 2004. -225 p. 20. Improving the professional training of specialists in the process of student self-government. Cheboksary, 1997. - 44 p. 21. www.sportedu.by 22. "The concept of the development of student self-government in the Russian Federation" (

The democratization of higher education, modern psychological and pedagogical technologies and approaches to the organization of training and education at the university require the broad participation of students in the management of the university, in solving a significant number of issues of study, life and recreation, and providing an optimal system for shaping the personality of a future specialist. The leading role in these processes belongs to the student government. It occupies a special place in the formation of a socially mature personality, the development of managerial, organizational, communicative abilities of future specialists, has a significant impact on the growth of their professional competence, responsibility, independence, the ability to self-organize and self-development, and the development of a creative approach to solving tasks.

Student self-government originated with the advent of higher education, namely in the first universities of medieval Europe (in the 15th century in Italy: the medical school in Solerno, the Higher School of Law in Bologna, transformed into a university in 1158 in Paris, then in 1168 - University in Oxford, a little later in Cambridge, in the 20th century in Spain, in 1348 in Prague and soon in Krakow, etc.). According to the works of domestic and foreign researchers, the first universities were autonomous with developed democracy and student self-government (the term “student self-government” itself was introduced much later), created for academic purposes by associations of professors-lecturers and students.

In the higher school of America, the tendencies of democracy and student self-government have been most fully developed in the so-called new universities - Cornell (in the state of New York); Johns Hopkins University, Baltimore, Antiah University. The development of student self-government in the above-mentioned educational institutions was due to social factors: universities were private, self-financed associations (the salaries of lecturers were paid from students' funds); society needed personnel trained at universities, and therefore reckoned with the autonomy and democratic principles of the organization of universities.

In Russia, the traditions of student self-government were further developed in higher education, starting with the formation in 1755. Moscow University. Student self-government in the universities of the Soviet Union throughout its existence, was a part of the educational process, was a means of purposeful formation of students' activity, responsibility to society and the state for the consequences of professional activity. In the late 1980s, as a result of the democratization of all public life, university and, in particular, student self-government received a new vector of development, however, overcoming the technocratic approach to higher education and, accordingly, to the education of students was rather slow. The rejection of the traditional approach to the student as an object of pedagogical influence did not happen quickly and automatically. Gradually, the understanding was affirmed that the student is not only an object, but also an active subject of the educational process at the university, and the goal of the scientific and educational activities of the teaching staff is to train and develop the personality of a future specialist.

In modern theoretical and methodological literature there is no consensus on the definition of the term "self-government". Moreover, most authors who consider student self-government write about it as a matter of course.

In the Soviet encyclopedic dictionary, self-government is presented as the independence of any organized social community in managing its own affairs.

In the "Pedagogical Encyclopedia" self-government is seen as the participation of children in the management and management of the affairs of their team. Without denying this, many teachers make different accents. Some take team leadership as a basis and consider self-government as part of the management system. Others understand self-government as a form of organization of collective life. Still others - as an opportunity for students to exercise their right to actively participate in the management of all the affairs of an educational institution.

The term "student self-government" (SSU) in Russia was first officially used in the document "Main Directions for the Restructuring of Higher and Secondary Specialized Education in the Country". In particular, it stated that "... the issues of creative mastery of the profession, improvement of education in the learning process should be in the center of attention of the Komsomol organizations of educational institutions, student self-government bodies." At the same time, SSU was understood as the initiative and initiative of student groups, Komsomol and trade union organizations of universities in resolving all issues of student life.

In the recommendations of the Ministry of Education of the Russian Federation on the development of student self-government in higher and secondary specialized educational institutions of the Russian Federation, published in 2002, student self-government is defined as “initiative, independent and under their own responsibility the activity of students in solving vital issues in the organization of education, life, leisure » .

In the Letter of the Minister of Education of the Russian Federation dated July 14, 2003 "On the development of student self-government in the Russian Federation", student self-government is considered as a special form of initiative, independent, responsible social activity of students aimed at solving important issues in the life of student youth, developing their social activity, supporting social initiatives.

In the modern scientific formulation of the problem of student self-government, there are three main functional meanings, namely: one of the forms of youth policy in the Russian Federation; form of educational work at the university; purposeful activity of students.

Student self-government, as one of the forms of the youth policy of the Russian Federation, is carried out in order to consolidate the student social movement, to make the most of the potential of students in the socio-economic transformation of society, and to solve student problems.

Student self-government, as one of the forms of educational work of the university, is carried out within the framework of the "Concept of Lifelong Education" and is aimed at the formation of a comprehensively developed, creative personality, with an active life position, training of modern specialists who are competitive in the labor market.

Student self-government, as a purposeful activity of students, is born within the students, on their initiative (with exceptions), and is implemented by them. In this perspective, very often in charters, conventions, resolutions, regulations and other documents, SSU is considered as a special form of initiative, independent, responsible public activity of students, aimed at solving important issues of the life of student youth, developing their social activity.

The goal of student self-government is to create conditions conducive to the self-realization of students in the creative and professional sphere and the solution of issues in various areas of student life.

The Federal Agency for Education in the instruction letter “On student self-government” indicates: “The bodies of student self-government are elected bodies of existing forms of student self-government (councils, committees, bureaus, etc.). The system of student self-government is formed by students independently, taking into account the characteristics of the educational institution and established traditions. The governing bodies of the educational institution are obliged to promote the development of the system of student self-government and coordinate its work.

Signs of student self-government are:

• 1. Consistency - a set of elements that are in certain relationships and connections with each other and form a certain unity.
• 2. Autonomy - the relative independence of student self-government in setting goals and objectives for the activities of the team, developing its main directions; the ability to form a position characterized by independence and autonomy in the choice of motivation for activity, its goals, means of achievement, style of implementation.
• 3. Hierarchy, which is reflected in the orderliness of the activities of student self-government bodies, structural divisions of the university, public student groups, the establishment of relationships between them, the division of powers, the degree of responsibility, etc.
• 4. Relations with the external environment, expressed in interaction with the governing bodies of the university, the teaching corps, economic services, with other educational institutions, public and state organizations, various forms of student amateur performance (interest clubs, public student organizations, sports sections and other public and structural formations of the university).
• 5. The presence of self-government bodies, expressed in the creation of its bodies at each level of the hierarchy of student self-government: councils of study groups (triangles), faculty councils, student dean's offices, student councils, educational student commissions, councils of interest clubs, headquarters of student teams, councils hostels, etc.
• 6. Self-activity, which involves creative activity in the implementation of managerial functions (planning activities, organization, motivating participants, control and leadership), involvement in the development and implementation of decisions.
• 7. Purposefulness, which implies the ability of the student self-government body to set goals for its own activities and development, correlate them with the key goals of the educational institution, state youth policy; a clear understanding of the desired results, the ability to see the best ways to achieve goals.
• 8. Election - the right to elect and be elected to student government bodies.

In the Russian Federation, four forms of student self-government have now been developed:

• 1) a public association of students of this educational institution;
• 2) a public body that performs the functions of student self-government (the status of the body is determined by the order of the rector or the contract);
• 3) a trade union organization of students, performing the functions of a body of student activities;
• 4) a branch of a municipal, regional, interregional, all-Russian public organization that has entered into an agreement with an educational institution.

Head of the Agency for the Implementation of Social Development Programs of the Krasnoyarsk Territory K.Yu. Gureev described three possible models for the formation of student self-government in an educational institution.

According to K.Yu. Gureev, the first model is the creation of student self-government "from above", when students are involved in social work at the call of the leadership of the educational institution, which gives them certain instructions and delegates some powers.

The second model is expressed in the creation of student self-government around the core of socially active students. The formed student body often independently determines the main directions of student life and in fact monopolizes the right of students to self-government, without involving the bulk of students in decision-making processes.

The third model, according to K.Yu. Gureev, is today rather an ideal, which so far can only be strived for. According to this model, student self-government is formed in a natural way, by itself, due to the fact that the majority of students have a certain level of civic culture. Possessing high civic consciousness, students do not remain indifferent contemplators of how their life is organized in an educational institution. They create their own self-governing organizations and, whenever possible, influence the management of the university. It is this “third model” that essentially acts as an institution of civil society and, according to K.Yu. Gureev, seems to be the most useful and promising.

In fact, the system of student self-government at the university is an integral mechanism that allows students to participate in the management of the university through collegial interacting self-government bodies at all levels of government. At the same time, such bodies as the student council of the university (faculty), the student trade union committee of the university (faculty), the head statist, as well as public youth organizations operating on the basis of the university are distinguished as basic ones. The most typical forms are student councils and student trade union committees, and the characteristic activities for all organizations are: scientific work (scientific student societies, scientific conferences, etc.), cultural work, employment, work in hostels, etc. .

Of course, the organizational structure of student self-government cannot be uniform in all universities of the country. The diversity of student life spheres also requires various forms of student initiative and independence. Functioning in the team of a higher educational institution, each of the student public organizations performs its functions. Their powers extend to participation in the formation of various bodies for managing the life of a higher educational institution, participation through elected representatives from student public organizations in the activities of these bodies, etc. student government, which is headed by the chairman of the Student Council. The activity of the Student Council of the faculty is built in accordance with the plan of educational work of the faculty of pedagogy and psychology and on the basis of the plan of educational work of the university.

The main goal of the Student Council of the Faculty of Pedagogy and Psychology is to coordinate the work of student self-government bodies at the faculty and in student groups. This goal is achieved by solving the following tasks:

• · assist the dean's office of the faculty, the teaching staff in the organization of the educational process, everyday life and extracurricular activities of students;
• · to form in students a responsible and creative attitude to educational, scientific and social activities;
• · carry out student self-government at the faculty. Due to the fact that student self-government and its organizational forms are formed under the influence of structural changes in social production, the main requirement for the process of functioning of the student self-government system is not directive planning for the accelerated growth of self-government principles of student life, but the search for the most vital ones in real student self-activity, expressing direct public relations, forms of student self-government. Based on this, one of the directions for the development of self-government in the university is to ensure the direct, real and decisive participation of students in the co-management of various areas of the life of the university, in preparing and making decisions, choosing the best means, methods and ways of implementing decisions, accounting and monitoring the implementation of decisions.

Thus, summarizing the above, we can conclude that student self-government is a special case of self-government, a special form of student self-activity, organized in a public association of an educational institution, aimed at self-realization of the student's personality, the inclusion of students in the processes of making and implementing decisions on the organization of student life university.

As E.L. Gunicheva, student self-government is the real and active participation of all students in the adoption and implementation of decisions to achieve socially significant goals.

Introduction

Chapter I. Historical and pedagogical features of the development of student self-government bodies at the university 16

1.1. The history of the development of self-government in domestic pedagogy 16

1.2. Functions and tasks of student self-government in higher education in Russia at the beginning of the XXI century 41

Conclusions on the first chapter 59

Chapter II. Psychological and pedagogical aspects of the development of self-government in the context of the organization of the student team 64

2.1. Students as a social phenomenon; its readiness for self-government 64

2.2. Structure and forms of self-government of university students 80

2.3. Pedagogical guidance of student self-government 107

Conclusions on the second chapter 143

Conclusion 151

References 171

Applications 185

Introduction to work

The relevance of research. In Russian society at the beginning of the XXI century. special responsibility in the field of spirituality falls on the field of education: it is necessary to democratize not only the system of social relations, but also to prepare a new generation of Russian citizens - thinking, active, socially responsible, creative people guided by universal human values. The old ideas about the goals and objectives of the school are being replaced by a philosophical understanding of the problems of education, an awareness of the value of the human person, the need to protect its dignity, the proportionality of a public institution to the nature of individuality, a combination of natural proportions of the public and the individual.

Higher education is faced with the task of improving the management of the education system, delimiting competencies at various levels between the education authorities and the educational institution. Initially, when the idea of ​​an institution of higher education was born, it was based on public-state forms of management. In history, there has been a deformation in the relationship between public and state forms of government in favor of the latter.

The task of today is to propose and introduce into the practice of higher education the acceptable and most promising forms of public administration, one of which is self-government, subdivided into self-government of teachers and staff and student self-government.

A feature of the organization of the educational process in higher education is its orientation not only to the training of highly qualified specialists, but also to managers of various levels, production organizers. Along with vocational training

The dent must acquire the knowledge necessary to master the basics of the "science of management", form the ability to communicate, make managerial decisions, guided by the principles of universal morality. On the other hand, it became obvious that school and university (that is, pre-industrial training) do not provide sufficient training precisely in the field of mastering practical behavioral skills, the ability to behave, and manage people.

The works of G.A. Aminova, S.A. Antonov, N.I. Asanova, L.N. Bankurova, V.M. Belkin, I.M. Besedin, V.P. Gavrikov, V. G. Gorchakova, V. V. Grachev, B. P. Gribkova, Zh. S.I. Kordon, V.V. Koreshkov, N.M. Kosova, E.A. Levanova, N.A. Leibovskaya, A.P. Myadel, T.V. Orlova, I.A. Pravdina, E. V.Rodina, I.M.Rozova, D.A.Rusinova, E.P.Savrutskaya, T.A.Strokova, N.D.Tvorogova, I.E.Timermanis, A.E.Tregubov, M.V. Firsov, V.E. Chenoskutov, S.N. Shakhovskaya and other domestic scientists.

At the same time, the study of psychological and pedagogical literature and dissertations on the problems of organizing student self-government showed that the issues of a holistic historical and retrospective study of the development of student self-government in Russian higher education until the 90s of the XX century, the study of the functions and principles of activity of student self-government bodies in Russia at the turn of the XX-XXI centuries, as well as the study of the experience of organizing the process of self-government of students of modern domestic universities. Also, the role of pedagogical leadership in the formation of student self-government bodies is not clearly shown. However, it should be recognized that this idea is actively declared and its implementation is painful.

our pedagogical and managerial reserve.

The contradiction between the needs of society for specialists of a new formation, who are able to put into practice the skills and abilities acquired at the university, supplemented by knowledge through the system of postgraduate professional education in the field of fundamental sciences, and the fact that the pedagogy of higher education does not reflect the conditions that would contribute to the formation of creative, seeking the personality of a young specialist, determines the persistent need to establish a connection between the conditions for the formation of skills to apply theoretical knowledge in practice and the conditions for preparing for self-education already at the stage of university education. This is possible in the conditions of student self-government at a sufficiently high level of its development.

Thus, the problem of our study is to try to resolve the following contradictions:

At the theoretical level: between the need to organize student self-government in a university and insufficient development

conceptual foundations of the pedagogical model of student self-government in the conditions of the existing educational system of the university;

On a practical level: between the need to form social and personal activity, organizational skills and civic responsibility of a future specialist and the fragmentation of knowledge about the ways of their implementation in the educational process of a modern university.

We believe that student self-government (SSU) is a process of real participation of students in the management and management of the activities of their team, in cooperation with all the governing bodies of the university, a leading factor in the activation of educational activities, the formation of social and personal activity, organizational skills and civic responsibility of a future specialist , the foundation

expanding intra-university democracy and enhancing the role of higher education as a social system.

It is important that the entire life of students at the university become a school of civic and moral development, active participation of students in the public life of the country, and the formation of a Russian intellectual. To do this, it is necessary to more actively use the rights of student self-government to raise the fundamental issues of teaching and educating students, creatively mastering their profession. Competitiveness, independence and initiative must be returned to university life. Reforming higher and secondary specialized education in the country involves the active involvement of broad sections of students and young people in this process, increasing their real impact on the qualitative improvement of the educational process, for which it is necessary to develop student self-government, initiative and amateur performance of student groups in solving all issues. student life.

A comprehensively developed person must master the culture of self-government, which is the result of managerial self-development in the unity of such processes as managerial self-education and managerial self-education. A person who has mastered the culture of self-government can act proactively and independently, skillfully plan his time, develop a personal life regime, his own system and methods of leadership, skillfully control and discipline himself, overcome his internal frictions, inertia, in a word, function as a citizen, as a socially active person in various spheres of public life - economic, scientific, artistic, etc.

The theoretical and practical significance of the problem of developing self-government in higher education, as well as its insufficient elaboration, determined the topic of our study “Pedagogical conditions

and organizational forms of development of student self-government in a modern university”.

The scientific apparatus of the research includes:

Object of study: the educational process in the conditions of modern higher education.

The subject of the research is the pedagogical conditions and organizational forms of the development of student self-government in the structure of educational work.

Disclosing the pedagogical conditions of development, functions, principles, structure and forms of self-government in modern higher education in Russia is the goal of the study.

The implementation of this goal involved the solution of the following tasks:

1. Analyze the process of formation of student self-government in the context of the development of domestic and foreign higher education.

2. To reveal the main functions and principles of student self-government in the context of the democratization of modern higher education.

3. Reveal the conditions, explore the pedagogical forms of organizing students' self-government in the context of improving educational work.

4. Determine the role of pedagogical leadership in the formation of student self-government bodies.

The main stages of the study. The study was conducted in the period 2000-2004. and included three logically connected stages:

1. Problematic - search stage (2000-2001). The main goal of this stage was to determine the initial parameters of the study: to localize the problem, to set goals, to formulate tasks, to substantiate methodological approaches to the study of theoretical and empirical material and research methods. During the study

literature on this issue, the conditions for improving the educational process based on the development of student self-government were identified. The result was the definition of the problem field of the study, its categorical apparatus, the construction of a system of basic concepts.

2. System-forming stage (2002-2003). Work was carried out on an in-depth study of various aspects of the organization of student self-government in a modern university, the structure of the study was determined, the main trends in the development of higher education and the related problems of improving university educational practice were identified and analyzed. At this stage, the development of the conceptual apparatus of the study was carried out, the hypothetical foundations for modeling the educational system of the university were determined.

3. Productive - generalizing stage (2003-2004). At this stage, the systematization and generalization of the results of the study was carried out, the conceptual and methodological apparatus of the study was clarified, and its leading provisions were tested. The results were summarized in scientific publications, served as the basis for reports made at international, all-Russian, regional and interuniversity conferences; the scientific and literary design of the dissertation was completed.

The methodological basis of the study is based on the dialectic of the general, particular and singular, the fundamental ideas of the philosophy and sociology of education, psychological and pedagogical knowledge.

In the process of analyzing the scientific literature on the topic under study, the following methodological approaches were identified:

Axiological, aimed at understanding education as a state, social and personal value;

Systematic, which allows modeling the educational space of a modern university, identifying and studying the fundamental principles of its construction and development;

Culturological, highlighting the cultural and value aspects in education and revealing the socio-cultural basis for the development of the educational system in the modern world;

Socio-pedagogical, substantiating the development of education as a social phenomenon and establishing the dependence of the principles of educational policy on social situations of development;

Comparative-pedagogical and historical-pedagogical, which provided a comprehensive analysis of the process of formation of ethno-regional education systems in Russia.

The theoretical basis of the study was the ideas of philosophical and pedagogical anthropology (N.A. Berdyaev, B.M. Bim-Bad, V.V. Zenkovsky, V.P. Zinchenko. N.O. Lossky, N.I. Pirogov, V. S. Solovyov, K. D. Ushinsky, N. G. Chernyshevsky, M. Sheler and others), scientific works of domestic and foreign scientists - representatives of the humanistic direction in psychology and pedagogy (S. A. Amonashvili, R. Burns, I .Korchak, V.V. Makaev, A. Maslow, G. Allport, K. Rogers, V. Satir, V. A. Sukhomlinsky, S. Frenet, E. Fromm and others), publications on the possibilities and conditions for the use of personal - but oriented and cultural approaches in pedagogical practice (A.Yu. Belogurov, D.A. Belukhin, E.V. Bondarevskaya, S.L. Bratchenko, A.P. Valitskaya, O.S. Gazman, V.V. Gorshkova, A.Yu.Grankin, E.N.Gusinsky, Z.K.Kargieva, I.B.Kotova,

V.M. Lizinsky, L.M. Luzina, V.V. Serikov, B.A. Takhokhov,

Yu.I. Turchaninova, V.K. Shapovalov, E.N. Shiyanov, L.A. Eneeva, I.S. Yakimanskaya and others), scientific provisions on the essence, formation and development of the educational system of an educational institution

(S.G.Vanieva, B.Z.Vulfov, A.V.Gavrilin, V.A.Karakovskiy, L.K.Klenevskaya, I.A.Kolesnikova, L.I.Novikova, S.D.Polyakov, N .L. Selivanova, A.M. Sidorkin and others), works that reveal the essence, forms and tasks of student self-government at the university (G.A. Aminova, I.M. Besedin, V.V. Grachev, Zh.M. Grishchenko,

A.Ya. Kamaletdinova, T.V. Orlova, I.A. Pravdina, A.E. Tregubov and others).

In the course of the study, a hypothesis was put forward, consisting in the assumption that student self-government, which is realized in such organizational and pedagogical forms as the student council, student dean's office, student scientific society, student club, student committee, student public personnel departments or public bureaus for employment of students, debatable political clubs of students, etc., is socially and pedagogically the most appropriate form of development of higher education in the direction of the personal development of students, increasing the level of their professional and civic training.

To solve the tasks and confirm the hypothesis, the following methods of pedagogical research were used: analysis of philosophical, psychological, pedagogical, sociological, and methodological literature on the topic of research; analysis of the documents of the Russian Federation related to the problem under study; observation; study of documentation; modeling of problem situations and

The study used a set of interpenetrating and complementary research methods that are adequate to the nature of the phenomenon under study, the purpose, the subject of the study, as well as the formulated tasks: theoretical analysis of philosophical, psychological-pedagogical, sociological, methodological literature; generalization of pedagogical experience; modeling of the educational process; forecasting; observation of the pedagogical process; study result

tatov educational activities; peer review and self-assessment; generalization of independent characteristics; modeling of problem situations, etc.

Scientific novelty of the research. The most significant results that determine the scientific novelty of the research include:

1. The idea of ​​student self-government as a socially and pedagogically expedient form of development of modern higher education in the direction of increasing the level of professional and civil training of future specialists, the formation of their own personal strategy.

2. Development of organizational and pedagogical forms for the development of student self-government, the most acceptable in modern conditions (student council, student dean's office, student scientific society, student club, student committee, student public personnel departments or public student employment offices, student political debating clubs, etc. etc.), their structure and features of implementation in the educational system of a modern university.

3. Determining the main stages in the development of student public self-government in a university, highlighting ways to improve it as an integral part of intra-university self-government, understood as the joint participation of all members of the staff of a higher educational institution in solving issues of both personal development and professional training and education of future specialists.

4. Substantiation of the organizational structure of student self-government in a modern university, based on the following provisions: a clear hierarchy for building a student self-government system (group - course - faculty - university-wide bodies); vyde

the formation of nodal bodies of coordination, integration and management at each hierarchical level (council of student activists, various elected public bodies, etc.) with the optimal distribution of tasks and functions, responsibilities, powers and rights within this level and the system as a whole; organically arising in student self-government internal and external, direct and feedback vertically and horizontally between specific groups of people, which reflects a certain ratio of centralization and decentralization in common system management.

The theoretical significance of the study lies in the fact that it carried out a historical and retrospective analysis of the main stages in the development of student self-government in the domestic higher school of the 20th century, which made it possible to identify general patterns that testify to the continuous process of development of its specific forms and methods; the level of readiness of students as a social group to participate in the management of their own life activity is characterized, the dependence of the choice of forms of student self-government on the level of formation of the student team and the university as a whole is revealed, the role of the curator in the deployment of the self-government system of young students is determined.

The practical significance of the work lies in the fact that the conclusions and recommendations developed by the author on the basis of studying the experience of developing student self-government in domestic universities can be used in the work of the administration and public organizations of educational institutions. The research materials can also be taken into account when developing special courses and special seminars on organization problems. educational work at the university, in scientific and lecture work.

The following provisions are put forward for defense:

1. Democratic principles of student government

in higher educational institutions of various eras and countries (management and control by students over all spheres of university life, including academic; decision-making and status of universities by a general meeting of students; the presence of elected executive bodies; the possibility of rotation of those elected to management bodies; mandatory subordination of all members the student community to decisions made at the general meeting, etc.) have much in common, which indicates the optimality of the development of student self-government as the basis for shaping the personality of a future specialist in higher education.

2. The process of development of the system of student self-government as a dynamic system in the conditions of modernization of higher education in Russia at the turn of the 20th-21st centuries is designed to ensure a genuine democratization of the management of the affairs of the university team based on the participation of all members of this team, including students, in the interests of solving the main task - training of new generation specialists capable of making a breakthrough in our society to a new qualitative stage of its development, meeting the needs of the individual in intellectual, cultural and moral development.

3. An important role in the organization of student self-government is played by the personality of a higher school teacher, the ability of teachers to build relationships with students on a humane democratic basis, their desire to transfer their experience of self-government to pupils.

4. The democratization of management, the improvement of education management bodies, the development of amateur student organizations of a new type contribute to solving the difficult task of restructuring higher education and providing our country with new-formation personnel. Therefore, the study of the history of the development of self-government in universities, the understanding of the existing forms of student participation in the management of higher education are important for the analysis of the previous

experience and use it for the purpose of today's democratization of the management of universities, the full expansion of the initiative and initiative of university staff, including students.

The reliability and validity of the results of the study is ensured by the reliance on modern methodological principles, the use of a wide range of complementary methods that are adequate to the subject, purpose and objectives of the study; studying a large number of student groups and the opinions of individual students.

Approbation and implementation of the main results of the study were carried out at all its stages.

The main provisions of the dissertation research were discussed at meetings of the Department of Pedagogy of the Pyatigorsk State Linguistic University, the Department of Pedagogy of the Higher School of the North Ossetian State University. K.L. Khetagurov, where they received a positive assessment.

The results of the research were reported by the applicant at the III and IV International Congress "Peace in the North Caucasus through languages, education, culture" (Pyatigorsk; 2001, 2004), a scientific and practical conference of teachers of the Novorossiysk branch of PSLU and the Novorossiysk Pedagogical College following the results of research in 2001. (Novorossiysk, 2002), interuniversity scientific and practical conference of young scientists, graduate students and students "Young science - higher education - 2003", dedicated to the 60th anniversary of the Russian Academy of Education and the 200th anniversary of the Cavminvod (Pyatigorsk, 2003), interuniversity scientific and practical conference of young scientists , graduate students and students "Young Science - Higher School - 2004", dedicated to the 65th anniversary of PSLU (Pyatigorsk, 2004), and also published in a number of scientific collections published in Vladikavkaz, Volgograd, Novorossiysk, Pyatigorsk, Chelyabinsk (2001-2004).

Dissertation materials are used by university professors

of the Southern Federal District in the course of lectures and practical classes on pedagogy and methods of educational work, at advanced training courses for teachers of higher educational institutions in Pyatigorsk and Stavropol, in the process of writing by students of the Pyatigorsk State Linguistic University and its branches in Novorossiysk, Stavropol, Uchkeken term papers and theses on the problems of organizing educational work.

Dissertation structure. The dissertation consists of an introduction, two chapters, a conclusion, a bibliographic list, and an appendix.

The history of the development of self-government in domestic pedagogy

Student self-government originated with the advent of higher education, namely in the first universities of medieval Europe (in the 15th century in Italy: the medical school in Solerno, the Higher School of Law in Bologna, transformed into a university in 1158 in Paris, then in 1168 - University in Oxford, a little later in Cambridge, in the 20th century in Spain, in 1348 in Prague and soon in Krakow, etc.). According to the works of domestic and foreign medievalists, the first universities were autonomous with developed democracy and student self-government (the term “student self-government” itself was introduced much later), created for academic purposes by associations of professors-lecturers and students. The content of the word "university" itself did not correspond to the modern term. The concept meant "everyone from the group" and referred only to the student population, not including teachers or doctors (masters) of science, as they were later called. Teachers later formed their own corporate structure - a collegium, to a large extent with the aim of protecting students from the power. In fact, the modern relationship of students with faculty and university authorities in the process of making academic policy is the exact opposite of such a relationship in the Middle Ages. At that time, students through the official bills of the university and the election of their own executive, the rector, exercised strict control over the professional activities of the teacher and over his relationship with the community. The work of a significant number of teachers and in the later period of the formation of universities was paid by student contributions, and not by the church or secular authorities. In the course of the study, scientists came to the hypothetical conclusion that the word "rector" itself was originally a nickname from the Latin "rector" - the head, which was given to an elected university leader for intellectual and organizational abilities. The dean (from the Latin "decanus") was called the eldest over ten students, and the dean's office was a meeting of foremen of the "dozens" (See: Zagaitova L.Ya. Student self-government as the basis for expanding democracy in higher education / Abstract ... cand. ped. Sciences. - M., 1990. - S.8-9). The early period of the constitution of universities, as studies show, left a deep mark on later history. From him come the traditions of student solidarity, autonomy and self-government.

In the higher school of America, the tendencies of democracy and student self-government have been most fully developed in the so-called new universities - Cornell (in the state of New York); Johns Hopkins University, Baltimore, Antiah University. The development of student self-government in the above-mentioned educational institutions, according to L. Zagaitova, was due to social factors: universities were private, self-financed associations (the salaries of lecturers were paid from students' funds); society needed personnel trained at universities, and therefore reckoned with the autonomy and democratic principles of the organization of universities.

The traditions of student self-government were further developed in higher education in pre-revolutionary Russia, beginning with the formation of Moscow University in 1755. The tendencies of self-government and democracy in the universities of pre-revolutionary Russia underwent changes up to complete disappearance, depending on the change in state policy towards authoritarianism (the higher school of Russia from the day of its formation was an imperial institution, teachers were awarded the degrees of officials and even the nobility).

A study of the statutes of European, American and Russian universities showed that the democratic principles of organizing student self-government were similar in all universities. This is the management and control by students over all spheres of university life, including academic; adoption of decisions and statutes of universities by the general meeting of students; the presence of elected bodies of executive power; the possibility of rotation of those elected to the governing bodies; obligatory subordination of all members of the student community to decisions taken at the general meeting, etc. , 1990. - S. 10).

The democratic principles of the development of student self-government in Soviet Russia were similar to those described above, however, the self-government of Soviet students developed taking into account the class principle. Thus, the highest form of development of self-government in universities was Proletstud - an organization of proletarian students. Students of non-proletarian origin formed their own self-governing associations in opposition to Prolet-Study and Komstud (an organization of communist students), which indicates a high level of development of democracy in higher education in the first decades of Soviet power.

Functions and tasks of student self-government in higher education in Russia at the beginning of the 21st century

As special studies have shown, the problem of student self-government has deep historical roots. Since antiquity, with the help of self-government as a democratic form of education, such an important task as the formation of a responsible, independent personality has been solved. We are convinced that even today, at the beginning of the third millennium, the development of self-government among secondary and higher school students remains one of the decisive factors in the social development of young people.

The draft Concept for the development of self-government in higher and secondary specialized educational institutions notes that the relevance of the problem is due to the following factors that are clearly manifested at the present time: - the desire of students to unite; - organizational and personnel problems in the activities of student associations; - imperfection of the system of student self-government in educational institutions; - fragmentation in the actions of public and trade union student associations; - a significant increase in the social activity of students and the lack of a system for directing this activity into the mainstream of public utility; - indifferent (and even negative) attitude of the administrations of educational institutions and public authorities to the needs of students.

Self-government is a specific organization of collective activity, which is based on the development of pupils' independence in making and implementing decisions to achieve significant collective goals. In relation to the individual, self-government performs the following functions:

1. adaptive (provides the individual with the harmony of relationships in the team);

2. integrative (makes it possible to combine collective and individual activities; unites the efforts of teachers, parents, children for effective activities);

3. prognostic (helps to determine the real prospects on the basis of diagnostics and reflection);

4. development of managerial culture (there is an opportunity to make an independent choice in making a decision that is important for oneself and for the team; awareness of freedom and responsibility) (See: Methods of educational work: Textbook for university students / Edited by V.A. Slastenin. - M., 2002. - P. 74).

Consequently, student self-government should ensure a genuine democratization of the management of the affairs of the university team based on the participation in it of all members of this team, including students, in the interests of solving the main task - training new generation specialists capable of making a breakthrough in our society to a new qualitative stage of its development, meeting the needs of the individual in intellectual, cultural and moral development.

An inaccurate formulation of the goal of student self-government sometimes leads to oddities. In one of the documents of the Research Institute of Higher Education at the dawn of perestroika, there was a section “The procedure for introducing student self-government in university staffs”, although it is clear that self-government, like communism, cannot be introduced at the behest from above, self-government grows out of social practice, on the basis of overcoming old forms, methods and ways of regulating the life of society.

Student self-government, its organizational forms are formed under the influence of structural changes in social production. Therefore, not directive planning of the accelerated growth of self-governing principles of student life, but the search in real student initiative for the most vital forms of student self-government expressing direct social relations - this is the main requirement for the results of the functioning of the student self-government system. From here, scientists identify a number of areas of self-government activity in the university:

Ensuring the direct, real and decisive participation of each member of the team, including students, all bodies of representative and direct democracy in the management of all areas of the life of the university (preparation and decision-making, selection of optimal means, methods and ways of implementing the decision, accounting and control over the implementation of decisions );

Implementation of the goals and objectives of reforming higher education in the country; - search for optimal and effective means and forms of training, education, approval of the pedagogy of cooperation; - ensuring a new quality of training of specialists in close connection with a radical improvement in their use on the basis of the development of scientific and technological progress; - development of humanitarization of higher education; - enrichment of the ideological and theoretical content of education and strengthening its connection with social practice; - training of new generation specialists with a high level of political culture, skills of active political action;

Students as a social phenomenon; his readiness for self-government

Characterization of students as a special social group of society involves the definition of its social portrait, features of life, functions, real participation in managing the affairs of society and the state. At present, our social thought and science are only beginning to comprehend the real situation of students in society, although philosophers and sociologists have studied a number of issues related to students (the place of students in the social structure of society, the social composition of students, the essence, specifics of the formation and implementation of its interests related to education, social life, culture, etc., socio-psychological and age characteristics, etc.).

Students are rightly perceived as a rather complex socio-psychological and socio-cultural phenomenon, the equivalent characteristics of which are rightfully enthusiastic and interested in everything new and unusual, sparkling in thoughts and actions, romanticism, impetuosity, easiness, thoughtfulness, purposefulness, social activity, the desire for self-knowledge and self-affirmation, etc.

As I.A. Pravdina has shown, most scientists define students as a social group consisting of a part of young students for whom studying at a university is the main activity. An analysis of the literature devoted to the study of students shows that there are two approaches to determining the place of students in the social structure of society: students as a transitional group from youth to the intelligentsia (M.N. Rutkevich, A.S. Vlasenko, Yu. Kolesnikov, etc.); student youth as independent social group(A.V. Dmitriev, S.N. Ikonnikova, V.T. Lisovsky) (See: Pravdina I.A. Self-government in a student team. - Saratov: Saratov University, 1991. - P.6).

Acting as a holistic phenomenon, students are, in essence, very diverse (in social, age, material, individual psychological, and other plans). Historically, students, as a unique and specific social stratum, reflect all the contradictions of age and society in their complex relationship, being their quintessence, in particular, any change in the value orientations of society (and there have been a huge number of them in our society in recent years) inevitably leads to cardinal changes both in the society itself and in each individual. New basic attitudes are being formed in all spheres of life. Under these conditions, the student's personality finds itself in difficult, sometimes critical situations of changing the old (established, familiar, sometimes very convenient) and choosing new meaningful life guidelines that require the adoption of new value orientations (or active opposition to them), social role, gender role forms and motives of behavior, ways of self-affirmation, self-realization.

According to researchers, the current social, economic, political situation in society can be determined by a number of contradictions that are significant for students:

Between the progressive tendency of society to reduce strict normative regulation in relation to the individual and the insufficient willingness of the subjects of social relations, the processes of upbringing and education (including professional) to take advantage of the freedom provided;

Between the desire of young people for a certain autonomy of their life, the desire for independence and the objective need to preserve the continuity of generations, the demand for the life experience of elders, their abilities and values;

Between the desire of young people for self-affirmation and the fact that they have only initial life, professional, family knowledge, skills, creative abilities and opportunities;

Between the habitual way of life and the constantly changing life situation (See: Bobryshov SV, Klushina N.P. Modern socio-cultural environment as a factor and sphere of formation and manifestation of students // Innovative aspects of educational and educational processes in technical universities. Materials of the scientific and methodological seminar universities of the North Caucasus. - Novocherkassk: YuRGTU, 1999.-p.150).

The above features of the situation of interaction between modern society and students are prerequisites for the social, psychological, moral, spiritual, professional maturation of the student's personality. This is based on both the formation of value orientations, motivational and value attitudes, and the organization of higher (compared with the secondary school) forms of educational and socially useful work.

Taking into account that value orientations find their expression in various spheres of a person's life, let's take a closer look at some of the essential characteristics of the socio-cultural environment, through which the portrait of students is most clearly manifested.

Structure and forms of self-government of university students

Researchers identify a number of substructures in a student team in which relationships between its members are realized and developed: organizational, inter-collective relations, informal relationships, collective activities, the real moral and psychological position of team members.

The organizational substructure includes official relationships associated with governing bodies, coordinating goals and objectives in connection with the characteristics of the student body; the election of self-government bodies and their subordination to the collective; verification of the implementation of the decisions made; the presence of clearly developed norms for the relationship between educators and educators, etc.

The substructure of inter-collective relations implies the presence of contacts with other teams for the purpose of exchanging experience, as well as communication with sponsored teams (other groups of this course, junior students, etc.).

The substructure of informal relationships (close connection, communication) implies that the members of the team are aware of each other, mutual understanding, mutual assistance and mutual exactingness. As a rule, informal relationships are amateurish and proactive, they are dominated by an optimistic mood, and the social security of the members of the team is manifested. They have a positive effect on the effectiveness of the educational process, their educational impact on the individual is high. It is in this substructure that the satisfaction of all members of the team with official leaders and relationships with teachers is more often felt.

In the substructure of the real moral and psychological position of the members of the team, the greatest social security and equality of the individual in the team, the satisfaction of each individual with life and activity in the team, the nature of the relationships that develop in it, is manifested. This substructure is characterized by mutual attachment of team members, their inspiration from communication in the team (See: The role of the team and student self-government in shaping the personality of the future specialist. - M .: NIIVSH, 1989. -S. 13-14).

We share the opinion of researchers who argue that in the organization of self-government, activity and communication are primary, and organs are secondary. Self-management of schoolchildren and students begins with mass creativity, with finding valuable ideas, with the realization of the need to do certain things. Self-government bodies are created in accordance with the interests and needs of pupils, implemented in their free, and not compulsory, activities (See: Ksenzova G.Yu., Skorokhodova N.Yu. Some ways to improve student self-government // Development of self-government in enterprises and educational institutions Abstracts of the reports of the regional scientific-practical seminar / Chief editor GV Telyatnikov Kalinin: KSU, 1989. - P. 119). The participation of students in the management of the university through the inclusion of student representatives in the councils of faculties and universities enables students to raise their problems there, to bring them up for discussion on behalf of student groups. For this, it will be sufficient to introduce into the composition of the councils such a number of students that would be at least a quarter of their number. Of course, the deans of faculties, heads of departments, leading teachers who are members of the councils should listen to the proposals of student representatives, take into account their opinion when making decisions. Within the framework of their rights, student self-governing groups will, in one way or another, solve important problems of university life.

The composition of the councils should include student representatives elected by direct open or secret (as electors decide) voting. It is expedient, in our opinion, to elect according to courses, then students of all courses will be represented in the councils of faculties. In the event that the faculty also includes departments, each department must also be represented on the council. The chairmen of student trade union bureaus are also elected representatives of students in councils and, of course, represent their interests there. Thus, student public self-government will not be opposed to traditional self-government in the university system, implemented through the activities of councils and the election of teaching staff and administration. It will become an integral part of it. Such self-government will be universal: both student and teaching, that is, co-management of the university by teachers and students.