influence of the subject of management (manager) on the object of management (social-pedagogical system), as a result of which its qualitative change occurs, and the distinctive thing is that this "qualitative change" in management affects only the quality of educational and management processes; in the management of education - ensures the competitiveness of educational organizations (institutions, institutions), and in the management of educational innovations - the well-being and innovative development of scientific and pedagogical personnel.
The theoretical and methodological foundations of the management of educational innovations are modern trends, laws and regularities, scientific approaches and principles, content, technologies, which are determined as priorities in the management of educational institutions in the conditions of implementation of innovative activities.
The scientific foundations of the management of educational innovations are used in those organizations that try to achieve the most effective results at the least costs.
The essence of the management of educational innovations is revealed with the help of functions, the main ones of which are: analytical and prognostic function, planning function, organization function, motivation and stimulation function, coordination function, control function and regulation function.
Effective innovative educational management aimed at improving the quality of education is a reliable mechanism for meeting the needs of consumers of educational services and ensuring the competitiveness of educational institutions.
The main tasks of the management of educational innovations are: directing the permanent transfer of educational institutions to a qualitatively new state; constant social, material and psychological support of teachers and lecturers; creation of legal, organizational and psychological conditions for ensuring the experimental activity of educational institutions; involvement various investors; participation in international educational projects; connection to the Internet computer network; expansion and deepening of functional responsibilities of participants in the educational process [2].
Subjects of the management of educational innovations, as in the general theory of management of socio-pedagogical systems to which educational institutions belong, and in management, are heads of educational institutions who participate in the development, experiment or testing, implementation or application of educational innovations; the objects are the activities of scientific, pedagogical and methodical workers in the application of educational innovations, i.e. innovative educational activity.
The management of educational innovations is carried out according to certain principles that act as norms and guidelines for activity and ensure its success and efficiency. Among the main principles of implementing innovations in education, the following are distinguished: humanism, democracy, optimality, national orientation, the unity of universal and national nature of education, co-creation, creativity of life, differentiation and individualization, optimization and openness, innovativeness.
A significant place among the modern management principles of educational organizations is occupied by the principle of innovativeness, which assumes that leaders have a focus on the need for constant updating of the educational process due to the application of educational innovations and is ensured by
organizational-management, financial-economic, and psychological-pedagogical changes [4].
Organizational and managerial changes in the management of educational institutions that arise as a result of innovative activities include:
– modular structure of educational institution management (by types of activity:
educational, educational, managerial; by forms of management: formal (state),
– informal (public); by subjects and objects of management: the head of the educational institution, the head of the innovative project in the educational institution, participants of innovative activities);
– organizational-structural, economic, psychological, diagnostic, informational forms and management methods that create conditions for prompt, effective, original and non-standard management decision-making by the manager;
– a project-innovation model of management, in which the head of a general educational institution constantly supports the activities of the authors and participants of innovative projects carried out at various stages of the innovation process in the school, and ensures the solution of the most important problems of education at a certain stage of its development; management by goals;
– maximum possible involvement of public bodies in management, development of self-management of school youth;
– economic stimulation of innovative teachers;
– support of competition and entrepreneurship;
– diversity and equality of all forms of innovative activity organization;
– maximum use of assets of world science and technology in the field of education [5].
Financial and economic changes include the economic principles of interaction of objects of innovative activity, functioning within the limits of available resources.
Psychological and pedagogical changes include the full realization of the opportunities of the participants in the educational process and their equality, the priority of universal values, free access to results, timely and flexible control over the main criteria of activity, the reality of requirements and standards.
From the standpoint of the system approach to education quality management, we consider it as a complete, open socio-pedagogical system that corresponds to all the characteristic features of complex systems. The most significant among them are:
management's focus on goal achievement; hierarchical subordination, which implies the consistency of centralized management with self-management with simultaneous autonomy of components; presence in the management system interactive properties not inherent in its components, interrelationship and interdependence between components and criteria for evaluating the effectiveness of functioning; variability of certain components and state (structure, functions, connections) of the entire management system.
Ensuring quality management of the processes of functioning and development of educational institutions is impossible without the necessary level of formation of leaders' readiness to introduce innovations in education.
The head of an institution that carries out innovative activity and manages it is a creative person, who is characterized by always creating something new based on the
transformation of the known: a new result or original ways and methods of obtaining it. Such leaders are innovative managers in education, competitive, those who correspond to the strategy of development of the education system of Ukraine in the 21st century.
Innovativeness presupposes the manager's strategic thinking, flexibility and quick response to changes in the situation, the ability to make non-standard management decisions, take risks, see the end result, and select as many alternatives as possible.
In this regard, there is a need to develop the managerial culture of the head of an educational institution taking into account the scientific achievements of pedagogy, psychology, philosophy, social management, domestic and world experience on the basis of democratization and humanization, an individual approach in the conditions of continuous education [6].
A significant part of scientists in their works claim that the process of introducing innovations into the practice of the education system is carried out gradually and in stages [5, 7, 8]. The model of the innovation implementation process in an educational institution covers the following main stages:
The first stage is the team's awareness of the need for changes and the introduction of innovations. At this stage, an appropriate information field is formed in the educational institution based on the involvement of teaching, scientific and pedagogical, student teams in various forms of information activities (conferences, meetings, seminars, meetings, meetings with experienced teachers, scientists, etc.).
The II stage is the search and actualization of new ideas, that is, the identification of a range of problems, the actualization of new ideas, their discussion in the student body and with scientists. At this stage, a creative group is formed, the activity of which is directed to the development and design of an idea into a corresponding project or program.
The third stage is the implementation of the design of the innovation by the creative group. First of all, the state of functioning of the educational institution is analyzed on the basis of the conducted diagnosis, the future perspective is determined, and the strategy for achieving the goal is outlined. The result of this stage is a prepared innovation project, which must reflect the goal, tasks and main measures for the implementation of the new idea, the resources involved, the criteria for changes and the method of identifying the effectiveness of the innovation process.
Stage IV – management of the innovation implementation process. At this stage, the mastering (testing) of a new educational idea takes place. Here, it is important to take into account the "human factor" (motivation, stress, functional uncertainty, timely awareness, uncontrollable situations, etc.) in the information process and create comfortable conditions for the work of all subjects of innovative activity.
Stage V – management strategy and preparation of subjects of innovative activity to work in new conditions. This is primarily the choice of a management style, the ability to present an idea, evaluate and control intermediate results, delegate authority, motivate cooperation, establish external communication, etc.
VI stage – overcoming resistance and psychological discomfort. Often, in the process of preparation and implementation of educational innovations in an
educational institution, situations of confrontation arise due to a lack of understanding of new work incentives, changes in the work regime, additional costs, the need for continuous training, etc.
Stage VII – publication of the results of innovative educational activity (innovative product) at the level of students, teachers, scientists, state administration bodies.
The main forms of publicizing the results of innovative educational activities are seminars-presentations, public conferences for students, teachers, scientists, heads of institutions, speeches in mass media, etc. [7].
For the effective introduction by the head of educational innovations into the educational process of the institution, such conditions are determined as:
– socio-pedagogical (provided by implementing the principles of democratization and humanization of the educational process and its management;
development of the creative potential of teachers, students, members of the administration by involving them in experimental and research activities);
– organizational and pedagogical (possible in the case of appropriate financing of the innovative activity of the institution; creation of a system of special incentives for the implementation of educational innovations; establishment of scientific, legal and economic ties with scientific institutions, organizations, universities; promotion and distribution of products of innovative activity; establishment of mutually beneficial relations ties with innovation centers, funds that contribute to the introduction of new educational technologies);
– psychological and pedagogical (guaranteed by systematic information of university employees on scientific and pedagogical issues; entry of the institution into the innovative infrastructure; provision of continuous systematic communication of institution employees with domestic and foreign scientists - psychologists, pedagogues, sociologists; scientific and theoretical familiarization with the basics of experimental and research activities; institutional provision of the training process and raising the professional level of subjects of the innovation process; readiness of employees of educational institutions to work in an innovative mode; formation of an "innovative culture" in them) [6].
New realities put forward new requirements for the quality of education, in particular, the universality of training of graduates of general and higher educational institutions, their adaptation to social conditions, the personal orientation of the educational process, its informatization, the determining importance of education in ensuring sustainable human development.
In modern conditions, the main directions of reforming the education management system are: clearly defining the competencies, powers and responsibilities of management bodies at all levels, ensuring their interaction; transition from executive to regulatory management of the education system; development of state-public forms of education management.
Current trends in the development of the management of educational innovations include the development of: theoretical foundations of democratization and humanization of the management of educational institutions; organizational and pedagogical foundations of the formation of a multivariate investment policy in the
field of education; theoretical foundations of the formation of an innovative culture of participants in the educational process [7].
Thus, the essence of the management of educational innovations is to provide conditions for making systemic changes in the activity of the educational institution aimed at its development and improvement of work.
The practical implementation of innovations in education should be preceded by their theoretical and methodological development and understanding. The new concept of innovative educational management should take into account the modern needs and realities of Ukrainian society, the prospects for its development in a rapidly changing and globalizing world.
Every leader should remember that the management of innovation processes must be systemic in nature and requires the leader to create appropriate conditions in the educational institution and observe the phased implementation of innovations, as well as to transfer it to a qualitatively new state, more open compared to the previous one.
The specific functions of managing the innovation process in an educational institution, capable of solving various issues related to educational activities in the context of Ukraine's entry into the European Intellectual Space, should become promising directions for further research into the specified problem.
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