Design practice of the ‘development programme''

In the first part of this article we have already mentioned that the Education Law of the Russian Federation among the main conceptions given in the text does not offer the definition of the ‘programme of development’ phenomenon. At the same time the status of the document, which must determine the strategy of educational organization development, is rather important. Very often the development programmes, which the educational organizations possess, do not become the instruments of real management and stay the memorial of formalities and incompetence. This is a consequence of the situation when the Law authors did not work out the definition and the scientists did not make theoretical and practical recommendations, which would allow to get the answers to the following questions: 1) What does the ‘development programme of the educational organization’ mean; 2) What is the structure and the content of the programme; 3) How can the programme be assessed a) as a document, b) as an instrument of intervention into the development of the ‘educational system’ and ‘educational organization’, c) as a product of the organization management’s competence? That is why we devoted this article to the description of the ‘development programme’ phenomenon.