Management of development of secondary vocational education using the competitive movement

The proposed article attempts to present individual tools of the management mechanism of the competitive movement, with the help of which management in the system of secondary vocational education of the Chelyabinsk Region takes place, as well as to propose a method for assessing the effectiveness of the influence of competitions on vocational education. There are 35 regional competitions in the system of secondary vocational education of the Chelyabinsk Region. The management of the competition movement is carried out through the use of a number of management tools: the state program of the Chelyabinsk region “Development of vocational education in the Chelyabinsk region”; the regional calendar of mass events with students and teachers of educational organizations of secondary vocational education and higher education; broadcasting the competition theme through public associations of secondary vocational education teachers, including indicators of participation of vocational education institutions in competitions in the system of quarterly bonuses for directors, the annual regional competition “Best professional educational organization”, and programs for the development of professional educational organizations. The analysis of the content of individual competitions shows their potential influencing the achievement of goals and fulfillment of tasks of vocational education and training development programs. The article attempts to propose a new approach that allows measuring the effectiveness of the influence of competitions on the development of the secondary vocational education system. Using the Chaddock scale to establish the dependence of the results of the regional competition “Best professional educational organization” on the participation of vocational education institutions in the competition movement, the authors were able to measure the influence of both the entire set of competitions held in the region, their groups, and individual competitions on the state of the educational system or its individual parts. As a result, the obtained data allowed, on the one hand, to confirm the generally accepted opinion about the positive influence of the competition movement on the educational system as a whole, and on the other hand, to prove that not all competitions have the same effect on the entire system or its individual components, and sometimes have a negative effect. The proposed method, based on the information obtained, makes it possible to evaluate the effectiveness of competitions and purposefully use them as a mechanism for managing the SVE system.