Designing educational environment of school: assessment by the process participants[Проектирование Образовательно-Воспитательной Среды Школы: Оценки Участниками Процесса]

The article presents an analysis of the results of the author’s empirical research to identify the significance of the use of design methods to develop the educational and upbringing environment of a secondary education institution. The methodology of empirical analysis is substantiated: the paper provides interpretation of a project and project activities and describes the author’s vision of the design methods applicable to the management system of a secondary education institution. To confirm the proposed arguments, the results of an empirical study carried out by the authors at school 13 in Noyabrsk (Yamalo-Nenets Autonomous Okrug) are presented. It is proved that the final design goal in the secondary education institutions management system is to improve the quality of education in accordance with the requirements of the Federal Law 273 of December 29, 2012 and the national project “Education”, as well as to restore the links between the educational and upbringing components of learning. It is argued that improvement of the education quality is possible by means of creation of an active educational and upbringing environment. The research revealed the importance of using participatory design (including the maximum number of stakeholders in the process, using the annual school projects as a format for implementing this task). To explain the relevance of the use of participatory projects in schools, the paper gives results of a survey among schoolchildren, parents and school teachers, showing that all stakeholders are ready to participate in school projects if their motivation is taken into account. The empirical data obtained show that the creation of an educational and upbringing environment is a condition for the implementation of various initiatives, ultimately leading to an increase in the quality of education. The practical part of this research confirms significant improvements in the development of educational and upbringing environment, an increase of social activity of children and parents and an increase in the level of social well-being of children and families (a decrease in indicators of deviance and crime).