Американский Научный Журнал MANAGEMENT OF INNOVATION PROCESS IN EDUCATIONAL INSTITUTION (38-41)

One of the leading trends in the management of innovative processes in educational institutions is the transfer of teaching staff from the “neutral state” in the zone of their increased motivation. The implementation of this task requires the head of an educational institution to master the algorithm of innovative activity of teachers, to determine the goals and prospects of the development of a particular educational institution. In this article, the peculiarities of the considered control system are based on four-level management (strategic, tactical, operational, and self-management), control system concerning the relationship between the functioning of the described system components and performance criteria for system management are defined. The author reveals the cyclic nature of process management, based on the organic unity of the school team, the essence of goals and tasks. In the article, a brief review of the literature on the management of innovative processes is presented in the section educational institution, didactic and psychological foundations of management are highlighted. Special attention is paid to the characteristics of new social and educational functions of the school, which require the use of modern approaches to solving the complex tasks set for the education system. Скачать в формате PDF
38 American Scientific Journal № ( 36 ) / 2020
ФИЗИКО -МАТЕМАТИЧЕСКИ Е

МРНТИ 20.01.07
УДК: 372.862

MANAGEMENT OF INNOVA TION PROCESS IN EDUC ATIONAL INSTITUTION

Mukanova N.
University of International Business
Almaty, Kazakhstan

БІЛІМ БЕРУ МЕКЕМЕСІН ДЕГІ ИННОВАЦИЯЛЫҚ ҮД ЕРІСТІ БАСҚАРУ

Н. Муканова .
Халықаралық Бизнес Университеті ,
Алматы қ. , Қазақстан

УПРАВЛЕНИЕ ИННОВАЦИО ННЫМ ПРОЦЕССОМ В ОБР АЗОВАТЕЛЬНОМ УЧРЕЖДЕ НИИ

Муканова Н.
Университет Международного Бизнеса ,
г. Алматы , К азахстан

Abstract . One of the leading trends in the management of innovative processes in educational institutions is
the transfer of teaching staff from the “neutral state” in the zone of their increased mo tivation. The implementation
of this task requires the head of an educational institution to master the algorithm of innovative activity of teachers,
to determine the goals and prospects of the development of a particular educational institution. In this a rticle, the
peculiarities of the considered control system are based on four -level management (strategic, tactical, operational,
and self -management), control system concerning the relationship between the functioning of the described system
components and performance criteria for system management are defined. The author reveals the cyclic nature of
process management, based on the organic unity of the school team, the essence of goals and tasks. In the article,
a brief review of the literature on the mana gement of innovative processes is presented in the section educational
institution, didactic and psychological foundations of management are highlighted. Special attention is paid to the
characteristics of new social and educational functions of the school , which require the use of modern approaches
to solving the complex tasks set for the education system.
Аңдатпа. Білім беру ұйымдарындағы инновациялық үдерістерді басқарудағы жетекші бағыттардың
бірі - профессорлық -оқытушылық құрамды «бейтарап» күйден ынталандыру ең басты міндет болып
табылады. Бұл міндетті орындау үшін оқу орнының басшысынан оқытушылардың инновациялық іс -әрекет
алгоритмін меңгеруді, нақты оқу орнын дамытудың мақсаттары мен келешегін айқындауды талап етеді.
Бұл мақалада төрт деңг ейлі басқаруға негізделген басқару жүйелері (стратегиялық, тактикалық, жедел,
өзін -өзі басқару), басқару жүйесі жұмыс істеудің өзара байланысы тұрғысынан қарастырылады, жүйенің
құрамдас бөліктері сипатталады және басқару тиімділігінің өлшемдері анықталады. Автор мектеп
ұжымының тұтас бірлігіне, мақсаттар мен міндеттердің мәніне негізделген процесті басқарудың циклдік
сипатын ашты. Мақалада оқу орны бөліміндегі инновациялық процестерді басқару туралы әдебиеттерге
қысқаша шолу жасалынған, менеджменттің дидакт икалық және психологиялық негіздері көрсетілген.
Білім беру ұйымындағы жаңа әлеуметтік және тәрбиелік функцияларын сипаттауға ерекше көңіл бөлінеді,
олар білім беру жүйесінің алдына қойылған міндеттер кешенін шешуде заманауи тәсілдерді қолдануға
назар ауда рады.
Аннотация. Одна из ведущих тенденций управления инновационными процессами в образовании
институтами является перевод педагогического коллектива из "нейтрального состояния" в зону своего
повышенная мотивация. Выполнение этой задачи требует от руководи теля учебного заведения институт
овладения алгоритмом инновационной деятельности педагогов, определение целей и перспективы
развития конкретного учебного заведения. В этой статье Особенности рассмотрены системы управления,
основанные на четырехуровневом уп равлении (стратегическом, тактическом, оперативном,
самоуправление), система управления с точки зрения взаимосвязи функционирования охарактеризованы
компоненты системы и критерии эффективности управления системой определяются. Автором раскрыта
циклическая природа управления процессом, основанная на органическом единство школьного
коллектива, сущность целей и решаемых задач. В статье коротко обзор литературы по вопросам
управления инновационными процессами представлен в разделе учебное заведение, дидактическ ие и
психологические основы управления выделены их. Особое внимание уделено характеристике новых
социальных и образовательных функции школы, которые требуют использования современных подходов
к решению комплекса задачи, поставленные перед системой образова ния.

American Scientific Journal № ( 36 ) / 2020 39

Keywords: management, original solutions, problem, strategy, self -education, research skills, motivation,
professional knowledge, creativity management, imagination, communication
Түйінді сөздер: басқару, бірегей шешімдер, мәселе, стратегия, өздігінен білім алу, зерттеу дағдылары,
ынталандыру, кәсіби білім
Ключевые слова: менеджмент, оригинальные решения, проблема, стратегия, самообразование,
навыки исследование, мотивация, профессиональные знания, управление творчеством, воображение, связь

INTRODUCTION
Domestic management science in the modern
period is experiencing a particular stage of
development. intensive development and renewal.
There are many reasons for this, both external and
internal: the implementation of reforms in society, the
transition to market relations, criticism of authoritative
management methods, the search for a national
management model, etc. One of the factors that affect
labor productivity is the following administrative
acti vities of the head of a school: the study of the
teaching staff, divisions and labor cooperation of heads
of innovative educational institutions, rational
organization of personal work of the head, self -
assessment of the effectiveness of organizational and
pedagogical activities. The concept of management of
an innovative educational institution can be presented
as a theoretical model of the system containing a set of
leading ideas that determine the main directions of the
system of this management, the mai n factors that
ensure its construction and functioning [ 1].
Distinctive features of the management system are
four -level management (strategic, tactical, operational,
self -government); focus on the development of
educational institutions and pedagogical co llective
activities; implementation of the feedback principle,
which provides the necessary level of control real
results; openness, self -replicating models. The
management process is a complete open information
system. Basic functional components of a con trol
system of an innovative educational establishment are
the purpose of the activities adopted by the entity
management, the subjective model of the significant
conditions, the program performing actions, the system
of criteria for achieving goals, monit oring and
evaluating actual results, the decision on the adjustment
of the control system [ 2].
All components of the management process, being
information entities, are dialectically interconnected
and get their content and functional certainty only in the
structure, and the complete management system. The
management system of an innovative educational
institution is associated with the definition of ways
(methods) to influence the team, individual employees
and training [3] . Based on the goals of administr ative
influence, in essence, in principle, all the methods used
can be divided into three groups: psychological and
pedagogical, organizational and administrative,
economic [4].
MAIN PART
Innovation process -a set of measures to create,
develop, use and dis tribute modern or modernized
innovations (theories, methods, technologies, etc.).
This is the process of transforming scientific
knowledge into innovation, the process of consistently
converting an idea into a product, technology or
service; the process of motivation, purposeful,
conscious, setting as the goal of transferring the
education system to a new level, a qualitative state, a
mode of development. The direction, pace, and
effectiveness of innovation processes depend on the
socio -economic environment in which they operate and
develop, as well as on the quality of management [5].
The management system in modern science is
interpreted as a set of human, material and technical,
information, regulatory and other components that are
connected so that the e ntire set of functions
management is implemented [6].
Innovation management is a complex, multi -
purpose process that includes a variety of actions,
including setting strategic and tactical goals, analyzing
the external environment, taking into account
unce rtainty and risk, analyzing the infrastructure and
capabilities of an institution, diagnosing the actual
situation, predicting the future state of the enterprise,
searching for sources of creative ideas and their
financing, and forming innovation portfolio , strategic
and operational planning, management scientific and
methodological development, improvement of
organizational structures, analysis and evaluation of the
effectiveness of innovations, development of strategies
and tactics for innovative developm ent marketing,
diversification and risk management, etc. But as the
main directions and problems of innovative
management, in our opinion, need to be considered:
development and realization of unified innovation
policy; defining system strategies, projects , and
programs; providing resource support and monitoring
of innovative activities; training and training of
teaching staff; formation of target groups, groups that
implement innovative projects, creating an innovative
environment [7]. Management innovatio n processes
assume a combination of standards and eccentricity of
combinations, flexibility and originality of ways of
action, based on a specific situation. There are no
ready -made recipes in innovation management. But it
teaches how, knowing the techniqu es, methods and
ways to solve certain problems, to achieve noticeable
success in the development of the organization [8].
In recent years, innovations have been introduced
in pedagogy. the introduction and dissemination of best
practices have become regard ed as types of innovation
processes. One of these practices is the PISA test,
which allows you to identify and compare changes in
education systems in different countries, and assess the
effectiveness of strategic decisions in the field of
education, both based on one country over time, and
between countries in a certain period. The main reason
for the development of the test was that until the mid -
1990s, there were no effective tools for evaluating and
comparing academic indicators, other than the number

40 American Scientific Journal № ( 36 ) / 2020
of years of schooling. Based on this indicator, it was
difficult to judge what a person knows and can do.
In this regard, the OECD has developed the PISA
test, which assesses not the amount of knowledge, but
how to effectively apply it.
The test has been c onducted every 3 years since
1997.
The target audience of the test is 15 -year -olds
since this is the age at which students in most OECD
countries complete their compulsory education and
decide to continue their studies or enter the labor
market.
The test is aimed at a comparative assessment of
functional skills in the areas of mathematical, natural
science and reading literacy.
The results show not the level of academic
knowledge, but the level of functional literacy, that is,
how young people can apply th e knowledge in practice,
think logically, make informed conclusions, and
interpret information graphs and diagrams.
Kazakhstan has been participating in PISA since
2009. The test is conducted every three years in three
main subjects: mathematics, science and reading
literacy. In total, the educational achievements of
Kazakhstani schoolchildren were evaluated four times:
in 2009, 2012, 2015, 2018. The first indicators were the
lowest, and in the following years, our country rose in
the ranking from 48 to 52 places. But at the end of 2018,
the indicators for science and reading literacy were
lower than their results in 2009. As seen in Fig. 1, in the
period from 2009 to 2015, Kazakhstan showed positive
dynamics, but in 2018 it fell sharply.

Figure 1. PISA scores by year and subject (out of 600 points)

In the PISA -2018 study, Kazakhstan showed
lower results in comparison with the average indicators
of the OECD countries.
The top ten of the PISA 2018 ranking included
China (testing covered Beijing, Shanghai, Jiangsu,
Zhejiang), Singapore, Macao, Hong Kong, Estonia,
Canada, Finland, Ireland, South Korea and Poland.
From 2000 to 2018, the top five consistently
include Finlan d, Korea, Japan, China, and Singapore
[9].
The PISA testing system divides knowledge into
six levels. according to the results of testing, 58.64
percent of Kazakhstani students cope only with the
tasks of the lowest first level. This applies not only to
the subjects of mathematics, science and reading
literacy but also to other subjects taught at school.
Analysis of scientific publications has shown that
ensuring innovation in education involves the study of
a group of issues that need to be considered sepa rately.
These issues are the correct transformation of
education, the development of digital products and
methods of their implementation in educational
activities, the introduction of innovative technologies,
improving the quality of teachers, and the sci entific
component. The solution to these issues determines the
need to expand the innovative activity of an educational
institution that produces and implements pedagogical
innovations in the practice of educational activities; the
development of methodolo gical recommendations on
the transfer of scientific innovations to mass practice.
Modern management science is developing very
intensively, at a rapid pace, it is a synthesis of
theoretical developments and a judgment on the
conclusions drawn from many yea rs of practical
activity. Questions of pedagogical innovation, search
for optimal methods of training and education of the
younger generation in the transition to an adapted
school, a clear definition of concepts related to the
formation of a new field of knowledge -pedagogical
innovation, widely developed in the works of teachers:
K. Angelovsky, E. M. Rogers, V. S. Lazarev, M. A.
Moiseev, M. M. Potashnik, T. I. Shamama, etc.
The most important identified professional and
personal characteristics of a teache r who is inclined to
creative activity reflected in the works of G. G.
Vorobyov,
S. V. Elkanova, V. I. Zhuravlev, V. I.
Zagvyazinsky, N. K. Works by Krupskaya, A. S.
Makarenko and N. D. Nikandrova.
Didactic and psychological bases of management
of educational and innovative processes became the
subject of detailed research Yu. K. Babansky, V. S.
Lazarev, M. M. Potashnik, P. I. Tretyakov, T. I.
Shamova, R. H. Shakurova, etc.
Theoretical and empirical research methods were
used to solve the set tasks by the purpose and logic of
the research. Theoretical methods: genetic
interdisciplinary analysis and synthesis of information
on the research problem presented in domestic and
foreign scientific sources on philosophy, pedagogy,
sociology, methodology, did actics, management. As
well as the design and analysis of the results of
experimental search work. For example, Norway's
Experience of involving teachers in developing reforms
can have a beneficial impact on education when They
are given a real chance to c hange policies aimed at
improving learning, as the Norwegian experience
shows. In the early 2000s, after an OECD PISA study
found that education in the country was not as good as
expected, parliamentary hearings led to the adoption of
new national legislat ion designed to raise standards.
The legislation included national tests and new forms

American Scientific Journal № ( 36 ) / 2020 41

of professional development and evaluation of
teachers. However, teachers objected to the first
national tests, as well as to the new forms of teacher
development that w ere introduced in 2004.
CONCLUSION
The tests were revised in 2006 in collaboration
with the Norwegian teachers ' Union. And new forms
of professional development are reflected in the
digitalization of education. The improvement in
Norway's PISA results in 2009 is partly due to this
effective collaboration [ 9].
Empirical methods: ascertaining and forming
experiments, document analysis, mathematical -
statistical and qualitative methods of processing results.
Research on innovative processes in education has
revealed several theoretical and methodological
problems: the ratio of traditions and innovations, the
content and stages of the innovation cycle, the ratio to
innovations of various subjects of education,
innovation management, training, the basis for new
assessment criteria in education, etc. These problems
require a different level of the solution -
methodological. Justification of methodological
foundations pedagogical innovations are no less
relevant than the creation of their innovations.
Pedagogical in novation is a special area of
methodological research.

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КАЗАХСТАНА:ПОЧЕМУ МОЛОДЫЕ ЛЮДИ
ВЫБИРАЮТ ЭТУ ПРОФЕССИЮ И ЧТО ИХ
МОТИВИРУЕТ ОСТАВАТЬСЯ В НЕЙ?», Астана:
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UDC 51 -74
GRNTI 27.35.31

ON THE TENSION OF A CYLINDRICAL ROD OF V ARIABLE CROSS -SECTIO N

Petrov N.I.
Department of general physics,
Chuvash State University,
45 Moskovsky Prospekt, Cheboksary, Russia
Abstract . The theory of small elastoplastic deformations is widespread in the field of structural analysis. In
this paper consider the stretching of an in_nitely long cylindrical rod of variable cross -section. The results of
solving the linearized equations of the theory of small elastic -plastic deformations [1 -7] in the case of an
axisymmetric problem are used. It is assumed that a simple stretch occurs in the initial state. In the first
approximation, the relations for the components of displacements, deformations, and stresses are obtained.
Solutions are expressed in terms of zero -and first -order Bessel functions.
Keywords: stretching, displacement, deformation, stress, boundary, conditions, linearization, Bessel
function.

In the case of axisymmetric deformation, the
relations of the theory of small elastic -plastic
deformations have the form [1 -2]
−= 2
3
�� ,
−= 2
3
�� ,
−= 2
3
�� ,