PARTICIPATIVE DESIGN OF INTEGRATED DEVELOPMENT OF INSTITUTION OF SECONDARY EDUCATION: THEORETICAL-SOCIOLOGICAL ANALYSIS

The article considers the concept, specificity and importance of design in the integrated development of secondary education institutions. The author does this from the standpoint of sociological theory, in the discourse of the sociology of management. The concept of project and design is revealed as a formalized activity to determine the problems and plan a number of activities aimed at solving problems within the specified time frame and within certain resources. The typology of projects is briefly described, the forms of projects (service, event), as well as the nature of projects (innovative, supportive) are highlighted. The current trends of the sociological analysis of design are outlined. It is substantiated that participatory design can be aimed at creating active educational environment in a secondary educational institution. Such environment determines the growth in the quality of provision of educational services and their results during a special kind of configured events, with the participation of not only schoolchildren, but also all interested participants in school relations – the administration, parents, NPO, etc. The principle of participatory is cultivated and revealed in the design process. Actors themselves are involved in the design and implementation of the project, in which they are really interested. As a result, the effectiveness of such project increases significantly. And the project itself becomes a catalyst for the formation of team relationships within and between different communities (management, teachers, students, parents, others). It is concluded that participatory design has the potential to form a special type of developmental environment within the framework of a secondary education institution.