Abstract:

Introduction. The implementation of the network educational model in the school system in small towns in the Russian Far North is a problem of a high interest due to the inequality of opportunities and social difference between Russian regions. Based on empirical data, the article examines the main practices, opportunities and limitations of the implementation of network interaction as one of the priority areas of educational policy.

Research Methods. The study has been carried out in the spring of 2020 on the territory of the Urai municipality of the Khanty-Mansiysk Autonomous Okrug of Russia. The methodology involved the analysis of regulatory documents that ensure network interaction in the school education system at the federal, regional, municipal levels; an expert survey of representatives of educational management and an online questionnaire survey of teachers who carry out their professional activities in the city of Urai (the quota sample was formed according to quotas "teaching experience", "qualification category", "subject area" in accordance with official statistics). The total population is 397 people. The sample size is 234 people.

Results. Based on the analysis of regulatory documents and the study of expert opinions, it is concluded that the conditions for organizing a network form of interaction are not fully reflected in the regulatory acts of the regional and municipal levels, which seriously limits the possibilities of their implementation. In the study, the concept of "network interactions" was divided into several components according to the criterion of "means of implementation" or "resources". This division is also stated in the regulatory acts but the procedure of transition is not fully described, so organizations are unaware how to interact in the new conditions. The local authorities and the institution representatives discuss, how to build network interactions between organizations effectively. Therefore, authors explain, how teachers evaluate the effectiveness of electronic educational resources; remote technologies; material, technical and human resources of partner organizations of schools in the particular region. According to teachers' estimates, the first two types of resources can be used (and are already being effectively used) in the practice of a teacher's professional activity to increase their students' educational success. Network exchanges of human and material resources with other organizations are used ad-hoc. At the same time, according to teachers, these types of resource exchanges are necessary for vocational guidance of schoolchildren; work with gifted children; accompanying individual educational strategies of students; implementation of intersubject connections; inclusive education.

Conclusions. According to the teachers and experts, all models of network interaction "school - school", "school - university", "school - enterprise", "school - institutions of non-school education" can serve as a significant factor in increasing the educational success of schoolchildren in the northern regions, but only the latter can now be fully implemented in practice. The implementation of the rest faces regulatory barriers or is limited by the conditions of the northern region.

Keywords:

Network interactions, secondary education, educational success, distance technologies, electronic educational resources.