AGILE MANAGEMENT OF PARENTAL AND COMMUNITY INVOLVEMENT IN PUBLIC SCHOOLS: FROM PASSIVE CONSUMPTION TO THE "CO-PRODUCTION" OF EDUCATIONAL VALUE

Abstract

The purpose of this research is to analyze the current level of parental and community involvement in public schools and to substantiate the effectiveness of implementing agile management mechanisms. The study aims to transform the role of the parent in the school from a passive consumer of educational services into a co-producer of educational value.

 To solve the scientific problem, methods of historical-comparative analysis, systemic-functional design, and empirical methods (sociological surveys, statistical data analysis) were applied. The empirical base included representatives of public schools from various regions of the Republic of Armenia (a total of 450 stakeholders, of whom 95 were parents and members of the management board).

The baseline assessment revealed the dysfunctions of the rigid-vertical management system, where the vast majority of surveyed parents (53.7%) are involved purely in handling material and household issues, and 23.2% act as passive observers. In contrast, the implementation of the agile management system—based on short working iterations (sprints), decision-making algorithms based on informed consent, and information transparency dashboards—restored the school's social capital, ensuring 80.6% active and substantive participation.

The agile management of the school-family partnership ceases to be a formal-informational process and transforms into an open socio-pedagogical ecosystem. It ensures the resilience of the educational institution to crises and guarantees the continuous development of the learner.