Stol Anna V.

Introduction. The current public policy in the Russian Federation actively supports the development of inclusive education, regarding it as a crucial element in reforming the entire education system. However, the lack of universal tools for recording and monitoring the inclusiveness of the educational environment in the regions across municipalities complicates its assessment and comparison.

This article examines approaches to standardizing management reporting for municipalities to analyze and monitor the development of an inclusive educational environment. It describes the key indicators used to rank municipalities. It also presents a methodology for collecting data by municipalities and an algorithm for processing it for analysis across municipalities. The results confirm the relevance of standardizing reporting as a mechanism for increasing the transparency and manageability of inclusive education development processes at the level of municipalities and the regional Ministry of Education.

Materials and methods. The study aimed at optimizing the efforts of municipal education departments in compiling reports on the implementation of inclusive education development activities in the region, as well as to optimize the efforts of the Department of Special Education of the Ministry of Education of the Republic of Bashkortostan in processing and analyzing reports received from municipalities. This article provides a methodology for developing management reporting (at the regional level of the Russian Federation) and presents a method for processing data collected using the mode developed by the authors at the municipal level. The study included the following stages:

– systematization of indicators collected by municipalities as part of their 2024 reporting on the implementation of the Comprehensive Action Plan for the Development of Inclusive General and Supplementary Education, Children's Recreation, and the Creation of Special Conditions for Students with Disabilities for the Long-Term (until 2030), including the action plan ("roadmap") for implementing the Concept for the Development of Inclusive Education in the Republic of Bashkortostan;

– design of a municipal reporting model;

– design of an algorithm for collecting and processing data collected according to the new municipal reporting model;

– development of a methodology for calculating municipal ratings based on the level of development of an inclusive educational environment and ranking municipalities based on this rating.

The indicators for the reporting template and the calculation of the inclusive educational environment development rating were selected based on the criteria of relevance, measurability, and comparability. This ensures the accuracy of the study objectives, eliminates uncertainties, and enables cross-regional comparison, as well as intra-regional analysis of the development of inclusive educational environments over time. The study ed methods of data analysis, comparison of international and regional experience, formalized reporting forms, expert assessment, and classification and ranking procedures.

Results and conclusions. The methodology enables the identification of territorial disparities and the development of targeted management decisions. Key innovations include the integration of quantitative and qualitative indicators to determine the development of inclusive educational environments at the municipal level, consideration of international data standardization practices, and a mechanism for cross-municipal comparison.

The creation of a standardized reporting tool for municipalities will enable the assessment of progress in the development of inclusive educational environments, the formation of municipal rankings, and the effective allocation of resources to support children with special needs.

Discussion. The 2026 upcoming pilot developed reporting model verification, analytical forms, and methodologies for calculating the rating of municipal entities in the Republic of Bashkortostan will aim at determining the effectiveness of the implementation of the Comprehensive Action Plan for the development of inclusive general and additional education, children's recreation, and the creation of special conditions for students with disabilities until 2030.

Determining the feasibility of the proposed approaches and methods for assessing the development of inclusive education not only within the Republic of Bashkortostan but also their potential application in other regions of the Russian Federation requires comprehensive study and detailed analysis of the pilot project's results, followed by a discussion of possible ways to replicate the positive experience.

Introduction. The problem of low satisfaction with school meals leads to nutrient deficiency in children and increases the burden on the economy and environment of regions and municipalities. To understand the causes of waste and find management solutions to improve the quality of food, it is advisable to apply experience in assessing food waste, using it both as a pedagogical activity and as a source of management data in the context of suppliers, menus, dishes and products, and the organization of serving dishes. This paper aims to review the experience of auditing food waste, including in school canteens. Among the materials for the study, publications of mainly foreign authors were used, since in the Russian database the topic of auditing (assessment) of food waste in school canteens is represented by only one work. Part of the materials from a sociological survey conducted in May 2024 in the Republic of Bashkortostan on satisfaction with school meals is also used.
Materials and methods. As a result of the analysis of the accumulated experience of food waste audits and approaches to waste minimization, an algorithm for conducting an audit is proposed, which may have different goals depending on who conducts it. We believe that if the food is well prepared, there should be minimal waste. An audit of food waste can be part of a school nutrition monitoring system and is a logical continuation of previously conducted research. There may be several reasons for food not being eaten in canteens, and obtaining answers from children at the moment of throwing away leftover food about the reason for refusing to eat will allow taking measures in response to each reason, starting with the most common one. It is substantiated that the most feasible audit option may be to conduct it by the parent community with direct support from schools, since every eighth parent in rural areas, and every seventh in cities, is ready to participate in a procedure that will give them more accurate and complete information about nutrition children and an effective tool in the task of changing children’s nutrition at school.
Acknowledgements. The study was carried out within the framework of the state assignment of the Center for the Study of Social Development of the Region of the Institute of Strategic Studies of the Academy of Sciences of the Republic of Bashkortostan for 2024. 

Introduction. School meals are essential for children's health, development and learning. An effective school feeding system is also important for the development of the local economy. Poor quality nutrition leads to children refusing to eat at school, unnecessary food losses, financial and material costs, and deterioration in children’s health. Low satisfaction with children's nutrition in schools shows the ineffectiveness of the school nutrition system and requires a search, study and evaluation of possible measures, one of which is a system of regular feedback on the assessment of nutrition quality from parents and children.
The materials and methods used in the work are a review of research results on the impact of school meals on the health and well-being of children and families in need, the impact on the economy; review of the practice of collecting feedback on school nutrition issues in Russia; sociological survey on satisfaction with school meals in the Republic of Bashkortostan.
Results and discussion. It has been revealed that recently the role of parents in improving the quality of children's nutrition in schools has been increasing, one of the manifestations of which is the practice of sociological surveys by federal and regional authorities on the topic of satisfaction with school meals. The article presents the method developed by the author for ranking municipalities in terms of satisfaction with school meals, the results of its testing based on data collected during a series of sociological surveys of parents of schoolchildren in the Republic of Bashkortostan on the topic of the quality of school meals in 2022-2023. A trend has been identified to increase satisfaction with school meals in the Republic of Bashkortostan, but it is uneven across the region; and 28% of parents in the region noted that there are no changes, and 5% rated the changes as negative. It is concluded that it is necessary to form a system for monitoring satisfaction with the quality of school meals and its effectiveness for a comparative analysis of municipalities in the region and to identify measures to improve the quality of meals in schools. Thus, based on the results of surveys and a review of experience accumulated in other countries, more active inclusion of children and parents in decision-making on children’s nutrition in schools, collection of data on food waste by suppliers and dishes, and assessment of children’s nutrition directly in schools are justified.

The socio-economic development management is based on the analysis of the achieved levels of the state of the social sphere from the municipal to the regional, federal levels. The development of the social sphere directly affects demographic processes, which is confirmed by studies at the regional level. There is a need for similar studies at the municipal level in order to determine the ability of the local government to influence these processes. To do this, it is advisable to develop and test a method for comparative assessment of municipalities in terms of the provision of social infrastructure. Firstly, this will make it possible to identify municipalities that are in a critical state in this matter, secondly, to compare the provision of social infrastructure in various areas within the municipalities themselves and identify weaknesses and formulate the task of finding sources to cover these deficits, and thirdly, to identify the relationship between the provision of social infrastructure and demographic processes at the municipal level. The article provides a discussion of indicators characterizing the level of social infrastructure provision of municipalities. The author proposes a methodology for assessing the provision of the population in the sectors of education, healthcare, culture and their general summary assessment, as well as the results of ranking the municipalities of the Republic of Bashkortostan according to the rating of provision with social infrastructure according to 2010 and 2020 data. The assessment was carried out according to relative indicators in 2010 and 2020 and in terms of their growth rates over these 10 years The grouping of districts and urban districts of the region according to the scales is also given: high / low rating of social infrastructure provision, high / low growth rate of its provision. Municipalities with a critical level of security (low rating/low growth rate), with a high perspective level of security (high rating, high growth rate), with a high level of security (high rating, low growth rate), with a low catch-up rate of security (low rating, high growth rate). It was revealed that for the period 2010-2020 there is a deterioration in the rating of provision with social infrastructure in most municipalities of the Republic of Bashkortostan.