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SOCIAL AND PSYCHOLOGICAL PROBLEMS OF THE POINT-RATING SYSTEM FOR EVALUATING EMPLOYEES’ WORK IN EDUCATIONAL INSTITUTIONS

. Digital security in the modern world is one of the leading practical and theoretical trends. Many practitioners and theorists are working to improve digital security, usually completely ignoring the costs of this process, which is very necessary, but not as univocal as it is presented to the state and transnational corporations (TNCs) sponsoring the research. The purpose of the study is to analyze the socio-psychological aspects of the use of information and communication technologies (ICT) in managing university and school education. Research methodology and techniques. The paper presents the theoretical analysis of the problem of the socio-psychological dangers of using ICT in managing higher education and school education; it also summarizes the included and non-included observations over the processes and results of the implementation of the point-rating system and the use of ICT in university education. The results of the study. The systems «Virtual school» and «Virtual university», developed and implemented in order to optimize managing processes and increase the accessibility of education in schools and universities, face serious socio-psychological, managerial and legal problems. One of the main problems is the problem of sporadic or systemic violation of personal and organizational security. This problem arose not only because there is no culture of relationships in the digital environment. It arose because moral, conventional- ritual and legal normsб both in the real and in the «virtual» world, ceased to be real regulators of relations. The real regulators in this environment are the norms of the community that modifies all aspects of its existence. Teachers, administrations, the state face a really complicated challenge, which is to restore Russian education as the best education in the world, restore it as a sphere of culture, not business, re-orientate education to develop individual and culture, and not serve even the best «direct»needs of production and economics. However, morally meaningful and based on moral standards, participatory, developing educational technologies are not the unattainable future, but a developed tradition, which researchers and teachers are ready to support and restore.