Elena A. Khodyreva

The urgency of the problem is caused by the need to integrate the Russian higher education system into the world educational space and to ensure the export of Russian higher education. For successful social and professional adaptation of graduates of Russian universities, it is important to synchronize educational programs implemented in Russia and abroad. This problem is especially important for PhD programs, which are widely distributed in foreign universities, but do not have an official status in the Russian Federation. The purpose of the article: to determine the prospects for PhD programs in the Russian Federation on the basis of studying the nature and characteristics of these programs implemented abroad, and to generalize the experience of their implementation in a number of Russian higher education institutions. The leading methods of the problem study were theoretical analysis and generalization of the educational practice of implementing PhD programs, as well as methods for studying information provided on official websites of higher education institutions and analyzing local normative legal acts of universities in terms of positioning PhD programs. The article reveals a set of theoretical provisions that determine the nature and characteristics of PhD programs, defines the basic principles for their implementation, and identifies the main types of PhD programs in relation to programs for training highly qualified personnel in post-graduate school. The type and characteristics of these programs are considered based on the analysis of information about PhD programs presented on the official sites of a number of higher education institutions, as well as features of their implementation and characteristics of documents issued after the completion of the program. The prospects of PhD programs are determined, related to the complex implementation of their potential (opportunities). The materials of the article may be useful for the modernization of training programs for highly qualified personnel that ensure the integration of the Russian higher education system into the world educational space.

Improving the mechanisms for assessing the quality of psychological and pedagogical training of future teachers is connected with the possibility of integrating the requirements of the updated federal state educational standard in the area of training 44.03.01 “Pedagogical education” and the professional standard “Teacher (pedagogical activity in the sphere of preschool, primary general, basic general, secondary general education) (educator, teacher) ". It is necessary to define together with interested parties the list of competences to be formed as the main results of psychological and pedagogical training of future teachers, as well as to justify indicators of recommended professional competencies achievement and independently established professional competencies, based on the requirements for the graduate’s professional activities in a particular educational system or in a particular educational organization.

The paper views change management of innovative educational projects as a replacement of one solution by another due to the impact of various external and internal factors in the development and implementation of the project. The analysis of the empirical research identified change management issues of innovative educational projects that are related to the complexity of the functional areas of project management, to the specifics of the innovative educational projects and to the insufficient attention to documenting changes in procedures. Use of a systematic approach to change management of innovative educational projects can solve the issues.

This article risk management of innovative educational projects is seen as the project management section, which includes the processes related to the definition, analysis and the development of appropriate responses to the risks of the project. Based on the analysis of risk management programs for specific innovative educational projects identified risk management issues in innovative educational projects that are associated with variability, complexity, scale themselves innovative educational projects, which occurs in a continuous modernization of education, as well as insufficient attention to the identification procedures, qualitative assessment and quantitative risk analysis throughout the life cycle of innovative educational projects. To solve these problems will allow the use of the capacity of a systematic approach to risk management of innovative educational projects, providing comprehensive implementation of the risk management function at all stages of the management process.

Currently, the Russian Federation launched the “Program of modernization teacher education for 2014–2017 years”. The paper deals with the promising directions in education such as the use of variant learning paths and entry into teaching profession; orientation of content and technology of vocational education on demands of educational activities and professional standards of a teacher; updating capabilities and resources of broad social and cultural environment of a university.