Keyword: «education quality»

In the article, the characteristic features of teaching through further vocational training (FVT) programs are discussed; advantages and disadvantages of using distance technologies in advanced training and professional retraining are revealed; the roles of all training process participants (students, organizers, tutors) are substantiated. The author emphasizes the factors of students motivation, their ability to work autonomously and improving training process quality in the FVT system.

The emergence of the construct “design” as one of the leading activities in modern education actualizes research into “risks” and “risk management”, since the volume of possible negative research in the event of risks being realized in the context of the increasing number and scale of design in education may exceed the positive results. The attitude towards risk management in the education system is gradually changing – the concept of “zero” risk is replaced by the concept of “acceptable” risk, risks and their consequences are a significant category in the design and implementation of educational projects. The risks of educational projects in the context of the creation and implementation of large-scale national projects (national educational projects) are spread throughout the country, a huge number of people and influence the life path of people for a long time, meanwhile the risk life cycle of an educational project is shortened. The process of risk management in education is gradually institutionalized, rules and norms for risk management of educational projects are being developed, which is reflected in the accepted professional standards for teaching staff. The purpose of this article is to identify risk management models for educational projects. The author has made an attempt to generalize the known models of risk management of educational projects in the structure of an educational organization and to identify the characteristic features of various management models. The research was carried out using methods of reflexive problematization, modeling, analysis and synthesis. As the research has shown, insufficient attention is paid to risk management in the theory and practice of managing educational projects and it is mainly implemented according to a combined model (at the same time, multiple combinations are implemented). The study shows that risk management models for educational projects are possible when they are based on functional and process approaches, while the choice of risk management model and approach is determined by factors of the scale and innovativeness of the educational project. As the work showed, further study of risk management models for educational projects can reduce the volume and scale of the consequences of realized risks, which in turn will support public confidence in the development of the education system and increase the significance and contribution of the educational system in shaping the student’s personality.

The relevance of the research is determined by the need to develop a systemic approach to education quality management at the level of educational programs in the context of changing labor market requirements. The need to ensure that graduate training meets employers’ demands requires the development of regulatory, organizational and methodological aspects for assessing the effectiveness of educational processes. The aim of the work is to test the quality assessment model, analyze statistical data and identify the strengths and weaknesses of the bioengineering master's degree program. The approach to the organization of the model includes the development of criteria that reflect not only the set of requirements for the program accreditation, but also the analysis of students' academic achievements, allowing them to solve interdisciplinary tasks and adapt to the dynamic requirements in their professional activities. There is a set of methods applied in the work, namely: analysis of the regulatory acts regarding the requirements of the Federal State Educational Standard and the Self-established Educational Standard of higher education required by the university to open a program; systematization of accumulated experience in evaluating educational programs; pedagogical modeling and design of organizational and methodological mechanisms for ensuring interdisciplinarity and practice-oriented education, innovative development of the university; analytical work with data from the annual monitoring of the quality of graduate training. The results of the study confirmed that the model provides an assessment of the program effectiveness: at the operational level – through monitoring academic performance and involvement in project-based activities; at the strategic level – through an analysis of employment and professional adaptation of graduates. Growth areas were identified: the need to strengthen interdisciplinary design modules and expand partnerships with enterprises. The theoretical significance of the work is in the development of education quality management methodology through the integration of qualitative and statistical methods, which expands the possibilities to predict the long-term effects of educational programs. The practical significance consists in the development of an algorithm for implementing an assessment system that considers the specific focus of the program, determined by the material and technical base of universities and the needs of the industry. The results of the model testing can be scaled to other engineering areas, used to adjust the program to increase the competence of graduates in the use of digital technologies and strengthen the university's cooperation with regional enterprises.