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.