Search
| # | Search | Downloads | ||||
|---|---|---|---|---|---|---|
| 1 | The increase in the scale, complexity, stochasticity and emergence of educational projects being developed and implemented in Russia at all levels of domestic education actualizes the research of the concept of “development of risk competence”. The purpose of the article is an experimental verification of the risk management system of educational projects developed by the author as a condition for the development of students’ risk competence. As the study showed, the change in the content of training at the bachelor’s and master’s levels, consisting in the introduction of didactic units into the educational material of various academic disciplines reflecting the results of the development of a risk management system for educational projects, led to statistically significant changes in the riskological competence of students. The inclusion of a separate risk management module in the content of teacher training, as well as conducting methodological seminars, leads to an increase in their risk literacy, however, at the level of significance α = 0.01, these changes are not statistically significant. The inclusion of the results of this study in the course of discussions, discussions and decision-making by various expert communities and, thus, the impact on the heads of educational organizations did not lead to statistically significant changes in their attitude to the design of a risk management system for educational projects. At the same time, as the study showed, most managers are aware of the need for such work. The results of experimental work allow us to assert that the risk management system of educational projects is a necessary condition for the development of students’ risk competence and its implementation in pedagogical areas of training at a university is possible if this process is structured systematically, and not episodically and fragmentally. Keywords: educational project risk management system, risk management competence, higher pedagogical education | 172 | ||||