Project Quality Management of Education in an Educational Institution. Innovation project management Innovation project management of an educational institution

Discipline "Management of projects and innovations in an educational organization"
Project No. 1. Pre-project analysis
Strengths of OO
Weaknesses of OO

1. Strengthening
college competitiveness
in the educational services market

And
through
cities
transformation of the network model
the edges

IN
n
e
w
n
And
e

V
O
h
m
O
and
n
O
With
T
And
1.
Obtaining municipal
1. Low

professional
scholarships
students

motivation among some students to
study
individual

interaction
continuing education.
V

within
2.
2. Expansion

list
additional educational
programs at the request of social
partners and employers.
3. Opening of a resource center.
4. Transition to a new assessment system
practical
educational
And

3.
during the graduation course in
in the amount of 2000 rubles.
Attraction
employers and social
partners to participate in
vocational training and
assessment
quality

professional competencies.
Available
system

educational
preschool,

assessments
professional training.
quality

5. Professional
retraining of managers
practices (course training,
internships, etc.).
6. Improvement

systems
secondary and additional
education through organization
advanced training courses
professional
And

retraining.
4.
Attracting social
partners and employers at
professional disciplines.
level
preparation
2. Insufficient

applicants.

educationally
technical base,
laboratory
technological

And
standards
equipment
equipping professional

educational institutions.
4. Insufficient
understanding
pedagogical opportunities

design, as a result
- inability to teach it
students
5. A small proportion of teachers
having an academic degree

IN
n
e
w
n
And
e

at
G
R
O
h
s
1. Insufficient influx of young people
1. Receipt

municipal
1. Low

professional
frames.
2. Incomplete quality compliance
graduates
preparation

professional requirements
standards.
2.
3. Imperfect

system
organizing internships for
college teachers.
4. Lack of remote forms
training.
3.
students
scholarships
pedagogical specialties in

motivation among some students to
individual
study

professional disciplines.
level
preparation
2. Insufficient

applicants.
3. Non-compliance materially
educationally
technical base,
laboratory
technological

And
equipment
standards
equipping professional

educational institutions.
during the graduation course in
in the amount of 2000 rubles.
Attraction
employers and social
partners to participate in
vocational training and
assessment
quality

professional competencies.
Available
system
additional education for

teachers
organizations

educational
preschool,

secondary and additional
education through organization
advanced training courses
And
professional

retraining.

Thus, the college has significant internal forces, while the external environment is favorable for
implementation of the developed project. A favorable external environment allows us to talk about the need for expansion
spectrum of social partnership, searching for new participants in network interaction interested in using
innovative educational technologies.
Since 2012, the college has been implementing the Project-Innovation and Experimental Program
activity “Implementation of a model of network interaction between the college and social partners”, which allowed
ensure systematic and targeted joint work with social partners (educational
organizations) for the training of qualified personnel and the development of a system of professional guidance.
During the implementation of the program, significant changes occurred in the regulatory framework
educational activities: Federal Law of December 29, 2012 No. 273FZ “On
average
education in the Russian Federation"; federal state educational standards

vocational education, federal state educational standards for primary general
education, preschool education, basic general education, professional standard “Teacher”,
The Unified Qualification Directory for the positions of managers, specialists and employees was approved.
This caused the need to change approaches to the training of teaching staff, introduce new
educational technologies, including project and distance learning technologies, update tools
training with the aim of preparing a teacher who is able to quickly adapt to new conditions of the educational environment.
A tool for high-quality training of a pedagogical specialist is the creation and implementation
innovative model of network interaction.

The implementation of this model will allow the college to be positioned as a competitive educational institution.
an institution that trains graduates in demand in the labor market of the city and region, capable
carry out professional activities in the conditions of modernization of education.
The result of the project will be:
 opening of a pedagogical resource center;
 organizing the work of network methodological associations;
 development of the institute of mentoring as a means of supporting the professional development of young people
teachers;
 increased competition for admission to teaching specialties;
 increasing the employment rates of graduates of teaching specialties in the field;
 increasing the number of municipal scholarship holders;
 attracting educational organizations implementing advanced technologies as bases of practice
education;
 expansion of interaction
with institutions of further education in various areas
extracurricular activities;
 involvement of higher education organizations in methodological support of the educational process and improvement
qualifications of college teaching staff;
- receiving additional
funds from business and other income-generating activities
(extrabudgetary funds).

Project No. 1 Pre-project analysis

Conclusion:

The teaching staff with a high professional level and creative potential is ready to test and introduce innovative educational programs and technologies into the educational process of the school that are relevant for the development of the education system.

The school has all the necessary resources and infrastructure to carry out educational activities. The material and technical base of the school complies with sanitary standards, fire safety rules and fully allows us to solve the problems of teaching and raising children with disabilities and general education.

A school informatization program has been created and is being implemented, aimed at ensuring that participants in the educational process master information technologies and use them in practical activities in order to improve the quality of education. The implementation of this program allows you to effectively organize the educational process, relying on the latest achievements of science, analyze the results of the activities of the entire team and each of its participants in the learning process, and identify the level of effectiveness of the implementation of information technology in the educational process.

The school has created conditions for meeting the Federal State Educational Standards for primary general education.

Experience of working with social partners in organizing educational and extracurricular activities of students has significant potential in expanding the conditions for providing affordable quality education to school students in accordance with individual needs.

The schedule, classroom and extracurricular activities, classrooms, and equipment comply with SanPINs.

In-depth medical examination, monitoring and tracking of students’ medical indicators. Fortified meals, a well-functioning schedule for the school canteen.

Educational work of teachers, class teachers on health issues, physical education teachers. Sports work (sports sections).

Project participants: Project manager: Sumina O.A. Project manager: Sumina O.A. Project implementers: Belykh N.V., Dzhizalova T.M., Dudengefer A.A., Kopyltsova E.N. Skripina S.A., Chapina V.I., Yazeva T.V. Project implementers: Belykh N.V., Dzhizalova T.M., Dudengefer A.A., Kopyltsova E.N. Skripina S.A., Chapina V.I., Yazeva T.V.

Relevance of the project: 1. “The strategic goal of education development until 2020 is to increase the availability of quality education that meets the requirements of innovative economic development, the modern needs of society and every citizen.” 2. Priority objectives for the development of education until 2020: Ensuring the innovative nature of basic education in accordance with the requirements of a knowledge-based economy; Ensuring the innovative nature of basic education in accordance with the requirements of a knowledge-based economy; Formation of mechanisms for assessing the quality and demand for educational services with the participation of consumers...; Formation of mechanisms for assessing the quality and demand for educational services with the participation of consumers...; Creation of a modern system of continuous education, training and retraining of professional personnel; Creation of a modern system of continuous education, training and retraining of professional personnel; Modernization of educational institutions as tools of social development. Modernization of educational institutions as tools of social development.

3. Regulatory and legal framework: Law of the Russian Federation and the Republic of Kazakhstan On Education; Law of the Russian Federation and the Republic of Kazakhstan On Education; State Program Education and development of an innovative economy: introduction of a modern education model in 2009 – 2012; State Program Education and development of an innovative economy: introduction of a modern education model in 2009 – 2012; Concept of modernization of Russian education until 2010; Concept of modernization of Russian education until 2010; Concept of the federal target program for the development of education for 2006 – 2010. Concept of the federal target program for the development of education for 2006 – 2010. Concept of the federal education system for the period until 2020; Concept of the federal education system for the period until 2020; The concept of an all-Russian system for assessing the quality of education; The concept of an all-Russian system for assessing the quality of education; Development strategy of Russia until 2020. Development strategy of Russia until 2020. 4. Problems in the educational institution: Lack of an education quality management system in the educational institution. Lack of an education quality management system in an educational institution. Lack of necessary experience in innovative activities, predominance of traditional and outdated approaches to assessing the educational process in the team; inconsistency of images of the desired future of the school among different teachers. Lack of necessary experience in innovative activities, predominance of traditional and outdated approaches to assessing the educational process in the team; inconsistency of images of the desired future of the school among different teachers. Lack of relationship between subjects of education in educational institutions (students, parents, teachers, educational institutions, the public). Lack of relationship between subjects of education in educational institutions (students, parents, teachers, educational institutions, the public). 5. Conclusion: having analyzed the problem field in our educational institution, we came to the need to develop an education quality management system.

Sub-goals of the project: 1. Develop a mechanism for managing the quality of education in an educational institution based on monitoring. 1. Develop a mechanism for managing the quality of education in an educational institution based on monitoring. 2. Increase the professional competence of teachers in mastering the technology of assessing the quality of the educational process. 2. Increase the professional competence of teachers in mastering the technology of assessing the quality of the educational process. 3. Ensure the personal educational and developmental trajectory of the student in the educational institution. 3. Ensure the personal educational and developmental trajectory of the student in the educational institution.

Subgoal 1. Develop a mechanism for managing the quality of education in an educational institution based on monitoring. Task 1. Change management culture. Activities Deadlines Responsible 1.1. Study the regulatory framework on the issue of managing the quality of education in an educational institution. November 2008 Director 1.2. Complete course training in the program Quality Management of Education in an educational institution. November-December 2008 Director

Task 2. Build a system for managing the quality of education in an educational institution. Activities Timeframe Responsible 2.1 Create a management team to implement the project. December 2008 Director Task 3. Ensure the readiness of the management team to implement an education quality management system in an educational institution. Activities Deadlines Responsible 3.1. Development of an action program by the team (timing, schedule, consultations). January 2009 Director 3.2 Formation of school statistics and monitoring of the quality of education in an educational institution. February 2009 Or within a year? Deputy Director for HR, VR

Subgoal 2. Increase the professional competence of the teacher in mastering the technology for assessing the quality of the educational process. Subgoal 2. Increase the professional competence of the teacher in mastering the technology for assessing the quality of the educational process. Activities Dates Responsible 1.1 Conduct theoretical seminars on quality management of the educational process. February-April 2009 Deputy Director for Educational Management Task 1. Change the level of professional culture of teachers in an educational institution.

Activities Dates Responsible 2.1 Carry out diagnostics of teachers to determine the level of compliance of the quality of educational services with the social order, mastering theoretical knowledge on the introduction of a competency-based approach to the organization of the educational process, to understand the correspondence of the quality of students’ knowledge to the basic level, socialization of students, creating a health-saving environment. November 2008, April 2009, May 2010 Deputy. director for water management 2.2. Develop a system of incentives for teaching staff in accordance with the level of results achieved. March 2009 Director 2.3. Develop indicators for assessing the activities of teachers based on the quality of educational services provided. March 2009 Director Task 2. Change the motivation of teachers to understand the quality of the educational process.

Activities Dates Responsible 3.1 Analysis of identified problems in the field of formation of an education quality system. May 2009 Director 3.2 Ensuring an individual trajectory for improving the professional competence of teachers in the field of quality education. During the academic year, Deputy Director for HR 3.3 Presentation of experience. During the academic year, Deputy Director for Water Resources Management 3.4 Generalization of the results obtained. April-May 2010 Deputy Director for Water Resources Management 3.5 Adjustment of work plans of methodological associations. May 2010 Heads of the Ministry of Education Objective 3. Provide methodological support for the professional competence of teachers in the field of quality of education in an educational institution.

Activities Dates Responsible 4.1 Creation of creative groups to develop indicators and indicators December 2008 Director 4.2 Development of a quality assessment model for each educational area, socialization of students, health-preserving environment. April 2009 Deputy Director for HR, HR, heads of MO 4.3 Expertise in the implementation of individual quality assessment systems. Deputy Director for VR 4.4 Model adjustment or change. Deputy Director for Educational Management, HR Task 4. Implement a quality assessment system for each educational area, socialization of students, and health-preserving environment.

Subgoal 3. Ensure the student’s personal educational and developmental trajectory in an educational institution. Task 1. Develop tools for conducting a sociological survey (research) of participants in the educational process. Activities Dates Responsible 1.1 Study various types of diagnostics for assessing the quality of education. November 2008 Director, deputy. Director of HR, VR 1.2 Discuss at a meeting of the methodological council, select (compile) acceptable questionnaires. December 2008 Head of MS, ShMO 1.3 Develop a methodology for studying the results obtained. December 2008 Deputy Directors for HR, HR, ShMO

Task 2. Analyze the results obtained. Activities Timeframe Responsible 2.1 Determine those responsible for processing the results. November 2008 Deputy Director for HR 2.2 Organize the processing of results November, December, March 2009 Deputy. director for water management 2.3 Analyze the results at a meeting of the methodological council, make adjustments December 2009 May 2010 Head of MS 2.4 Familiarize participants in the educational process with the results of the survey January 2010 May 2010 Director 2.5 Supplement the quality assessment system May 2010 Director, deputy. Directors for HR, heads of ShMO

Task 3. Involve social partners in the formation of a quality assessment system in an educational institution. Activities Dates Responsible 3.1 Introduce social partners to the in-school quality assessment system April 2009 Director 3.2 Making adjustments to the education quality assessment system taking into account comments and suggestions from social partners December 2009 Director 3.3 Public defense of the quality assessment model May 2010 Director

Task 4. Develop a system for assessing the quality of ensuring the educational and developmental trajectory of students. Activities Dates Responsible 4.1 Teaching students the basics of design and research activities September 2009 May 2010 Teachers 4.2 Involving students in design and research activities September 2009 May 2010 Teachers 4.3 Development of a system for assessing the quality of socially oriented activities of students (design, research, participation in olympiads, competitions , reviews) September 2009 May 2010 Teachers 4.4 Assessment of individual achievements of students: As part of the state final certification of the internal education quality control system May 2010 June 2010 Deputy. director for water management 4.5 Creating a portfolio of social achievements of students In the course of study. Kl. managers

Task 5. Ensure the quality of knowledge in accordance with the requirements of the quality assessment system. Activities Dates Responsible 5.1 Monitoring the compliance of students’ basic knowledge with state educational standards In the course of study. Mr. Director, deputy Director for Educational Management, HR 5.2 Introduction of new programs for the development of individual abilities of students September 2009 Deputy. Director for Educational Management, HR 5.3 Organization of individual consultations for students During the course. Mr. Director, deputy Director for HR, HR 5.4 Introduction into the educational process of a personality-oriented approach to learning In the course of study. Teachers, class. leaders 5.5 Analysis of the compliance of individual educational and social competencies of students with quality assessment criteria December 2009, April 2010 Teachers, class. manager, deputy dir. according to UVR, VR

Task 6. Implement a system for monitoring the quality of students’ knowledge. Activities Deadline Responsible 6.1 Develop regulations on monitoring quality assessment January 2009 Deputy. Director for Educational Management, HR 6.2 Conduct internal monitoring of the assessment of the quality of educational activities at different levels of education by object: student, class, school, teacher 1 time per quarter Deputy. Director for Water Resources Management, HR 6.3 Creation of an electronic journal for statistical analysis of educational activities in the process of monitoring quality assessment In the course of study. Mr. Deputy director of water management, computer science teacher

Task 7. Develop models of graduates of the I, II, III stages of education. Activities Dates Responsible 7.1 Creation of a working group to develop the model January 2009 Director 7.2 Creation of a graduate model of the I, II, III stages of education. May 2009 Deputy dir. according to UVR, head. ShMO 7.3 Discussion with all participants in the educational process May 2009 Director 7.4 Approval of the model at a council meeting May 2010 Director

Cost estimate 1. Budgetary funds: Payroll fund; Salary fund; Incentive Payment Fund; Incentive Payment Fund; Travel expenses. Travel expenses. 2. Extra-budgetary funds: Payment for the services of a scientific supervisor; Payment for the services of a scientific supervisor; Purchase of office supplies; Purchase of office supplies; Purchasing software. Purchasing software.

Criteria and indicators for assessing objects of monitoring the quality of education Object of monitoring: conditions for achieving educational results Evaluation criteria Evaluation indicators Indicators Methodology Deadlines Methodological resources, professional competence Advanced training for teachers: Level of motivation Level of motivation Self-development Self-development Career growth Career growth Levels: high, medium , low Motivation for teachers' achievements. Diagnosis of teachers' readiness for self-development. Diagnosis of career growth goals for teachers Stability of the main teaching staff % Secondary school of the city Modernization of classrooms with teaching materials and equipment % Educational passport of the school 2008 Availability of textbooks and teaching materials % Educational passport of the school 2008 Time of access to personal computers (for teachers and students ) % Educational passport of the school 2008 Library provision % Educational passport of the school 2008

Evaluation criteria Evaluation indicators Indicators Methodology Timing Valeological resources Valeological schedule curve, dynamic pause, physical education, lighting, furniture. Complies, does not comply with SanPiN Hygienic requirements for the lesson schedule Annually Number of students in the class Number of secondary schools-1 Annually Resources for obtaining additional education Additional educational services at school (types, cost, demand) and student employment % Educational passport schools Annually Requests from students and parents for additional educational services % Educational passport of the school Annually Inclusion of students in the system of additional education at school (electives, clubs) % Educational passport of the school Annually

Object of monitoring: achievements of students Evaluation criteria Evaluation indicators Methodology for collecting information Indicators Deadlines Object: educational resources Training Actual stock of knowledge in subjects Learning tests Diagnostic tests As a percentage by level Points (five-point) Twice a year Formation of subject skills Learning tests Diagnostic tests As a percentage by level Points (five-point) Formation of learning skills Diagnostic methodology “Learning skills” As a percentage by level

Learning ability Rate of progress in mastering knowledge and developing skills Can be diagnosed by a psychologist using psychological diagnostic techniques As a percentage by level Twice a year Ease of mastering the material (lack of stress, fatigue, experience of satisfaction from work) Flexibility in switching to new methods and techniques work Strength of retention of mastered material Motivation Level of anxiety Thinking Creative success and Results of participation in olympiads, competitions, research activities, etc. Student's portfolio Certificate of educational achievements As a percentage of the total (class, school, team) Once a year Certificates (events and competitions of the system, additional education, educational testing in subjects (TOEFL, etc.), etc. Student's portfolio Educational certificate achievements Points

Object of monitoring: management of educational institution resources Object of monitoring evaluation Criteria Evaluation indicator Methodology for collecting information Time frame Indicators Cost of achieving educational results Student workload Number of tests and other types of certification per unit of time (quarter , trimester, year) Tests, control sections, tests, etc.) According to the schedule The ratio of actual work to standards Time spent on various types of certification (their labor intensity) Self-examination (timing) According to schedule The ratio of time spent to standards Time spent on doing homework tasks Self-examination (timing) According to the schedule Correlation of the results obtained to the norms Workload of teachers Variety of types of workload performed when working with students: - number of students per teacher; - hourly load; - form of teacher’s work with the class: Teacher’s portfolio, statistics (tariffing, staffing), questionnaires, observation. Once a year Levels: - high - medium - low Variety of types of workload performed in the teaching staff Teacher's portfolio, survey. Once a year Levels: - high - medium - low Labor intensity (time spent on preparation) Teacher's portfolio, self-examination once a year In hours

Levels of health (students, teachers) Dynamics of vision Medical statistics 1 time per year Dynamics of vision in % terms Resource management and provision of resources Dynamics of diseases Medical statistics 2-4 times a year Health index Level of resource management of the educational institution Dynamics of injuries Medical statistics 3-4 times a year Dynamics of injuries in % Adequacy of available funding Estimate of the educational institution during the year Ratio of funding received to the standards Understanding of the financing mechanism of the educational institution: -measures for using the budget of the educational institution -implementation of funding standards Estimate of the educational institution, reports. During the year 6 scoring system: 6-excellent 5-very good (obvious strengths) 4-good (strengths in important areas of work with aspects requiring improvement) 3-adequate (strengths somewhat outweigh weaknesses) 2-weak (weaknesses in important areas of work) 1-unsatisfactory (obvious weaknesses)

Model of an education quality management system in an educational institution Municipal education quality management system Republican education quality management system Resource management (accessibility of educational institution funding) School council Management group Pedagogical council Creative group for the development and implementation of monitoring for assessing the quality of education Assessment of students’ educational achievements (learning, learning ability, creativity successes, personal achievements) 1 Development and selection of quality assessment methods 2 Implementation of monitoring programs 3 Analysis, testing of the quality assessment system Internal assessment of education quality management External assessment of education quality management Assessment of the methodological resources of the educational institution (professional competence of teachers, assessment of the educational environment, etc.)

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Khodyreva E. A. Management of innovative educational projects in a modern university // Concept. –2015. –No. 05 (May). –ART15172. –0.3p. l. –URL: http://ekoncept.ru/2015/15172.htm.–ISSN2304120X. 1

ART15172UDK 37.014.54

Khodyreva Elena Anatolyevna,

Doctor of Pedagogical Sciences, Associate Professor, Vice-Rector for Academic Affairs of the Vyatka State Humanitarian University, Kirov [email protected]

Management of innovative educational projects in a modern university

Abstract. In the article, innovative projects are considered as essential mechanisms for the innovative development of Russian universities. An innovative educational project is characterized as a system of activities of educational subjects to create unique educational products, services and results. A description of the project “Competency-oriented training of specialists in higher professional education”, implemented within the framework of the “Strategic Development Program of the Vyatka State Humanitarian University” for the period 2012–2016, is presented. The features of managing this innovative project at the design, production and commercialization stages are described.

Key words: innovative educational project, project management, stages of management of innovative educational projects at a university. Section: (01) pedagogy; history of pedagogy and education; theory and methods of teaching and education (by subject areas).

The most important condition for the development of a modern university as an integrated scientific and educational center is the effective solution of a set of long-term and tactical tasks. And if tactical tasks are related to ensuring the quality of functioning of the university required by the founder in the educational, scientific, international, financial, economic, personnel and infrastructure spheres, then long-term ones ensure that its “growth points” are found in the above segments of activity. In this case, innovative projects act as an essential mechanism for the innovative development of the university. Let us consider the features of their implementation using the example of managing innovative educational projects. We consider an innovative educational project as a system of activities of educational subjects to create unique educational products, services and results. An innovative educational project ensures the transformation of social reality and includes a set of interrelated activities designed to achieve set objectives within a given period of time and with a set budget. An innovative educational project is characterized by a number of features, among which the most significant are the following: − a high degree of uncertainty of the project parameters reduces the reliability of the preliminary economic assessment and requires the use of additional evaluation and selection criteria; − focus on long-term results requires the creation of a reliable forecasting base and taking into account the time factor; − the participation of highly qualified specialists, scientists, and unique resources requires careful development of individual stages of the project; Khodyreva E. A. Management of innovative educational projects in a modern university // Concept. –2015. –No. 05 (May). –ART15172. –0.3p. l. –URL: http://ekoncept.ru/2015/15172.htm.–ISSN2304120X. 2

− the likelihood of obtaining unexpected and potentially commercially valuable side results of the project. These features are reflected in innovative educational projects implemented within the framework of the “Strategic Development Program of the Federal State Budgetary Educational Institution of Higher Professional Education “Vyatka State Humanitarian University” for the period 2012–2016”: “Competency-oriented training specialists in higher professional education”, “University specialized classes”, “University of the third age”, “Network interaction of Vyat GSU with foreign universities”, “Network interaction with Russian universities”, “Development of distance learning based on information and communication technologies”. These projects solve the problem of modernizing the system of continuous education at the university based on the creation and implementation of innovative educational programs and technologies, practices of general, vocational and additional education. The key innovative project in the educational sphere is the project “Competency-oriented training of specialists in higher professional education.” The main goal of the project is to provide conditions for meeting the needs of citizens, society and the regional labor market in quality education by creating new institutional regulatory mechanisms in the field of education, updating the structure and the content of education, the development of fundamentality and practical orientation of the main educational programs, the formation of a system of continuous education at Vyat GSU. The main objectives of the project are 1. Creation and development of a system for searching, selecting and supporting talented applicants for admission to bachelor's and master's programs, ensuring the conditions for their effective professional self-determination. 2. Introduction and implementation of federal state educational standards in a competency-based format at Vyat GSU based on active interaction with employers. 3. Improvement of the system for promoting student employment, employment and professional development of Vyat GSU graduates. 4. Introduction of innovative models of continuous professional education, providing the opportunity to form an individual educational trajectory for students for further professional and personal growth.5. Development of new forms and mechanisms for assessing and monitoring the quality of educational activities of Vyat GSU. The project is being implemented in 3 stages. Stage I – 2011–2013: formation of a modern educational structure of Vyat GSU, ensuring the influx of the most capable applicants to the university and the implementation level training programs in a competency-based format based on active interaction with employers. Stage II – 2013–2014: implementation and development of the innovative educational process management system of Vyat GSU in all main areas of educational activity. Stage III – 2014–2016: formation and development of a unified information educational methodological base of the educational process of Vyat GSU in order to ensure continuity and accessibility quality vocational education.

Khodyreva E. A. Management of innovative educational projects in a modern university // Concept. –2015. –No. 05 (May). –ART15172. –0.3p. l. –URL: http://ekoncept.ru/2015/15172.htm.–ISSN2304120X. 3

Expected final results of the project 1. Creation of a data bank about gifted children, teachers and scientific supervisors. 2. Creation of a bank of scientific and methodological recommendations and information materials on working with gifted applicants. 3. Development of a mechanism for integrating the efforts of Vyatka State University and educational institutions of different types according to the principle of network interaction. 4. Increasing the number of educational institutions of various types - participants in the program for supporting talented youth - at least 70% of the total number of institutions with which interaction is organized on issues of pre-university training. 5. Increasing the number of participants in olympiads, creative and scientific competitions of various levels who entered training areas at Vyatka State State University , up to 80%. 6. Increasing the number of medalists, graduates of the secondary vocational education system, with diplomas with honors, with the highest scores on the Unified State Exam, who entered training areas at Vyat GSU - at least 40%. 7. Improving the system for promoting student employment, employment and professional formation of Vyat GSU graduates in accordance with the implementation of the state and social order for the training of specialists, taking into account state and regional interests. 8. Increasing the number of students who have mastered the disciplines of the basic part of the Federal State Educational Standard for each UGSN to 70%. 9. Increasing the number of students who have positive grades in state exams for each of the implemented basic educational programs to 95%. 10. Increasing the share of participation in the formation and implementation of the PLO of representatives of executive authorities and representatives of employer organizations up to 100%. 11. Increasing the number of teachers who have completed advanced training courses on issues related to the introduction and implementation of the Federal State Educational Standard and the two-level system of training specialists, up to 100%. 12. Increasing the number of full-time teachers with basic education corresponding to the profile of the disciplines taught, for each of the implemented educational programs, up to 65%. 13. Increasing the rate of annual implementation of retraining and/or advanced training programs by at least 50% of those implemented in VyatGGUUGSN. 14. Increasing the share of interactive teaching methods used to 50%. 15. Increasing the number of UGSN implemented at Vyat GSU until 12.16. Increasing the share of Vyat GSU graduates who continued their studies at the university in master’s and postgraduate programs to 15%. 17. Improving the local regulatory framework of the university, ensuring the implementation of the Federal State Educational Standard and the system of two-level higher professional education. When implementing a project, there are the following risks. 1. Risks associated with personnel qualifications - design and implementation errors. 2. Technological (technical) risks - omission of the main key requirements that are necessary for the implementation of the project. 3. Financial risks: 3.1. Risks of underfunding project.3.2.Risk of increasing the cost of the project (costs exceeding the predicted need for financial resources).Khodyreva E. A. Management of innovative educational projects in a modern university // Concept. –2015. –No. 05 (May). –ART15172. –0.3p. l. –URL: http://ekoncept.ru/2015/15172.htm.–ISSN2304120X. 4

4.Organizational risks:4.1.Risk of increasing project implementation time.4.2.Design errors associated with insufficient level of forecasting of the labor market in the region.Procedurally, an innovative educational project can be divided into three stages: 1) design; 2) production; 3) commercialization. Each stage of an innovative educational project is characterized by certain management specifics. The project stage included the formation of the problem field of the project, an analysis of the activities of educational organizations of higher education, the regulatory framework of modern education, and the implementation on this basis of fundamental and applied research on the theory and practice of implementing competency-oriented training of specialists in higher education. education. The final result of this stage is the creation of a description of the project, including a description of its goals and objectives; target indicators and indicators; development of resource, personnel and financial support for the project. Management at the project stage requires the manager of an educational project to have erudition in the field of science, the ability to navigate modern research methods, knowledge of basic regulations, federal state educational standards, the content of professional standards, and the features of design in education. At the same time, the manager must promptly assist developers in preparing applications for intellectual property, which will subsequently allow them to “replicate” the unique results of the project to other educational organizations. A feature of personnel management at this stage is the use of non-standard management methods based on trust in highly qualified employees, when the first place comes not from job differences, but from professional qualities, knowledge, and the level of project thinking. The production stage of managing an innovative educational project involves the development of project implementation plans for the calendar year, reflecting the list of activities, resources, equipment, performers; drawing up a network schedule; creating a plan for implementing communications between project participants - subjects of the internal environment of the university and the wider social environment of the region; development of a quality control system for the implementation of project activities. Management at this stage has a number of specific features: the manager must know the technological process of implementing competency-oriented training operationally, take into account the possibilities of the educational and educational activities of the university in the formation of a competent specialist and the factors of the socio-cultural environment that ensure the effectiveness of this process. It is necessary to ensure the stability of the process of competency-oriented training through planning and control of material, technical, personnel, information support of the educational process, to promote stable communication links between the structural divisions of the university and the subjects of the wider social environment involved in the training of a specialist. The commercialization stage includes not only the marketing and sale of products (in our in the case of high-quality educational services for the preparation of a specialist in demand on the regional labor market), but also commercial transactions for the sale of rights to use intellectual property (in our case, methodological developments, innovative models, educational technologies). On this Khodyreva E. A. Management of innovative educational projects in a modern university // Concept. –2015. –No. 05 (May). –ART15172. –0.3p. l. –URL: http://ekoncept.ru/2015/15172.htm.–ISSN2304120X. 5

stage, the “replication” of the results obtained (diffusion of innovations) is ensured, including within the framework of scientific and methodological conferences, round tables, and the implementation of programs of additional professional education for interested specialists. Management at this stage requires high and versatile qualifications of the project manager, which is due to the significant features of the commercialization of the results of educational projects. Thus, managing innovative educational projects in a modern university is a complex process of making and implementing management decisions related to defining goals, organizational structure, planning activities and monitoring the progress of their implementation, aimed at implementing an innovative educational idea.

Elena Khodyreva,Doctor of Pedagogical Sciences, Associate Professor, ViceRector for Academic Affairs, Vyatka State University of Humanities, [email protected] of innovative educational projects in modern universityAbstract.The paperdiscusses innovative projects as essential mechanisms for innovative development of Russian universities.An innovative educational project is characterized as a system of actionsof educational institutionsforcreating unique educational products, services and results.The description of the project “Competencesurfaceoriented training of professionals in higher education” is given and it is implemented within the framework of "Program of Strategic Development of Vyatka State University of Humanities in 20122016. The features of project managementincludeinnovative project, production commerce stages. Key words:innovative educational project, projectmanagement, management stagesof innovative educational projects at university.

Nekrasova G.N., Doctor of Pedagogical Sciences, member of the editorial board of the “Concept” magazine

Received by the editors Received 05.29.15 Positive review received Received a positive review 05.30.15 Accepted for publication 05.30.15 PublishedPublished 05.31.15

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