Prichinin A.Е.
RISK COMPETENCE DEVELOPMENT OF THE EDUCATIONAL PROJECT SUBJECT (SUBSTANTIVE ASPECT) ^{[№ 3 ' 2024]}
The education system is in a constant search for solutions to increasing global risks, a gradual decline in the «human development index», the continuing decline in the sustainability of the development of society and its individual institutions, and the increasing uncertainty of the future. One of these solutions is the institutionalization of the risk management process in the implementation of professional and pedagogical activities that has begun in the domestic education system. At the same time, the process of institutionalization is more actively carried out in regulatory documentation that defines the set of labor functions and actions associated with risks (professional standards). At the same time, undergraduate and graduate educational programs in the «education and pedagogical sciences» group do not clearly regulate, in terms of describing the tasks of professional activity and competencies, actions related to risk management of educational projects. The purpose of this article is to study the possibilities of developing riskological competence of students of pedagogical training during their undergraduate and graduate studies. The author has made an attempt to build the content and sequence of academic disciplines in such a way as to update all components of riskological competence. As the study showed, it is possible to build a scheme for the development of riskological competence, using all blocks of disciplines in undergraduate and graduate curricula.