Risk properties of educational projects

the relevance of the work is due to the fact that educational design in the system of domestic education in recent decades has become a tool for implementing the strategic policy of the state. At the same time, the category of "risk" becomes the object of pedagogical research, is reflected in regulatory documents (Professional standards, concepts, roadmaps for the development of education, etc.). However, the methodology of risk management of educational design is in its infancy, including the specific risk properties of educational design. Purpose of the article: the paper attempts to identify and describe the risk properties of educational design. Methodology and research methods: the research used methods of abstraction, reflexive problematization, modeling and synthesis. The results of the study: according to the study, the risks of educational design are characterized by the following properties: postponement – which consists in the fact that the consequences of risk occur and manifest themselves not immediately after the educational event, but after a while, inertia – the delay between the detection of risk, the development of measures to minimize it, their implementation and obtaining the expected result, hierarchy – the risk that is on the at a higher level in the system, it has a decisive influence on the subordinate levels, barriers – the presence of a set of reasons leading to a decrease in the effectiveness of management decisions to reduce risk, increasing the uncertainty of management decisions, proliferation – an increase in risks and their consequences (tree graph), latency – the invisible nature of the risks of educational design, compression – the presence of a probability density of an adverse event in a given range to the size of this range, emergence – irreducibility the ratio of the risk of educational design to the sum of the properties of its components, localization – risk as a derived quantity from the number of concentrated factors at a specific point in the space of the educational environment and convergence – the presence of processes of intra-system and intersystem convergence. The set of identified risk properties of educational design is a necessary component for determining the acceptability and acceptability of management decisions in the educational field. The identified risk properties of educational design can be useful for defining approaches and models of risk management. Conclusion. The study and identification of the risk properties of educational design can contribute to improving the effectiveness of risk management of educational design development and implementation processes.

risk properties, educational projects, education system, management, efficiency