RISKS AND VULNERABILITIES IN EDUCATION AS PRIORITY AREAS OF EDUCATIONAL POLICY

The article analyzes the current state of educational policy in the Russian Federation, the course taken on the introduction of digital technologies and the use of innovative pedagogical techniques in teaching, as well as the practice- and competence-oriented approach being implemented. Attention is drawn to the possible risks and vulnerabilities of the chosen course on the example of the higher education system. The subject of the study is the most relevant areas of transformation of the current educational model, namely: the use of gender technology in education, reliance on a practice-oriented approach and a competency-based model of professional training, as well as possible risks and vulnerabilities in the implementation of a two-level system of higher education. Special attention is paid to the riskiness of such a factor as the introduction of innovative pedagogical techniques, which have taken on a large-scale nature and sometimes poorly controlled. In order to overcome emerging risk situations, it is proposed to make innovative processes in education controlled, and in the form of monitoring and focused on the end user - the student. Innovative pedagogical methods in higher education should be author's, professionally oriented, allowing to implement a competence model. The author also points out the ambiguity of the bachelor's degree-master's degree bundle, which not only does not provide for continuity, but moreover excludes it, providing an opportunity to study under master's degree programs sometimes in a radically different direction of training than the basic education received at the bachelor's level, thereby leveling the significance and essence of the institute of magistracy, practically reducing it to the level of additional professional training, and at best as the shortest way to obtain a second higher education. This situation has not developed due to deformations in the application of educational legislation or distortion of the essence of the magistracy. It exists only due to the fact that participants in educational legal relations are clearly guided by the norms of the Federal Law "On Education in the Russian Federation". The specialty stands apart in these relations, the training programs of which have been significantly updated in the last few years, and the list of training areas in a particular specialty has expanded. This is especially evident when preparing future lawyers. The legislator, within the enlarged group 40.00.00, grants the right to choose to study both under the bachelor's degree program and four specialty programs, which is provided for in the All-Russian Classifier of Educational Specialties providing for a narrower specialization. However, regulatory legal acts containing qualification requirements for future legal personnel as qualification requirements indicate the presence of a basic education - bachelor's degree, and as the next stage, a master's degree. Only in this case, the continuity of the bachelor's-master's degree relationship is clearly traced. It is advisable to provide such a model in other areas of training to reduce vulnerabilities and risks.

education, educational policy, digitalization of education, gender pedagogy, step-by-step education, competence approach

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