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Educational activities of higher schools: Risk management

Dadalko V.A. Financial University under Government of Russian Federation, Moscow, Russian Federation ( antikrizis1@bk.ru )

Solovkina E.D. Financial University under Government of Russian Federation, Moscow, Russian Federation ( solovkina.ekaterina@mail.ru )

Journal: National Interests: Priorities and Security, #3, 2018

Importance The article analyzes principal risks and threats in education. We substantiate scientifically that education is one of the key elements in economic security of the State since higher schools train highly qualified professionals for crucial sectors of the market.
Objectives We identify principal groups of risks associated with educational activities of higher schools and figure out whether they develop and implement risk management systems.
Methods The research draws upon methods of factual data observation and collection, historical and logic methods, analysis, synthesis, etc.
Results We examine key approaches to risk classification in education. The article also analyzes risk factors and identifies critical risks associated with educational activities of higher schools.
Conclusions and Relevance We outlined the risk map by negative consequence and probability of a risk. Using the risk map, we detect five groups of the most critical risks, i.e. rapidly outdated knowledge risk, budgetary finance risk, professional personnel risk, risk of educational program inconsistency with the labor market and risk of universities' competitiveness in the global market.


Competencies for digital economy and transformation of the educational system on the sixth economic paradigm

Dadalko V.A. Financial University under Government of Russian Federation, Moscow, Russian Federation ( antikrizis1@bk.ru )

Solovkina E.D. Financial University under Government of Russian Federation, Moscow, Russian Federation ( solovkina.ekaterina@mail.ru )

Journal: National Interests: Priorities and Security, #5, 2018

Importance The article analyzes trends observed during the transition to the sixth wave of innovation, challenges to the education system and staff training in the digital economy and sets a list of new competencies for the 21st century.
Objectives The article analyzes trends observed during the transition to the digital economy and proposes some options for transforming the existing education system as appropriate for the digital economy.
Methods The research relies upon such methods as observation and collection of factors, historical and logic methods, synthesis, etc.
Results We reviewed patterns of the sixth economic paradigms and inherent challenges to the existing education system. The article enlists relevant competencies on the advent of the digital economy and formulates proposals for updating educational institutions’ activities in line with needs of the digital economy.
Conclusions and Relevance As the digital economy evolves, the industrial system of education will need to be transformed. As one of the effective strategies, there should be balance between the legislative regulation of spreading technology and proactive measures for stimulating the creation of a relevant environment, which would help tackle all digitization issues and challenges, with due safety and available resources.


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