UDC 378:316.4
https://doi.org/10.20339/AM.09-21.023
Zh.S. Safronova is Cand. Sci. (Pedagogy), Ass. Prof. at Department of Economics and Management at St. Petersburg State Chemical and Pharmaceutical University; and D.S. Brazevich is Cand. Sci. (Sociology), Ass. Prof. at Department of Socio-economic disciplines and Service No. 2 at St. Petersburg State University of Civil Aviation e-mail: brazevich1986@mail.ru
Analyzed is the concept of risk as an inevitable fact of our time. They researched conceptual approaches to risk of foreign and domestic scientists who substantiate risk as a way of mastering reality, a condition, and stimulus of activity. The article presents an understanding of risk as a new opportunity, which is provided by competent use of information, an ability to make high-quality decisions in society of risk. The article attempts to show some aspects of education not only through its involvement in the risk system, but also as product and risk generator. Attention is focused on the fact that the concept of “educational risk” has not finally formed in science; most scientists research it through factors that affect processes and outcomes of education. Educational risks exist in the sphere of interests and competences of the state, employers, and youth. The authors provide a classification of educational risk and substantiate the relationship of risk groups. The authors propose specific measures for educational risk management, which require systemic multi-level solutions involving participation in risk management of risk groups. It is concluded that students are able to manage educational risk due to a set of knowledge, awareness of the labor market, and understanding of state policies related to education.
Key words: opportunity, responsibility, risk, decision, educational risk, risk management, student youth, labor market, status.
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