Abstract:

Over the last few years, there are actively implementing the principles and mechanisms of project management in the activities of state and municipal authorities in Russia and Poland. Project management, integrating different approaches in the organization of strategic territory management (functional, process, program-target), allows to improve the quality and shorten the time to achieve the planned results. The main advantage of the project approach is the organization of effective interaction of all stakeholders of the project (including subjects of interagency cooperation) through the implementation of the principle of transparency of public sector activity. Transparency of communications is ensured by accessibility, a high degree of structuring of information and formalization of interaction with stakeholders. Each stage of the project is accompanied by its own set of documents for stakeholders, as well as the respective strategies for effective management of stakeholders, based on an analysis of their needs, interests and potential impact on success of project.

One of the main risks of implementing a project approach in government is the lack of professional human resources with complex project competencies. The task of training such personnel undertakes the system of higher education, the successful reform of which is associated with the implementation of a practice-oriented approach. Priority pedagogical technology in the training of a new generation of specialists in the field of state and municipal management is project learning.

The article summarizes the experience of organization of project learning in training of future officials at the Ural Federal University (Russia) and in the Wroclaw University of Science and Technology (Poland). The main task of the authors is to identify the features of the educational environment organization, pedagogical technologies and methods that ensure the transparency of the tools and results of project learning of future specialists in the field of public administration. The research analysis was carried out using the methods of document analysis, data integration, constructive compliance, benchmarking, expert interview, educational experiment and case-method.

It’s established that project learning, being derived from project activities and project management, translates transparency as a universal characteristic of relationship management with stakeholders in the processes of initiating, developing and implementing educational projects. Transparency in project learning is a multidimensional component. The types and ways of operationalization of transparency are differentiated in the management of design, process, content, communications and the results of project learning. The results of the educational experiments show that the transparency of the project learning of Russian and Polish students contributes to their systematic and integrated acquisition of the features of project management in public administration, the formation of project and transprofessional competencies of future officials, the establishment of feedback from practitioners in the field of public administration, horizontal communication and trust between teachers and students.

Keywords:

Public administration, professional training, project learning, transparency, empiricism.