Багаторівнева модель проєктно-орієнтованого управління навчальною діяльністю закладу фахової освіти

The contemporary state of vocational education in Ukraine is characterized by intensified competition among educational institutions, a reduction in the number of applicants due to demographic crisis and military actions, changing employer requirements for student competencies, and the low adaptability of educational institutions to external environmental changes. In the face of these challenges, it is crucial to implement effective approaches to managing the educational activities of vocational education institutions. Project-oriented management allows for structuring activities, optimizing resource use, and ensuring high-quality educational services. The aim of this research is to develop a multilevel model of project-oriented management for educational activities in vocational education institutions that accounts for the duality of perception of the educational process from the perspective of both the institution and the student. The study defines the features of project-oriented management in vocational education institutions at the levels of project portfolios, programs, multi-projects, and individual projects. It investigates the dual perception of projects by different participants in the educational process, establishing that the educational process is structured differently from the viewpoint of the institution versus the student. A multilevel model of project-oriented management of educational activities has been developed, explicitly considering this dual nature of the educational process. At the project portfolio level, the institution considers all educational programs, while the student views it as opportunities to study across several programs. At the program level, the institution focuses on implementing the educational program of a specific specialty, while the student focuses on the complete learning cycle. At the multi-project level, the institution organizes group training, while the student focuses on studying various disciplines simultaneously within a semester. At the project level, the institution considers an individual discipline or the preparation of one student, while the student focuses on mastering a specific discipline. The proposed model transforms the perception of the educational process from "providing educational services" to "co-creating an educational product," where both the institution and the student are active participants with their own goals and strategies. The implementation of the model ensures the flexibility of educational activities, optimal resource allocation, and individualization of educational trajectories while maintaining unified standards, which increases the competitiveness of the institution and the quality of graduate training. Prospects for further research lie in developing specific methods and tools for project-oriented management at each level of the model, as well as conducting practical testing of the proposed approach in a real vocational education institution.