Purpose of the study. The aim of the study is to create neural network models of modules in an adaptive testing system to design an individual testing trajectory.

The research article discusses the implementation of an adaptive testing system in terms of introducing artificial neural network modules into its composition, which should solve the problem of choosing a topic and the complexity of the next question, taking into account previous answers and the complexity of previously asked questions, as well as the connectivity of topics and response time as a factor guessing or searching for an answer, thereby forming an individual testing trajectory.

Materials and methods. In the course of the study, the data that affect the quality of the solution of the problem was analyzed, the general modular structure of the system was proposed, and the main data flows entering the input of an artificial neural network (ANN) were described. To solve the problem of choosing the complexity of a question, it is proposed to use a feed-forward network, a comparison of various ANN architectures and training parameters (weight update algorithms, loss functions, number of training epochs, packet sizes) is carried out. As an alternative, the possibility of using a recurrent ANN LSTM (Long-Short Term Memory) network is considered. All results were obtained using the high-level Keras library, which allows you to quickly start at the initial stages of research and get the first results. SGD, Adam, NAdam and RMSprop implemented in Keras were compared as optimizers to achieve faster convergence. Adam showed the best results in terms of accuracy, while the MSE loss function (mean square error) was used together with the optimizer. Traditionally, training was carried out for a large number of epochs; graphs of dependences of accuracy on the number of epochs for a different number of neurons in the hidden layer were experimentally obtained.

Results. Based on the study, we can conclude that the obtained accuracy of the direct propagation network of 80-85% is quite sufficient for its use in the adaptive testing system. However, it remains to answer the question of the need to improve the efficiency of an already implemented network, and, therefore, to conduct research on methods to improve the efficiency of networks, including finer tuning of parameters and learning algorithms, as well as architecture.

A well-known and obvious drawback of using LSTMs is their exactingness in terms of equipment and resources, both during training (the training process takes a significant amount of time) and during startup, in our case, it is supplemented by increased requirements for the training sample and casts doubt on the advisability of further study of LSTM networks when solving this task.

Conclusion. The introduction of the proposed tools will allow implementing an adaptive testing system, with an intelligent selection of questions depending on the demonstrated level of knowledge of the test person to form an individual testing trajectory in order to determine the reliable level of knowledge of the test subject for the optimal number of questions asked.

The purpose of the study is to substantiate and test an interactive methodology that involves the active interaction of a high school student - a moderator and schoolchildren in the process of developing their competencies in the field of information security, allowing them to successfully socialize in the information environment. The relevance of this problem is due, on the one hand, to the process of informatization of all spheres of society’s life and the demand in this regard for the subjects of society who have both knowledge in the field of information security and the ability to ensure their own technological, ideological and psychological security and, on this basis, objectively analyze and evaluate information coming to them, taking into account the threats contained in it. On the other hand, the need for practice in the methodological support of the process of teaching schoolchildren the basics of security on the Internet and the insufficient development of this issue in pedagogical science.

Materials and methods. To achieve this goal, we used a systematic approach to create a model of an interactive methodology for teaching schoolchildren the basics of information security, an activity approach that allows us to activate the process of interaction between subjects of cognitive activity and the possibility of increasing its effectiveness based on gamification. The following methods were used in the work: analysis of pedagogical, psychological, scientific, technical and methodological literature on the research problem, systematization, generalization, experiment, questioning, testing, survey, diagnostic methods (methods of Internet addiction by S.Kulikov and Kimberly-Young in adapted by S. Loskutova), and methods of mathematical statistics and visual presentation of results. The experiment involved 66 schoolchildren from the fifth to the ninth grades and five high school students as moderators of school No. 28 in Magnitogorsk.

Results. As part of the study, an interactive methodology for teaching schoolchildren the basics of Internet security was developed and tested, implemented as part of extracurricular activities based on the author’s program, developed on the spiral principle of presenting the content of training, interaction between a teacher, a high school student - moderator and schoolchildren on the principle of mentoring, using gamification. The game scenario developed by us on the principles of gradual complication of situational tasks depending on the age of schoolchildren (gamification mechanics), cooperation (gamification dynamics) and motivation (gamification components) is implemented as a mobile application with elements of additional reality. Within the framework of this methodology, senior students act as mentors for students of middle school age. The study of the opinions of schoolchildren indicates that they are satisfied with the process and the result of education.

Conclusion. The proposed interactive methodology for teaching schoolchildren the basics of security on the Internet, combining elements of traditional and e-learning as part of extracurricular activities, ensures the involvement of school-children in the educational process based on the development of external and internal motivation, increases the productivity of their cognitive activity, eliminates formalism in interactive interaction and allows effective implement monitoring and evaluation of learning outcomes.

The purpose of this study is to analyze existing approaches to managing a portfolio of projects and programs, their further development and generalization, the creation of systems focused on creating the competence of specialists in the field of managing enterprise project portfolios. The substantiation and main reasons for the need to form the competencies of specialists in project portfolio management from the point of view of the effectiveness of project activities and business of the enterprise are discussed.

In modern conditions, the functioning of any company is determined by a number of global trends - a change in business formats under the influence of digitalization, networkization of the economy, and changes in the structure of transaction costs, optimization of project portfolio management. This, in turn, entails a change in the requirements for the competencies of managers in managing enterprise project portfolios. The higher education system currently does not form the necessary set of competencies for university graduates, who should be functionally involved in managing a portfolio of projects and programs. Project portfolio management competencies are erroneously replaced by individual project management competencies, while almost all modern enterprises have a project portfolio. This is one of the reasons why the managers of the enterprise, when hiring yesterday’s university graduates, formulate an introductory requirement for them: - “Forget everything you were taught at the university”.

Materials and methods. The study was conducted from 2019 to 2021 at the Financial University under the Government of the Russian Federation among 4th year students of the direction of study “Business Informatics”, studying in the profile “IT Management in Business”. The methodological basis of the study was a set of theories of innovation management, portfolio and project management. The typology of project portfolios is represented by the core competencies required by managers in managing project and program portfolios. An analysis of the existing education system shows that even after a master’s degree it is not capable of providing businesses with a professionally trained manager of large projects, not to mention a bachelor’s degree. Some limitations in the use of well-known portfolio management competencies due to their inconsistency with current business realities are noted. The main research method was the analysis of modern requirements for the functionality of the organization’s project portfolio management system.

Results. It was revealed that the main requirements of modern business in specialists with competencies in managing a portfolio of projects and programs are significantly ahead of the existing competencies of university graduates. The main necessary competencies of project portfolio managers are determined. The gap in business requirements and existing competencies of university graduates in this direction of management is shown. The results obtained in the study can be used in the formation of competencies in the management of a portfolio of projects that the business presents to the education system.

Conclusion. Project and program portfolio management is a significant factor in the development of an enterprise’s business. Business conditions are now such that enterprises simultaneously implement several projects and programs, these projects and programs are forced to be combined into portfolios. In portfolios, projects compete for the limited resources of the enterprise, and in the absence of systemic management of the project portfolio, lack of coordination between them, managerial chaos may arise that harm both individual projects and the entire business of the enterprise. Thus, combining individual projects into programs, and programs into portfolios, significantly increases the efficiency of project activities and the business of the enterprise as a whole.

Using the example of Sberbank, the article compares the list of competencies required by the business functionality in the field of managing portfolios of projects and programs with the assessment of the competence of graduates in the direction of business informatics. The results obtained in the study can be used in the transformation of personnel training systems, in practical activities for managing portfolios of projects and programs of organizations of any type.

Purpose of research. The revision and updating of approaches to the development of conditions and means for the implementation of advanced training programs for teachers in digital technologies in distance learning mode seems today to be an urgent and significant direction of scientific and pedagogical activity for the modernization of the system of additional postgraduate education in the Russian Federation. Training in such programs, as a rule, takes place on the basis of learning management systems in the format of online courses. The focus of this work is the problem of developing complex online courses, and not separate sets of digital didactic tools.

The purpose of the study is to present the essence of the cognitive-technological approach and describe the most significant features of online courses on digital technologies for teaching staff developed on its basis.

Materials and methods. The study has been conducted since 2018 based on the Regional State Autonomous Institution of Additional Professional Education “Krasnoyarsk Regional Institute of Advanced 

Training and Professional Retraining of Educators” and is devoted to solving the problem of improving the effectiveness of online training of teaching staff within the framework of advanced training programs in digital technologies.

The working hypothesis of the study is the assumption that improving the effectiveness, satisfaction and providing conditions for the personification of teaching staff at advanced training courses in digital technologies can be provided if they are designed and developed on the basis of a cognitive-technological approach.

Based on the analysis of scientific and pedagogical sources and the subsequent synthesis of cognitive and technological approaches existing in the didactic theory, the authors identified the key and most significant features that should be present in modern online courses on digital technologies for educators.

Results. From a theoretical point of view, the paper describes the key characteristics of the cognitive-technological approach that define consolidated requirements for the description of goals, content, structure and conditions for the implementation of additional professional educational programs for advanced training created on its basis. From the perspective of practice, the paper presents possible ways to implement these requirements in online courses hosted in learning management systems (using the example of Moodle capabilities). An example of an online course on key digital competencies of teaching staff developed in this way is shown.

Conclusion. The provisions described in the paper substantiate the need to find ways to improve the design technologies of advanced training and retraining programs focused on personification, high performance and conditions of the digital environment. The proposed characteristics, features and an example of the application of the cognitive-technological approach allow the implementation of such programs in the Moodle learning management system.

The information presented in this paper may be of interest to teaching methods specialists designing additional professional educational programs for teaching staff; for developers and teachers of advanced training courses in digital technologies and their potential learners; for researchers in the field of digitalization of education.

Purpose of the study. With the emergence of new requirements for higher education institutions in the educational market services and in the labor market, there is a need to find effective methods of managing education in the conditions of the development of market relations; universities and institutions are faced with the task of creating techniques for ensuring the quality of educational services. Particular relevance is the formation of a system for ensuring the quality of education for different categories of students, including persons with disabilities. The purpose of the study is to review the situation with the state of inclusive education, based on foreign experience as an attempt to analyze the situation in other countries, as well as provide recommendations for further improvement in order to make inclusive education a reality for a large number of children and their families. It is possible that these studies will help to create an inspirational climate more conducive to “education for all” in society and make it easier for children who may have been excluded from education in the past.

Materials and methods. The methodological basis of the study was activity, personality-oriented, systemic, project and individually creative approaches. The volume of materials can be conditionally divided into several groups - decrees and resolutions of the government of the Republic of Uzbekistan, reports and studies of international organizations, works of scholars and researchers. An analysis of the historiography of the issue showed that despite of a significant number of studies in the field of education, including inclusive education, there are still no studies that analyze foreign experience and integrate that data on study in the field of inclusive education in the Republic of Uzbekistan. This article is an attempt to analyze the situation in Uzbekistan, consider the measures taken in the Republic of Uzbekistan to introduce inclusive education, analyze the experience of other countries and offer recommendations.

Results. Significant work is being done in Uzbekistan to create living conditions; education for people with disabilities, a legislative framework has been created to make conditions for the further development of people with disabilities. The article explores the experience of foreign countries and Central Asian countries in the development of inclusive education. Especially, the situation with the education of persons with disabilities in Uzbekistan are being reviewed, besides, the access of children to get education, as well as receiving vocational and higher education is being studied in addition with the legislative framework in this specialty. It is noted that the problem of disabled people with education is one of the central issues for the republic.

Conclusion. Thus, we conclude that the social inclusion of children and adults with disabilities requires broad systemic changes and a multisectoral approach that removes institutional and structural barriers, allowing persons with disabilities to meet their basic needs related to health, rehabilitation, economic and social security as well as learning and skills development within living in their communities.

In our conditions, which are unfavorable for the most independent life of disabled people, reducing the degree of state responsibility for the well-being of citizens with disabilities is fraught with high social risks. The transition to independent living and inclusion should be carried out using development guidelines by taking into account national interests and socio-economic contexts, the emphasis should be on removing barriers to provide young people with disabilities with education.