：Based on the analysis of current trends in the socioeconomic development of educational systems and the practice of implementing project management in them, this paper develops recommendations for training personnel for implementing project management in education. Difficult conditions for the development of modern educational systems predetermined the relevance of the transition to fundamentally new systems of organizational management. The key difference between such systems and traditional management systems is that they take into account cultural and value features of organizations, which requires the integration of formal and informal management mechanisms. In this regard, project management is considered as a way to systematically use the tools of the formal mechanisms for managing an organization and integrating them with informal mechanisms. At present, the conditions have been created for introducing project management into the practice of organizations. At the same time, the specificity of educational systems requires special and finetuning of project management mechanisms. This article is devoted to identifying the features of such a setting and making recommendations on training for the implementation of project management in education.

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This research work is devoted to the analysis of theoretical approaches and modern practices of organizing management training systems in the context of the need to implement national projects of the Russian Federation. First of all, the effectiveness of education is related to the effectiveness of the leader. Consequently, the management training system should be a driving force for the development of managerial potential. This is especially important when reforming educational systems. So, V. A. Mau, Rector of the Russian Presidential Academy of National Economy and Public Administration, believes that "reforms in the social sphere or in public administration are much more complicated than macroeconomic and stabilization" [7]. Additional adult education is the main focus of society's activities [1], and this is strengthened in the context of the implementation of national projects, where all education staff are involved in management processes. Let's analyze what professional standards in the field of project management, including for the social sphere, are in the Russian Federation. Currently, the standards in the field of project management are approved only: 1) for the field of information technology ("Project Manager in the field of information technology," approved by the Order of the Ministry of Labor and Social Protection of the Russian Federation / November 18, 2014 No. 893n); 2) for construction ("Organizer of design production in construction", approved by the Order of the Ministry of Labor and Social

This article is devoted to the features of the project management system in Russian educational organizations. The empirical base of the research is based on a survey of employees of educational organizations in several Russian regions. The study revealed such characteristics of the project management system as the lack of flexibility in the choice of project management and project team management practices, the dominant practice of hierarchical management and control. In fact, this system has fake features, as it misleads both employees of educational organizations and stakeholders, which damages the reputation of the educational organization. The weakness of the existing project management system in educational organizations leads to a high workload of human resources in the routine, a drop in their motivation to work and professional burnout. This determines the deterioration of the reputation of the educational organization as an employer.

Today, the role of education is increasing in order to preserve and develop the advantages of the nation and the country's social and economic development. The strategic goals of education development require new implementation tools. The project activity plays a special role in this process; however, it is often formal and chaotic. There is a need to create effective project management systems in education and to improve the management and teaching staff competencies. In order to achieve this, it is necessary to understand whether the conditions for training systems formation for project management personnel are created. The study made it possible to determine the key constraining factor for the effective implementation of project management in education - the lack of unifed training methodology basics, and also clear bias of training programs towards one of its «project» component. The study uses the methods of theoretical research, these are: comparison, synthesis, methods of grouping and classifcation. We also used the method of data collection through the analysis of regional institutions of education development websites information. All in all there were involved 24 higher educational establishments: 3 random institutions from each federal district of Russian Federation.