Towards a new paradigm of the educational projects management

The article discusses the complex issues arising from the exhaustion of the existing paradigm of innovation in education. The ongoing crisis in innovation policy has many dimensions, such as: value, conceptual, organizational, administrative, financial. Each of them has accumulated a critical level of internal contradictions. They include: an excessive number of uncoordinated regulations; no significant dynamics of the share of budgetary expenditure on education in the years of 1990−2000-ies; the emergence of new categorical values and concepts of education, not institutionalized in adequate organizational forms. Important aspects of changing attitudes to innovation in education have become qualitative changes in the economic model (reduction of energy consumption, the emergence and a widespread of integrative technologies, etc..), As well as the emergence of new models of management, including methods of strategic management, CDIO-standardization, implementing Agile-management. The new paradigm of management of innovative processes in education is determined by the seven main aspects: strategic (transition from complex conceptual documents − a brief SWOT-descriptions); conceptual (dynamic conceptualization of the space between synergistic and systemic approaches); projective (creation of innovative conveyor), praxeological (the implementation of Agile-management principles and operational management); semantic (reduction of project documentation and the intensification of the internal dialogue); security setting (environmental engineering) and setting social responsibility (ensuring information transparency and communication in the process of decision-making).