Evolution of the risk indicators system of federal state control (supervision) in the sphere of education: problems of balance between universalization and industry regulation specifics

The article examines the conceptual foundations of the risk-based approach and the characteristics of educational activities as an object of control. The evolution of the risk indicator system for federal state control in the field of education during the reform of control and supervisory activities is considered. An analysis of the dynamics of the risk indicator system development is carried out based on the materials of three expansion iterations for 2023–2024. A trend is revealed in movement from formal criteria to indicators of education quality while maintaining the dominance of universal approaches. The fundamental problems of control universalization in the field of education are considered: the complexity of implementing standardized procedures, risks of reduced efficiency, and limitations in the application of specific tools. The necessity of finding a balance between unification and taking into account industry specifics is argued. Directions for improvement are proposed: modernization of the regulatory framework, development of mechanisms for balancing universal and special approaches, consideration of the results of an independent assessment of education quality, and strengthening of methodological and information support. The analysis highlights the inherent contradictions between the general trend towards universalization of control and supervisory activities and the objective need to consider the specifics of educational activities. It is concluded that the gradual adaptation of the risk-based approach model to specifics of educational sphere is crucial for ensuring effective control and autonomy of universities. The need for a comprehensive modernization of the regulation of control and supervisory activities is emphasized. The prospects for further improvement of the education control system are associated with the development of mechanisms for balancing universal and special approaches to determining risk indicators, modernizing their development and coordination procedures, strengthening the role of independent education quality assessment, enhancing the prevention of violations of mandatory requirements.