THE PROJECT PORTFOLIO AS A PEDAGOGICAL MECHANISM FOR COORDINATING VALUE ORIENTATIONS IN THE ETHNOCULTURAL DEVELOPMENT OF A MUNICIPAL DISTRICT

Abstract

Municipal projects in the sphere of ethnocultural development are often implemented in a fragmented manner: each event has its own goal and audience, yet no stable connection emerges between them. As a result, the educational effect remains local, and the values transmitted through individual events do not add up to an integral system. The problem addressed by this study lies in the contradiction between the presence of numerous successful ethnocultural initiatives and the absence of a managerial mechanism ensuring their pedagogical coherence. The aim of the work is to substantiate the pedagogical potential of project portfolio management in the ethnocultural development of a municipal district. The material draws on the practice of the Bogdanovich urban district of Sverdlovsk Oblast, which has been implementing the cultural diversity preservation programme "Bogdanovich. Mesto_gde_Vmeste" since 2020. The study is designed as a case study employing document analysis, participant observation, and data from interethnic relations monitoring; pedagogical effects were interpreted through four criteria – cognitive, motivational-value, emotional-volitional, and behavioural. The analysis of four portfolio projects – "Kashinsky Khorovod," "Ochag," "Christmas Unites," and "NaKartoshku" – showed that the projects work not on one but on several criteria simultaneously. In "Ochag," out of more than 6,000 participants, over 4,000 are children and youth; "Christmas Unites" brought together 600 people aged 4 to 80 from 25 municipalities, 13 regions of Russia, and four countries; "NaKartoshku" has grown into a district festival with more than ten national farmsteads. The study identifies the conditions under which managerial practice acquires pedagogical significance: a shared value vector, a coordinating centre, a broad partnership network, and a focus on joint activity. The findings refine the concept of value orientation coordination, extending it to the level of municipal policy, and allow the project portfolio to be regarded as a pedagogical mechanism rather than merely a resource allocation tool.