JOURNAL OF THE ASSOCIATION FOR ENGINEERING EDUCATION OF RUSSIA ENGINEERING EDUCATION 21 2017

ENGINEERING EDUCATION: ASPECTS AND METHODS ENGINEERING JOURNAL OF THE ASSOCIATION FOR ENGINEERING EDUCATION OF RUSSIA EDUCATION 21’2017

Editorial board

Editor-in-Chief: Yu.P. Pokholkov, President of the Association for Engineering Education of Russia, Head of Department of Organisation and Technology of Higher Professional Education, National Research Tomsk Polytechnic University, Professor

Associate editor S.V. Rozhkova, DSc (in Physics and Mathematics), Professor, National Research Tomsk Polytechnic University

Editorial Board Members:

J. J. Perez Full Professor of Physical Chemistry, Department of Chemical Engineering, Technical University of Catalonia, School of Industrial Engineering, Barcelona J.C. Quadrado President of the International Federation of Engineering Education Societies (IFEES), Vice-President of Porto Superior Engineering Institute (ISEP) M.P. Fedorov Scientific Supervisor of NRU Programme of Peter the Great St.Petersburg Polytechnic University, RAS Full Member G.A. Mesyats Vice-President of the Russian Academy of Sciences, Director of P.N. Lebedev Physical Institute of the Russian Academy of Sciences (Moscow), RAS Full Member S.A. Podlesny Adviser to the Rector of Siberian Federal University, Professor V.M. Prikhodko Rector of Moscow Automobile and Road Technical State University, RAS Corresponding Member D.V. Puzankov Professor of Saint Petersburg Electrotechnical University “LETI” A.S. Sigov President of Moscow State Technical University of Radioengineering, Electronics and Automation, RAS Full Member Y.S. Karabasov President of National University of Science and Technology MISIS, Professor N.V. Pustovoy Rector of Novosibirsk State Technical University, Professor I.B. Fedorov President of Bauman Moscow State Technical University (National Research University), RAS Full Member P.S. Chubik Rector of National Research Tomsk Polytechnic University, Professor A.L. Shestakov Rector of South Ural State University (National Research University), Professor

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Dear readers!

The challenges of the external “classroom lessons” system continues reduces the opportunity to increase this reproduction of engineers, quality and internal environment to Russian to dominate in the training system quality, encroach upon teachers' time assurance of training by improving and world engineering education of future engineers. The knowledge that they really could use for solving this educational technologies. become more acute not only with component in the training process problem. We hope that the articles of our the development of engineering and prevails over the active component. This issue of the journal offers readers authors will help readers to find technology but also in connection with At the same time, the requirements to to get acquainted with the results of answers to their questions in the field of the changing social and economic competencies and skills of graduates reflection, analysis, use of methods and engineering education. relations in society. We can clearly see are raised, which are precisely need techniques in engineering education, how the requirements for specialists in to be formed following active learning the field of engineering and technology approach. The situation is aggravated trained in higher education institutions by the lack of coherent and adequate Sincerely, are changing. These changes deal with methods for assessing competencies Editor-in-Chief, both professional competencies and soft within the training process at HEI Prof. Yury Pokholkov skills outlining the ability to organize and upon graduation. The transition engineering activities, work in a team to the two-tier education of future and be open-minded, the ability to engineers still causes discussions in see, formulate and find the solution of the professional environment, due engineering problems. to the lack of a coherent strategy for In an attempt to find a way out of managing the training of specialists existing and emerging situations, the for professional engineering activities. engineering and academic professional In these conditions, the professional community takes various initiatives. scientific and educational communities Wavy, but the continuous interest of have to work concentrating their the community in such initiatives and efforts on improving engineering approaches as CDIO, interdisciplinarity, education, adapting its content and practice-oriented, problem-based and educational technologies not only to the project-based learning, professional requirements of the modern engineering standards, outcome-based approach, community but also to stochastically etc. demonstrates that all the problems changing bureaucratic requirements. mainly concern the improvement of The avalanche-like increase in the content and educational technologies number of required papers regulating in engineering education. To a lesser the educational process not only extent, this interest is concentrated on does not provide an avalanche-like the education management system. improvement in the quality of training Despite all these initiatives, the of future specialists but, on the contrary,

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Contents

Innovative Technology for Mass Training: Case Editor’s letter 4 Study of e-Course “Mechanical Engineering” QUALITY OF ENGINEERING EDUCATION PRACTICE-ORIENTED S.А. Berestova, N.E. Misyura, ENGINEERING EDUCATION ENGINEERING EDUCATION AND TRAINING: Towards the Issue of Quality Е.А. Mityushov 77 CHALLENGES AND EXPERIENCE of Engineering Education Cluster Approach to Engineering Training S.B. Mogilnitskiy, E.E. Dementeva 133 for Machine Building Industry Higher Education Reforms Monitoring Math Competency of IT Students S.M. Dudakov, I.V. Zakharova 83 in a Single-Industry Town and Academic Community Analysis of Evaluation Criteria for Thesis T.A. Chelnokova, Kh.R. Kadyrova 184 A.A. Dulzon 8 Concurrent Engineering Approach to Teaching V.P. Kapustin, D.Yu. Muromtsev, Yu.V. Rodionov 142 A Practical Example of Professional Standards Fundamentals of Geometry and Graphics Engineering Education and Training of Young Integration Into the Educational Process in Higher Engineering School Engineers: Practice and Urgent Issues Quality of Further Professional Education: of a National Research University E.V. Usanova 88 L.N. Bannikova, L.N. Boronina, New Trends in Assessment and Recognition E.V. Omelyanchuk, O.P. Simonova, Yu.R. Vishnevskiy 17 V.G. Ivanov, M.F. Galikhanov, Towards General Developmental Curriculum A.Yu. Semenova 188 N.N. Aniskina 150 “Fundamentals of Mathematical Engineering Social and Professional Adaptation Modern Models of Training Modeling” of University Graduates in the Labor Market Vocational Education and Training Schools a Professionally-Mobile Specialist I.S. Soldatenko, O.A. Kuzenkov, E.V. Politsinskaya, A.V. Sushko 24 in Terms of Student Migration in Russia: T.A. Fugelova 194 S.V. Sorokin, I.V. Zakharova, Challenges and Prospects Professional Culture as Basis for Engineering O.N. Medvedeva 94 S.V. Dryga, D.V. Poletaev 154 Generation of Macroregional Network Masters’ Professional Activity Innovation- and Educational Cluster Yu.V. Podpovetnaya, A.D. Podpovetny 33 Perspectives of Smart System Math-Bridge Career Guidance and Counseling to Develop in the North Caucasian Federal District for Learning Array Sorting Methods Engineering Education at School and University: M.Kh. Abidov, S.E. Savzihanova, Development of Integrated Management System S.A. Fedosin, A.V. Savkina, Technologies and Models L.A. Borisova 201 in the Engineering School E.A. Nemchinova, N.V. Makarova 99 O.V. Shatunova, T.I. Anisimova 162 I.T. Zaika, A.P. Kovaleva 42 Engineering Modeling: Educational Technologies in Engineering Pre-University Engineering Training Educational Practice Analysis Socially Oriented Approach: Education: Multidisciplinary Approach for Children O.N. Medvedeva, O.V. Zhdanova, Professional and Personal Competencies A.A. Shehonin, V.A. Tarlykov, I.V. Vylegzhanina 167 I.S. Soldatenko 208 of Engineering Graduates A.Sh. Bagautdinova, O.V. Kharitonova 106 V.A. Pushnykh, I.B. Ardashkin, Foreign Language for Engineering Students Integrated Laboratory System O.A. Belyankova 49 Interdisciplinary Project – (Aircraft and Helicopter Industry): Systemizing N.V. Anisimov 213 Basis for Designing Study Programmes Training Content Professional-Oriented Educational Environment A.A. Shehonin, V.A. Tarlykov, S.E. Tsvetkova, I.A. Malinina 172 Our Authors 220 for Supporting the Development of Children's A.Sh. Bagautdinova, O.V. Kharitonova 111 Technical Creativity on the Basis of Network Quality Management Competency Summary 227 Integration of Infrastructure Resources Virtual Labs in Engineering Education as an Essential Component of Professional Public-Professional Accreditation of Educational Organizations S.V. Sorokin, I.V. Sorokina, Qualification of Engineering Graduates of Curricula (Results) 234 A.V. Isaev, L.A. Isaeva 58 I.S. Soldatenko 116 S.B. Venig, S.А. Vinokurova 179 AEER re-authorization to award the PARTICULARITIES Rewarding Learning of Maths in Engineering OF EDUCATIONAL TECHNOLOGIES Schools: Laboratory Works «EUR-ACE® Label» 253 V.А. Akimushkin, S.N. Pozdniakov, Modular Training of Specialists on Innovative S.V. Rybin, А.S. Chukhnov 121 Design in Mechanical Engineering N.K. Krioni, M.B. Guzairov, Designing ICT Education Programmes Based S.G. Selivanov, S.N. Poezjalova 64 on Professional Standards I.V. Zakharova, S.M. Dudakov, Concept Of Subject Area “Technology” I.S. Soldatenko 128 as a Way to Modernize Learning Content and Methods At Modern School D.A. Makhotin, A.K. Oreshkina, N.F. Rodichev, O.N. Logvinova 71

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Higher Education Reforms Russia. In this regard, the authorities’ action study. The most typical reasons for entering at that moment can be regarded as effective. university were “to get a diploma”, “to avoid and Academic Community Even today that decision can be assessed the army”, “my parents’ decision”, “to start as a rational one; otherwise, there might a family”, “ to avoid parental control and National Research Tomsk Polytechnic University have been extensive unrest and deaths of care”, and “to be funded by parents”. There A.A. Dulzon young people. Mass unemployment would was even such a unique answer as “to deal have hardly made people loyal to the in the campus”. The paper aims at drawing academic community’s and authority’s attention to the authorities, and “Maidans” in all big Russian Under such circumstances most part of systemic crisis of Russian higher education and the necessity for country-wide discussion cities would have been easily predicted. To the faculty lost motivation to efficient training to find rational crisis recovery. It studies the reasons and propagation of the crisis suppress the riots, the military force would activity. As a result, most of the students in the higher education and provides some solutions to overcome the problem. It have been used. “In other words, it is easier pretended to study while many teachers underlines the necessity to involve wider academic community and Russian society in A.A. Dul'zon and cheaper to make a person socialize in pretended to teach. Thus, Ya.I. Kuz’minov development of technologies to overcome crisis. The relevance of higher education university than in prison” [1, p. 75]. et al. admit that “... there are universities in institutions consolidation is put under reasonable doubt. The author highlights the In those years the author hoped that all the studied groups, except the group of necessity of balanced approach to the competition in the education system, with it was universities that would be a base research universities, where the educational turning focus on comprehensive cooperation at all levels. The article suggests initial for revitalization of the society’s moral process is only imitated in a considerable steps to ensure basic conditions for stability and further improvement of the university foundation, since they had concentrated a part of education programmes” [2, p. 53]. system efficiency. Therewith, it is crucial to ensure high standards of ethics and considerable part of the nation’s intelligence. The transition to the Anglo-Saxon integrity of the academic community and management staff of the universities. The universities should have actively education system, the integration in the participated in establishing a positive value Bologna process, and continuous changes Key words: higher education crisis, consolidation of higher education institutions, system that had been notably destroyed in in education standards and programmes balance between competition and cooperation, increasing university efficiency. the 90-s as the future of the country is highly contributed more to the disorganization of dependent on leaders and managers of the training process. The training quality kept enterprises, former university graduates. on degrading. The article by D. Sandakov caused by state-demand abandonment and The faculty staff, for whom teaching and clearly describes the technology used to Origin, causes and factors of crisis in tariff growth, practically stopped the whole science were a calling, kept on working ruin higher education with “ex adverso” Russian higher education economy development of the country. It faithfully for some time as a result of inertia. method [3]. It should be noted that it Higher education reforms are was a good opportunity for a narrow circle The faculty’s performance degraded due to took ten years and additional funding for occasionally carried out in all countries, of persons (some people) to plunder the some factors, the key one being extremely German universities, which are in favorable when there is a need to adjust it to national wealth. In the beginning of the low salary. It led to a faculty’s status decline, economic conditions, to transfer to two-level economical and social changes. However, 90s, there were about 500 state universities which had a negative impact on students’ education system. In Russia, this transition there is hardly any country except Russia in Russia. They became bankrupts as attitude to the faculty, as well as faculty’s was carried out top-bottom, within short with the reforms being constantly carried out well, since they could not pay utility bills. attitude to their responsibilities. When timeframes, without appropriate funding. for twenty five years. Although the Soviet However, the government did not privatize taking the position of the First Vice Rector, The Bologna process became a logical higher school kept training at high level, them, but founded 1.5 thousand more the author used to hear from the faculty step for the European Union with its united by the 1970–1980, it had had some serious universities and affiliated branches. something like: “You should be thankful for labour market. However, it is still disputable problems that required new solutions. The total number of students in USSR my coming to work for such a salary, how if this process is suitable for Russia. A transition from the state-controlled universities at the end of the 80s was about can you ask me for something more!” Nevertheless, the analysis of the primary to market economy was a ground reason 2.5 billion people. In early the 2000s, it Paltry salaries forced the faculty to documents of the Bologna process proves to revise and correct basic principles of reached 7.5 billion students only in Russia. undertake additional work, which was at the that the Bologna “programme of action” can the national policy and legal regulations Therewith, there was no lack of specialists expense of educational process. bring a lot of benefits to the Russian higher in education. However, the on-going for the new economy, since several hundred Sharp increase in the amount of students, education reform. It is quite natural that process of the reform leaves perplexed or thousand highly qualified specialists had changes in students’ values and aims had a not all the goals are equally important both even strong rejection from the academic been dismissed from military and other negative influence on the learning outcomes for Russia and for the EU. For example, in community, which constitutes the main part manufacturing sectors. and training quality. While most of soviet Russia it is more important to raise a citizen of the national intellectual elite. The only logical explanation for this students entered universities for study, in of Russia rather than that of Europe. The The conditions for the educational reform phenomenon, which seems to be strange, the 90-s such students were in minority. mechanism of reform implementation is in the “wild 90s” were extremely adverse. however, is that the authority aimed at An anonymous questionnaire conducted a complicated issue as well, which is also Artificially induced bankruptcy of the keeping the youth busy with something, but by the author in 2001 in TPU showed that noted by European experts. They underline national industry and agriculture, which was not at introducing total higher education in only 20% of the students were motivated to the necessity to take into account the state’s

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interests (implying that state’s and public to the value-based approach to education. institutional structure of the Russian higher managers whose status declines due to interests should match) and to preserve The examples are Ogarev Mordovia State education system due to inner and outer the consolidation become less initiative; historical, cultural and language diversity. University, Tyumen State Oil and Gas changes in conditions of its functioning. the power distance grows; the power is A blatant adjustment of the national higher University [10–12]. It must be pleasure to However, the academic community are centralized with bureaucracy increasing education system to the “Bologna frame” work in such teams. concerned with such “intensification”, since manifolds; the operating activity of large can result in its degradation and destruction The problems of reforms in higher “gurus” of Higher School of Economics departments becomes more complicated; [4]. education are actively and in detail discussed declare principles of the system and dictate personal contacts reduce while the number The financial supply of the Russian in journals “University management” (in the Ministry of education what it should to do of management levels increases. It results higher education system has been gradually Russ.) [13–15], “Higher education in Russia” without involving the academic community, in worse communication not only between improved since the beginning of the (in Russ.) [16], “Higher education today” (in students and national general public. top and mid management but also between 2000-s. However, the general condition Russ.) [17], “Education issues” (in Russ.) A great amount of numerical values and students and faculty due to a big number of of the education sphere in Russia is still [2], etc. “The Strategy-2020” was published graphs that are compared with international teaching staff at a department. unsatisfying. The most topical problems though not implemented [18]. A foresight data, which are provided in their articles, “Administrative actions without profound were clearly covered in a number of critical research “The future of Russian higher give appearance of profound scientific systemic changes cannot overcome the articles [5–7]. Some statements being school till 2030” was conducted [19]. It may elaboration of the problem and well- crisis in the higher education system and disputable, however, the general situation is seem that there is no lack of information in founded reasons for the suggested solutions. result in growing additional “layer” of quite true. Although the methods suggested the discussed issue, but it is not true. Since Any doubts are rejected by “spook stories” adulteration and imitation. It is an imitation by D. Fomin seem to be too severe and the reforms are top-bottom and are very like: “This approach can be an important of reforms and an imitation of development remind the repressions of the 1930-s, we controversial, the academic community and base for improvement through modeling a management: “managers pretend to manage cannot pretend that everything has become Russian society have no valid information new type of the education system suitable for modernization, faculty pretend to modernize better. about the on-going processes, and what the new economy and public requirements, educational and research processes, etc.” Unfortunately, these articles did not is more important, about their goals and unless we want to go back to the twentieth Various “trendy” innovations are being cause an active discussion in academic methods. We can only guess about the century” [2, p. 58]. introduced, such as a rating system, quality community. So far there has not been any reasons of the “hazy fog” that makes an Lately the authorities have been trying management, etc. They often lead to new true national debate on condition and open public discussion impossible. “It simultaneously to clean the Augean stables regulations, reporting formats, etc., and do problems of higher education system in is difficult to limit pseudo-education, that they made in the 90-s and form a not really influence the quality of learning Russia. since direct measures (like graduates’ new education system that should match outcomes and training process” [19, p. 19]. Current reforms and their contradictions competency assessment, the closure of the innovative economy [17, 21]. A new Unfortunately, as Zh. Toshchenko, Thus, the assessments of Russian higher universities resulted from monitoring etc.) structure of the Russian higher education a corresponding member of the Russian education in the first decade of the current would influence most part of the education system is being established. Federal and Academy of Sciences, clearly proves [26], century range from “has stopped existing” [6] programmes and students, which is socially national research universities have been the imitation and adulteration do not limit to “a serious systemic crisis” [7]. Someone unacceptable for the authorities. The indirect founded, a number of “anchor” universities to the education system, they penetrate the thinks that it cannot be reformed. The measures are inefficient.” [2, p. 53]. In any are expected to start functioning in the whole system of the state organizations from suggested solutions vary from destructing the case, the faculty and academic community regions. The total number of the universities top to bottom. existing system and establishing something have many questions and doubts. is being reduced by joining “ineffective” Most of the low values of the indicators that absolutely new to returning back to the Some authors, neglecting the socialistic universities to larger ones or by merging two are used to assess a university as “inefficient” Soviet higher education system, the latter ideology and soviet education system, or more universities. and “degrading” are really conditioned by being a non-constructive waste of time and hold up as an example the Anglo-Saxon The criteria for being “ineffective” are at the economy crisis, economical policy, efforts. According to the principle of time education system and social achievements least disappointing. Experts analyzed results and specific geographical positions of the irreversibility, a complex dynamic system of the capitalistic world. They highlight and consequences of different university universities. There are a number of reasons cannot be stable in changing environment the weaknesses of the soviet education mergers, which are available in [22–25]. It for the indicators declining and they cannot as well as return to the initial state [8]. system without mentioning its strength and is possible to agree with the authors that “the be influenced by the universities. Each of However, it does not mean that we should positive experience. These authors don not consolidation of universities does not solve 52 indicators and those 10 that are offered blindly follow the Anglo-Saxon education notice that they have joined the ideology any problems, but it provides the opportunities to be added [15] should be carefully system and ignore the positive experience of that is as doubtful as the soviet one. It has to solve them” [23, p. 18], however, a big considered and studied in terms of their the soviet education [9]. resulted in the current global problems that number of terms and conditions should benefits for the country. It should be kept There is some reason for being optimistic make concerned even such an apologist of be complied with. It should be added that in mind that they are proxy indicators, and if we take into account the fact that a capitalism as Albert Gore (junior) [20]. consolidation of universities (as well as any their functional relation with the declared significant part of faculty (especially in old There is no doubt that it is desirable other organization) leads to some other goals of higher education is not proved. universities) still remains strongly committed to intensify a systemic search for optimal consequences that are rarely mentioned: However, it does not need to be proved that

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they distract universities and faculties from education”. This paragraph may have been damage of it could be coped with if we modernization do not allow implementing the real educational goals to the “indicator- promoted by “marketers”, as they consider mean only abstract capital. “But people, the reforms only by means of the state focused” activities. Some representatives of the marker to be an absolute progress driver. companies, and nations are inevitably authority or university’s administrations. It the academic community consider it to be For example, the expression “the higher influenced by the billirgent mentality, which is necessary to unite efforts and coordinate the basic goal of certain reformers. education market” is used 14 times in the results in international tensions and latent activities of different groups, teams, and Some authors [23] even try to explain article by L.M. Filatova, a staff member of danger of cold war” [29, p. 310]. projects who feel personal responsibility the difficulties in the reform implementation Higher School of Economics (HSE) [27]. To increase faculty efficiency in for transition to the future, for creating new by the fact “that “mature” faculty negatively However, the education system in general universities it is reasonable to develop reality that differs from the real one. We can react to any changes”. Thus, it is “mature and higher education in particular is value- cooperation at all levels. As for claim that it is necessary to form a coalition faculty” who are guilty in the situation, but based and cannot be only profit-focused. competitiveness, it can be ensured by of development, that would involve different not the “mature” reformers who conduct Thus, the market elements suitable for natural vanity and aspiration for personal parties, whose efforts will bring the future” “immature” experiments all over the vast international level cannot define the structure fulfillment of a person (on condition it is [19, p. 24]. country. of Russian higher education system. Even their calling). Even in real economy there are The following steps seem reasonable to It is undeniable that there are a lot of at the international level the competition successful examples of transition from “I” to be done on this way: inefficient universities (in terms of training in education system should not be profit- “We”, if the business is properly organized 1. To organize all Russian debate on the quality) among those established in the focused but promote the country’s interests. and motivated. It has led to the increase in crisis of higher education: 90-s. They were founded to meet the For example, German higher education is work efficiency and cost reduction. Such a. Television broadcasts with fair demand for diplomas rather than for free not only for German citizens but also for approach is supposed to be more effective assessment of current situation from the education, which was characteristic of the students from other countries. The Goethe in the education system than competition Minister of Education and Science, the First Institute, which promotes the German “education boom of 2000-2005” mentioned stimulation. Deputy Chairman of the Russian State Duma language in the world, is 2/3 funded by the Conclusions: to choose priorities and Committee on education, representatives by L.M. Filatov [27, p. 70, 72]. Herewith, German Federal Foreign Office. start acting of the Public Chamber, the Employers’ really mature faculty are not against changes It is supposed that competition can Reformation of any system is generally Confederation, representatives of employers whatsoever, but against those that imitate ensure education system development, conditioned by the necessity to save and in the defense industry, and heads of regional active management work and come into increase training quality, faculty and adopt the system to external and internal level of authority (two or three governors); conflict with the country’s interests directly university efficiency. In fact, the competition changes and developments. The question b. The reporters should give reasonable or indirectly [14, 25]. fails to drive even the real economy, which is how intensive and massive these reforms review on what measures are being taken, It is noteworthy that a systemic analysis is proved by the graphs of GDP growth should be and in whose interests should they what is planned to be done to improve the of university’s goals made the authors [25] and of wellbeing of the society that have be carried out. This issue is to be discussed situation; come to conclusion that two sub-objectives been had different directions since the and must be first of all solved in the interests c. It is also necessary to describe the of the international rating are directly era of “reaganomics” started. Stimulated of multinational people of Russia (namely technology of the reform implementation, contrary to the super-goals of the country. competition in universities leads to moral for Russia, not for humanity or Europe; since it influences personal trajectories of This conflict might be more obvious if we degradation. “Leveling of academic namely for people, not only for voters, hundred thousand of faculty and millions of took into account such goals of universities recognition and violation of meritocratic authorities, or a globally minded person). students; as raising patriot-citizens, general increase principles force the most talented people This thesis cannot be scientifically proved or d. It is necessary to organize public in cultural level of society, etc. Although out of the education system by adding grounded. It is a matter of belief, but we can debate of the issue, similar to those the mathematical operation in the article more values to non-academic features – presume that such base is agreeable for the organized by the President of the RF with the is incorrect, the suggested method can be obsequence, protectionism, clannishness, vast majority of Russians. results published in mass media. successfully applied to assess the ways of and, as a result, lack of professionalism. High It is of vital importance to involve 2. To set requirements not only for university development. concentration of non-academic managers in enduring intellectual resources that are still professional skills but also to moral values Competition vs cooperation university destroys the education system and persevered in the higher school and the and quality of faculty members. The basic principles of the state policy undermines its authority in the society” [14, Russian Academy of Science, as well as 3. To dismiss the faculty members and and legal regulation in the education system p. 33–34]. It ensures promotion of people general public. Otherwise, if the reforms other university staff who do not meet are set out in article 3 of the Federal law having low moral values, which inevitably are implemented in HSE-style with belief professional and, what is more important, “About education in the Russian Federation” influences students’ moral character. The in market omnipotence, it can result in moral requirements. [28]. Generally, they comply with the long- process can lead to severe irreversible something described by Chernomyrdin V.: Keeping in mind the “purges” in the term goals of the national policy. It is only damage for the whole Russian society. “we wanted to do our best, but we’ve got Communist party in the Soviet period, we necessary to start implementing them. The danger of competition overestimation what we usually have”. can predict the problem that may arise when However, paragraph 11 of article 3 leaves even in the market conditions is clearly The authors of the foresight research this step is implemented. It can be expressed perplexed. It says about “unacceptability of presented in “Factor 4”. The authors claim 2030 fairly state that “Specific character and like “who are the judges?” However, this elimination or restriction of competition in that competition is a war; the political scope of challenges facing the higher school step has to be made if we want to save

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the country. The Supreme Certification involved in the higher education system are Commission (VAK) has started doing it in a demotivated and feel inner resignation. certain way, but from top to bottom, though When interviewed for the journal it should be done from bottom to the top. “Upravleniye biznesom” (Business 6. Zolotukhina-Abolina E., Zolotukhin V. Bol'shaya imitatsiya. Obrazovanie i nauka v Anyway, the healthy part of the university management), a famous Russian scientist, sovremennoi Rossii [Big Imitation. Education and science in modern Russia]. Svobod- faculty is expected still to be capable of Doctor of technical sciences, professor naya mysl' [Free Thought], 2008, no. 2, pp. 87–94. 7. Fomin D. Vysshaya shkola: poisk rastrachennogo smysla [Higher school: the search for taking this decision. It is necessary to learn of Saint Petersburg ITMO university, T. the squandered meaning]. Svobodnaya mysl' [Free Thought], 2008, № 2, pp. 95-110; no. again how to speak the truth and listen to it, Paltashev answered the question “what 3, pp. 81–94. no matter how hard it might be. should be done for Russia to reach the 8. Prigozhin I., Stengers I. Poryadok iz khaosa: novyi dialog cheloveka s prirodoi [Order out 4. This step should be followed modern level of economy?” as follows: “We by the activities to increase the work of chaos: Man's new dialogue with nature], Moscow, Progress, 1986, 432 p. should start with a moral system, all other efficiency of faculty and scientists by 9. Korenblit S.E. Otkrytoe pis'mo Prezidentu Rossiiskoi Federatsii V. V. Putinu ot professora things will be done in the regular course of reducing bureaucratic procedures and the Irkutskogo gosuniversiteta S.E. Korenblita [The open letter to the President of Russia Vlad- work by mutual efforts of the whole nation. corresponding staff. imir V. Putin from professor of Irkutsk state university S. E. Korenblit], available at: http:// A demoralized army cannot fight; it is just a The ways are well known and tested in newsbabr.com/?IDE=144595 (accessed 24.06.2016). developed countries: to reduce regulation gang of bandits. A demoralized society is in 10. Gus'kova N.D., Erastova A.V. Tsennosti kak element sistemy organizatsionnoi kul'tury by applying framework requirements, a state of paralysis, and cannot develop. If universiteta [Values as an element in the system of the university organizational culture]. to delegate powers with corresponding there is a moral system in the country, the Universitetskoe upravlenie: praktika i analiz [Journal University Management: Practice distribution of responsibilities, to use technologies will soon appear. There are and Analysis], 2015, no. 4, pp. 67–75. principle of trust (after careful staff selection), a lot of ways and methods to recover and 11. Bakshtanovskii V. I., Sogomonov Yu.V. Oikumena prikladnoi etiki: strategiya novogo os- to change total control by selective one maintain the moral system of the country. voeniya. Prikladnaya etika: «KPD praktichnosti» [Oecumene of Applied Ethics: A Strategy (scheduled or case-by-case), etc. [30]. There are historical examples of armies and for the new development. Applied ethics: “Efficiency practicality”]. Vedomosti [State- There are a lot of ways to increase countries being driven out of “moral coma”. ments of applied ethics], Tyumen, Res. Inst. Appl. Ethics, 2008, iss. 32, spec., pp.29–58. work efficiency of the faculty, but they Psychology of human behavior has not 12. Bakshtanovskii V.I., Bogdanova M.V. Eticheski polnotsennyi professionalizm: individu- need personal initiative and thus, inner changed for thousands of years, thus, these al'nyi dolg ili institutsional'naya podderzhka? [Ethical full professionalism: is it a personal motivation. Currently, too many staff methods and ways are still applicable” [31]. debt or institutional support?]. Vedomosti [Statements of applied ethics], Tyumen, Res. Inst. Appl. Ethics, 2011, iss. 38 – pp. 119–136. The author is grateful to Vasil’eva O.M., the leading librarian of TPU University library, 13. Astafeva M.P., Zyateva O. A., Peshkova I.V., Pitukhin E.A. Analiz pokazatelei effektivnosti for discussing and editing the article. deyatel'nosti rossiiskikh vuzov [Russian universities in terms of performance indicators]. Universitetskoe upravlenie: praktika i analiz [Journal University Management: Practice and Analysis], 2015, no. 4, pp. 4–18. REFERENCES 14. Dadaeva T.M., Fadeeva I.M. Reforma vysshei shkoly: paradoksy i tupiki institutsion- al'nykh izmenenii [Reform of the higher school: Paradoxes and institutional changes 1. Romanov E.V. Neeffektivnye vuzy: mif i real'nost' [Ineffective university: Myth and real- stubs]. Universitetskoe upravlenie: praktika i analiz [Journal University Management: ity]. Universitetskoe upravlenie: praktika i analiz [Journal University Management: Prac- Practice and Analysis], 2014, no. 4-5, pp. 28–35. tice and Analysis], 2012, no. 6, pp. 70–76. 15. Melikyan A.V. Pokazateli monitoringa sistemy vysshego obrazovaniya v Rossii i za 2. Kuzminov Ya. I., Semenov D.S., Frumin I.D. Struktura vuzovskoi seti: ot sovetskogo k rubezhom [Performance criteria in higher education monitoring systems in Russia and rossiiskomu «master-planu» [University network structure: From the Soviet to the Russian abroad]. Universitetskoe upravlenie: praktika i analiz [Journal University Management: “Master Plan”]. Voprosy obrazovaniya [Educational Studies], 2013, no. 4, pp. 8–69. Practice and Analysis], 2014, no. 3, pp. 58–66. 3. Sandakov D.B. Kak razvalit' sistemu obrazovaniya: diversionnaya programma [How to 16. Lyubimov L. Reforma obrazovaniya: blagie namereniya, obreteniya, poteri [Education destroy the system of education: a diversionary program], available at: http://obrazovanie. reform: good intentions, acquisitions and losses]. Vysshee obrazovanie v Rossii [Higher by/sandakov/kak-razvalit-obrazovanie.html (accessed 16.12.2016). Education in Russia], 2004, no. 12, pp. 8–24. 4. Dulzon A.A., Vasil'eva O.M. O reformirovanii sistemy vysshego obrazovaniya Rossii [Re- 17. Karelina I.G., Sobolev A. B., Sorokin S. O. Monitoring deyatel'nosti obrazovatel'nykh forming of the Russian higher education system]. Kachestvo obrazovaniya: tekhnologii, organizatsii – initsiativa sistemnykh izmenenii v vysshem obrazovanii [Monitoring the ac- ekonomika, zakonodatel'stvo [Education quality: Technologies, economics, and law: tivities of educational institutions – The initiative of the system changes in higher educa- Proceedings of the IX Interregional Scientific Methodological Conference], Tomsk, TU- tion]. Vysshee obrazovanie segodnya [Higher Education Today], 2015, № 6, pp. 37–46; SUR, 2007, pp. 6–11. no.7, pp. 55–61. 5. Aurov O.V. Reforma vysshego obrazovaniya: vzglyad iz Moskvy [Reform of higher 18. Strategiya–2020: Novaya model' rosta – novaya sotsial'naya politika [Strategy 2020 – education: A view from Moscow]. Svobodnaya mysl [Free Thought], 2008, no. 2, New growth model – New social policy], available at: http://docslide.net/docu- pp. 111–124. ments/-2020-2012.html (accessed 27.06.2016).

14 15 ENGINEERING ENGINEERING EDUCATION EDUCATION 21’2017 ENGINEERING EDUCATION AND TRAINING: CHALLENGES AND EXPERIENCE UDC 378 21’2017

Engineering Education and Training of Young Engineers: Practice and Urgent Issues

Ural Federal University named after the first President of Russia B.N. Yeltsin L.N. Bannikova, L.N. Boronina, Yu.R. Vishnevskiy

19. Efimov V.S., Lapteva A.V. Budushchee vysshei shkoly v Rossii: ekspertnyi vzglyad: for- sait-issledovanie – 2030: analiticheskii doklad [The future of the higher school in Russia: The paper studies the role of education system in preparing engineering staff through An expert point of view: Foresight research – 2030], Krasnoyarsk, SFU, 2012, 182 P., developing new approaches to designing education programmes and new educational available at: http://foresight.sfu-kras.ru/sites/foresight.sfu-kras.ru/files/_Doklad_Vyssha- technologies. The conclusions are based on a survey conducted at big Ural industrial ya_shkola_-_2030_ekspertnyy_vzglyad_2012_0.pdf (accessed 27.06.2016). enterprises and multi-year engineering student monitoring. L.N. Bannikova 20. Gore Al. Angriff auf die Vernunft, Muenchen, Riemann Verl., 2007, 395 P. 21. Gosudarstvennaya programma RF «Razvitie obrazovaniya» na 2013–2020 gody [Russian Key words: engineering education, professional pathways, prestige of an engineer, Federation State Programme “Development of education” for 2013–2020], available at: behavioral competence. https://cdnimg.rg.ru/pril/95/79/95/295.pdf (accessed 27.06.2016). 22. Belyakov S.A., Fedotov A.V., Figurin A.V. Protsessy ob"edineniya v sisteme vysshego obrazovaniya: problemy i vozmozhnosti [Integration processes in higher education: Nowadays, the Russian Federation faces qualified staff is the system of engineering Challenges and opportunities]. Universitetskoe upravlenie: praktika i analiz [Journal Uni- a number of engineering and technical (vocational) education. Scientific, education versity Management: Practice and Analysis], 2013, no. 6, pp. 8–18. challenges. There is a change in the and industrial experts actively discuss the 23. Lisyutkin M.A., Froumin I.D. Kak degradiruyut universitety? K postanovke problemy package of basic technologies that make the issues of STEM specialist training, and [How universities degrade? Towards the problem statement]. Universitetskoe upravlenie: foundation of modern industrial production engineering training in Russia. According praktika i analiz [Journal University Management: Practice and Analysis], 2014, no. 4-5, and economy in general. The new package to Association for Engineering Education pp. 12–20. of global industry technologies including of Russia (AEER) experts, 80% of them L.N. Boronina 24. Klyuev A.K. Organizatsionnoe razvitie vuzov: optimizatsiya praktik [University organi- alternative energy, mobile technologies, representing education society, the quality zational development: approaches to practice optimization]. Universitetskoe upravlenie: smartgrid, and etc. will have been of modern engineering training is evaluated praktika i analiz [Journal University Management: Practice and Analysis], 2015, no. 6, completely developed by 2025. Engineers to be satisfactory by 61.5% of the experts, pp. 57–68. will obtain the leading role in the new good – 11.5%, and low – 23.1%. However, 25. Klyuev Ju.B., Sandler D.G. Analiz strategicheskikh tselei razvitiya vuza [Analysis of uni- economy. It makes it necessary to train a more than half of these experts consider the versity's strategic objectives]. Universitetskoe upravlenie: praktika i analiz [Journal Uni- new generation of engineers who would be engineering in Russia to be unsatisfactory versity Management: Practice and Analysis], 2014, no. 1, pp. 6–17. able to design engineering systems based on (systemic crisis, critical condition) [4]. In 26. Toshchenko Zh.T. Novye liki deyatel'nosti: imitatsiya [New images of activity: Imitation]. the new technology package. The resources other words, “the engineers are trained well, Sotsiologicheskie issledovaniya [Sociological Studies (Socis)], 2012, no. 12, pp. 23–36. of the Soviet engineering staff have been but they work badly for reasons out of their 27. Filatova L.M. Resursy vysshego obrazovaniya: kurs na sokhranenie priema studentov practically exhausted [1]. Although the control” [5, p. 18-24]. [Higher education resources: Sustaining the students enrollment]. Universitetskoe uprav- annual number of engineering graduates Our research showed similar results [6, lenie: praktika i analiz [Journal University Management: Practice and Analysis], 2014, no. reached 200 thousand by 2000-2010’s in p. 276-296]. Virtually all the groups within Yu.R. Vishnevskiy 4-5, pp. 67–76. Russia, there was a constant demand for the educational process (undergraduates, 28. Ob obrazovanii v Rossiiskoi Federatsii [Federal law “On Education in the Russian Feder- engineering staff. According to “Expert RA”, post-graduates, and engineering teachers) ation”, no. 273-FL, adopted on 29 Dec. 2012 (last revised 15 July 2016), available from in 2014, Russian requirements for engineers positively assess the quality and content of “Kodeks” (accessed 15.07.2016). were 29% [2]. In this relation, the results education, and training methods. However, 29. Weizsaecker Ernst Ulrich von, Amory B. Lovins L., Hunter Lovins. Faktor Vier: Doppelter of the research made in Sverdlovskaya there is still a gap between the required Wohlstand – halbierter Verbrauch. Der neue Bericht an den Club of Rome, Muenchen, Oblast, which is of ten areas with highly level of graduates’ competencies and the Droemer Knaur, 1997, 352 P. concentrated industries generating 45% of real one. A research group conducted a 30. Dulzon A.A. Puti povysheniya rezul'tativnosti truda personala vuza [University staff: The all Russian industrial production, are also survey among the engineers of the leading ways of increasing the effectiveness]. Universitetskoe upravlenie: praktika i analiz [Jour- characteristic. In 2013-2014, only 70% regional enterprises (N=240) to evaluate nal University Management: Practice and Analysis], 2013, no. 2, pp. 27–33. of engineering positions in the region was the importance and actual development 31. Paltashev T.V Rossii nado s moral'yu razobrat'sya, a vse ostal'noe budet sdelano v rabo- staffed, the average age of the personnel of soft skills among the engineering chem poryadke [In Russia it is necessary to deal with morality, and everything else will be being 53 years old [3]. graduates in Sverdlovskaya Oblast. The list done on a routine basis], available at: http://www.rusnor.org/pubs/interviews/8041.htm One of the basic institutional factors of competencies was formed similar to the (accessed 09.03.2015). that ensure sustainable supply of highly learning outcomes that were used in the

16 17 ENGINEERING ENGINEERING EDUCATION EDUCATION 21’2017 ENGINEERING EDUCATION AND TRAINING: CHALLENGES AND EXPERIENCE ENGINEERING EDUCATION AND TRAINING: CHALLENGES AND EXPERIENCE 21’2017

international project to study the possibility The employers are less interested degree both in academic and productive condition: the key factor in the labour to apply international assessment of higher in graduates who have participated in spheres. Graduates with a Bachelor’s degree market is growing disbalance between the education learning outcomes for students research projects, though the gap between are compared either with vocational college offer of graduates and the labour demand. studying in diverse language, cultural and the importance and availability is quite graduates, or with engineers graduating from According to the Russian Federal State infrastructural educational environments significant (1.4 times). The last place traditional specialist degree programmes. Statistics Service (Rosstat), 75% of 1.3 (AHELO (Assessment of Higher Education in the rank is placed by “intercultural This issue can be clarified by the national graduates of 2015 have been hired, and only Learning Outcomes), 2008-2012). communication” with the gap of 1.3 system of competencies and qualifications, 15% of them are involved in jobs connected Experts claim that the engineering times. Generally, according to the survey, which is being developed in Russia. with the received training [9, p. 8]. It is graduates demonstrate competencies at a no competency has the same values for According to the adopted qualification obviously caused by surplus “production” much lower level than the expected one. “importance” and “availability”. structure, the Bachelor’s degree takes the of lawyers, managers and economists. The First of all, they mean the competencies While evaluating the educational sixth level, which is higher than the fifth one engineering graduates have almost the same that are the most important for employers, practices in modern engineering training, - secondary vocational education (SVE), but difficulties in job search: no more than one such as “the ability to accomplish work the research group was based on the lower than the seventh, which is specialist third of them “can be provided with the jobs independently” (to choose research problem assumption, accepted by the AEER experts, and Master’s degrees. It is reflected in the they were trained for” [10]. and methods). The skill is developed 1.5 that the engineering education quality is criteria related to qualification levels. It is education society that mostly plans the times lower than the expected level. Two conditioned by the quality of engineering For example, the criterion “authority and demand for engineering staff nowadays. The competencies: “practical work experience” training [4]. While transforming the mass responsibility” of the fifth level implies current procedure used to determine figures (the gap is 1.5 times), and “communicative engineering training into the two-level “solution of practical tasks”, the sixth level – for admissions to technical universities and skills” (the gap is 1.4 times) take the education system, the core of the bachelor’s “defining work objectives for themselves faculties is based on competitive values of second place in the importance rank of degree level has not been fully understood. or/and for subordinates”, while the seventh universities’ potential used to rank higher the employers. The third rank position is In fact, most of the bachelor’s degree level means the ability “to choose strategy, education institutions. The assessment of taken by “broad context thinking” (complex programmes are based on the principle “5 to manage activity including innovative regional labour markets showed that there understanding of their industrial sector, in 4”, that is a list of subjects typical for a one at the level of large departments. This remains a double structural mismatch understanding economical context of its five-year course is only adopted for four function distribution is taken into account between demand and offer in labour functioning). The contemporary graduates years, having the same sector-specific while developing professional standards [7]. market with regard to education level and are expected to have this competency curriculum typical for the former training Thus, the new education level has started qualification requirements. The demands of developed 1.4 times higher than it really is system. A major drawback of such model to be accepted by the production sector. There domestic engineering labour market reflect (fig. 1). is conceptual ambiguity of the bachelor’s are positive examples of implementing the real condition, needs and potentials of the level approach, different Bachelor’s degree production sector. Low innovative potential Fig.1. Employers’ assessment of graduates’ soft skills and their importance models are being developed: practice- of Russian enterprises, poor development for the employers oriented, research, multidisciplinary ones of innovative models and practices impede (Liberal Arts). Unfortunately, the examples forecasting demands for engineering jobs of successful implementation of the level and qualifications [11]. There are no 5 4.5 education system are not so widely spread. effective employment models as well as 4 However, practice-oriented bachelor’s tools to monitor development of further 3.5 degree programmes allow eliminating a graduates’ careers. 3 social gap between the graduates’ need for The analysis of a long-term monitoring 2.5 high social status and labour demand for of Ural engineering students allowed 2 Importance 1.5 workers dealing with hi-tech equipment. By identifying the dynamics of their career 1 Availability 2018, the share of students doing practice- aspirations and plans1. The number of 0.5 0 oriented bachelor’s degree programme must students who chooses their study profile as be not less than 30% of total number of a future career is reducing (table 1). Such university students [8]. phenomenon as a job out of the degree field Although the engineering education is has become a commonplace. Students often very important, it does not automatically spontaneously plunge into professional provide the industry with new engineering environment (the phenomenon of “working staff. It is more obvious in the current student”) that does not relate to the studied Independent work...Work experience... Communicative skills... 1 Broad context thinking... Team-work experience... The field stage of the seventh monitoring «Student-2016» has been already finished, however, there Participation in research... final information processing is still in progress. Intercultural communication...

18 19 ENGINEERING ENGINEERING EDUCATION EDUCATION 21’2017 ENGINEERING EDUCATION AND TRAINING: CHALLENGES AND EXPERIENCE ENGINEERING EDUCATION AND TRAINING: CHALLENGES AND EXPERIENCE 21’2017

salaries one quarter higher than the salaries and formation of new moral dilemmas. Table 1. Career aspirations and plans of engineering students (2012-2016, %)* of those who stayed (126%). Engineering Ethical and moral responsibility of modern graduates (heat power engineering, engineer can enter into a conflict with Professional plans 2007 2009 2012 2016 mechanic engineering, and applied geology) corporative interests. who left for other regions are paid one third Problems and challenges of the modern 35 To use their expertise 41 40 48 or quarter as higher as those who stayed engineering make new requirements for [14]. The exception is graduates of some the system of engineering training. They Not to use their expertise 9 10 6 5 special engineering programmes (technique reveal inner inconsistencies of the system, and technology of surface transport) as well To continue their education 8 8 10 22 aging and out-of-date content of education as graduates of some affiliated branches of programmes, which are not practice- To be involved in research work 3 2 1 1 universities are paid higher than those who oriented enough and can hardly be matched To start their own business 16 19 11 15 left the region. Professional competencies of such students are much more adjusted to with international standards of engineering To devote themselves to their homes 4 5 2 1 the needs of the regional engineering labour training, as well as teaching staff qualification and families market. that does not meet modern requirements. To go abroad to work or study 7 6 6 5 While analyzing prospects and problems There are a lot of “sensitive points” that exist To work as a freelance _ _ 1 1 of modern engineering, some inconsistencies out of professional education system, such in its development are revealed. The status as unemployment, quite low social status To live by casual earninings 0 1 0 0 of engineering activity has an apparent of engineering positions, which leads to To have internship (further training) _ _ paradox: there is a growing qualitative and low motivation of school leavers to choose 2 2 at their workplace quantitative demand for elite engineering engineering programmes. There is no doubt, staff, which is mostly conditioned by the problems mentioned above have a Career plans are vague and uncertain 16 13 8 11 the necessity to implement innovative great impact on professional identity of the developments of the country and the region, _ engineering graduates, who are often called No plans for future 5 3 3 rather than to maintain the current techno “embryos of engineers” [15, p. 40-43]. In sphere. However, engineering jobs are not this regard, the role and potential of the * The sum is more than 100%, since each interlocutor can give more than one answer still valued high. Another challenge is to combine production discipline, engineering educational environment should be studied specialty, which leads to the loss of budget be solved by developing Bachelor degree project and creativity, and innovative in terms of building ethical, moral, and resources invested in engineering training programmes of “general engineering”. The engineering activity, which is so highly professional values of the new engineering [12, p. 145-150]. main goal of such programme is to ensure demanded nowadays. generation, since it is engineering that will Every tenth respondent has vague and the graduates’ ability to easily adjust to One more set of inconsistencies in become a key activity of the post-industrial uncertain career plans. The samples include any production conditions and be ready to engineering development is caused by society, and determine innovative potential second- and third-year students doing professional retraining and self development. changing character of engineering activity, and further development. bachelor’s degree (both academic and The graduates of such programmes have practical). Experts claim that the demand prospects both in production industry, and for graduates with academic Bachelor academic activity and can choose a variety degree, who are focused on engineering of Master degree programmes including and technological research, is 10% of all the those that do not relate to engineering. engineering graduates in Russia. No more In comparison with the students studying This research was supported by Russian Foundation for Humanities project № 15-03-00069 than 15-20% of all the engineering graduates in universities of Moscow and St. Petersburg, "Developing professional ethos of modern engineer: gender issues and professional activities" are in demand in big enterprises that proved Ural students are not so inclined to go their interest by signing contracts for targeted abroad for work or study. Unfortunately, the training of engineers with practical bachelor monitoring did not include the parameters degree (applied Bachelor degree) [13, p. 68]. to identify motivation and direction of How reasonable is it to provide Bachelor in-migration. The data of the second national degree graduates with narrow specialization monitoring of graduates’ employment held if there is no proved demand for them in the in 2015 show that two out of seven Ural labour market? The problem can possibly graduates left the region. Those who left have

20 21 ENGINEERING ENGINEERING EDUCATION EDUCATION 21’2017 ENGINEERING EDUCATION AND TRAINING: CHALLENGES AND EXPERIENCE ENGINEERING EDUCATION AND TRAINING: CHALLENGES AND EXPERIENCE 21’2017

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Social and Professional Adaptation work. This is the period when appear the „„ 70% of the respondents adapted most frequent situations associated with to the standards and values of the of University Graduates in the Labor Market the mismatch of ideas and expectations professional team, 20% did not have about professional activity with reality, and relations in the team, others found it Yurga Institute of Technology (Branch) as a consequence a change in professional difficult to answer; of National Research Tomsk Polytechnic University activity takes place. Although the status of a „„ 54% of those who participated in E.V. Politsinskaya, A.V. Sushko “young professional” is not set in the Labor the survey adapted to the conditions Code, it is valid for 3 years from the date of professional activity, 8% found it The article deals with the problem of adaptation of graduates of higher education of the employment contract and is not re- difficult to answer, the rest answered institutions in the labor market in modern conditions. Based on the results of assigned. A total of 86 people took part in "did not adapt"; questionnaires and interviews with young specialists and employers, factors that the survey. „„ 48% of the respondents adapted to the influence the social and professional adaptation of graduates of higher education E.V. Politsinskaya The results of the questionnaire are specifics of their professional activities, institutions are revealed. The viability of interaction of outcome-based, contextual, presented in table 1. 10% of respondents found it difficult to problem-based and personality-oriented approaches in the educational process to The first questionnaire, proposed to answer, the rest did not adapt. prepare a competitive specialist who is able to successfully adapt in the labor market is explored. graduates, was drawn up in order to identify Thus, it can be noted that the subjective their own assessment of how quickly they perception of the adaptation degree by the Key words: labor market, graduates of higher education institutions, social and professional were able to adapt to the conditions of graduates is at a rather low level. The best adaptation, competences, personal qualities, value orientations. professional activity, to the profession itself, results were achieved in adaptation to the to the norms and values of the professional team, to the traditions and values that are team. are shared in the team. According to the analysis of the survey Further, the graduates were asked to Social and economic transformation, conditions and norms of new professional results, the following conclusion can be answer what factors, in their opinion, can the integration of Russia into global activity, mastering of production norms drawn: help to go through the adaptation process A.V. Sushko market, the emergence of new values, led of behavior, professional ethics [1, 2, 3]. to the fact that the labor market began to When entering a job, a young specialist demand the specialists capable of quickly falls into the system of professional and Table 1. Self-assessment of the process of social and professional adaptation navigating in the surrounding reality. At socio-psychological relations within the of graduates the moment, the nomenclature of jobs is organization, assimilates norms and values changing very rapidly and the demand for of professional activity, coordinates his highly qualified specialists is constantly individual position with the goals and Object of Adaptation Graduates growing. At the same time, every employer objectives of an interprise [4]. (To which the graduates adapted) (% of the total number is interested in obtaining a specialist who The role of the education system in this of respondents) requires a minimum period of adaptation situation is to help the graduate to develop to professional activity. It is supposed that qualities that enable him/her to become a To the conditions of professional activity students apply to university to graduate professionally wealthy, competitive, active Adapted 53 it further as highly qualified specialists. person, able to adapt to the conditions of Difficult to answer 8 However, in the opinion of the majority of professional activity in the shortest possible employers, graduates of higher education period of time. Therefore, adaptation as a Not adapted 38 institutions must be trained directly at process and adaptedness, as a personal To the profession the workplace. The process of student’s characteristic, becomes fundamental for adaptation to the specifics of professional a young specialist in the process of his Adapted 48 activity can take a fairly long period. preparation and professional activity. Difficult to answer 10 Social adaptation is understood as the To analyze the degree of social and process of adaptation of a subject: a person, professional adaptation of graduates to Not adapted 42 a community to a social environment, professional work, a survey of young To norms, values of the professional team involving interaction and a gradual specialists working at the enterprise for no harmonization of the expectations of more than 3 years was conducted. In the Adapted 70 both parties. When tallking about socio- first place the main interest of the survey Difficult to answer 10 professional adaptation, we mean the is focused in the primary adaptation of the Not adapted 20 process of adaptation of the individual to the graduate of the university to professional

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successfully. The list of factors had to be The hierarchy of adaptation factors prevent successful adaptation of a young research, it is possible to outline the following ranked according to importance, by placing generated by the interviewed graduates specialist. A total of 103 employers took part components of successful adaptation of the the most important factor to the first place. suggests the “existence of experience in this in the survey. The results are shown in table 3. graduate in the labor market (fig. 1). The questionnaire and the results of the field of activity” and the “availability of good The opinion of employers almost coincides Below we will consider each component survey are presented in table 2. knowledge” among the primary factors, as with the opinion of graduates. According in detail. Factors that have a value of 50% or higher, well as the “availability of certain personal to employers lack of work experience and Many researchers note that the content of we will consider as the most significant, qualities”. Provide with all the necessary competencies in the first place do not allow training still remains focused on theoretical the factors of primary importance, the “first factors is precisely the aim of properly a young specialist successfully and quickly knowledge, and, mainly, without practical priority”. Factors noted by 30% to 49% of organized system of higher education, as adapt to the labor market. Employers also application in real activity [5, 6, 7, etc.]. The respondents, as secondary, less significant, well as the desire and aspiration of the note the poorly formed personal qualities need to bring back the system of mandatory “second priority”. The factors noted by less student. For example, the “availability of of a young specialist. Most employers internship is declared by the organizers than 30% of respondents are considered as professional competencies” can not be believe that young professionals have of education [8]. Verbitsky noted that the the “third priority”. replaced by relatives or acquaintances. You poor communication skills, organizational knowledge, abilities and skills acquired in Thus, according to the graduates the most need to acquire all the skills yourself. This skills, that is, the ability to work in a team, the learning process should be transformed important factors contributing to adaptation means that professional experience and the responsibility and efficiency. into means of solving problems in real in the labor market are “the availability of availability of professional competencies Based on the results of the conducted professional activity [9]. work experience” and “the availability of prevail among the qualities required by professional competencies". applicants for employment, as well as Table 3. Hierarchy of factors that make it difficult to adapt to the labor market The second group includes such factors as “certain personal qualities” will help a young of graduates, in the opinion of employers (% of interviewed) the “availability of certain personal qualities” specialist to adapt more quickly to the norms (49%), the “ranking of the institution that and values of a professional team, and should issued the diploma” (38%) and “Links, not be dismissed in a career building. Factors Employers contacts” (36%). It should be noted that the At the next stage we decided to find out last two factors are almost equally estimated the employers' opinion on the factors that do 1. Lack of experience in this field 70 by graduates. The respondents attribute to not allow a young specialist to successfully 2. Lack of links, contacts 0,9 insignificant such factors as “absence of adapting to the labor market. Employers were family, children”,“age”, “gender”. asked to note what factors, in their opinion, 3. Lack of competencies 100 4. Lack of certain personal qualities 62 Table 2. Factors of socio-professional adaptation (% of interviewed) 5. Sex 7,9 6. Family, children 23 Factors of social and professional adaptation Graduates 7. Age 2,9 8. Ranking of the institution that issued the diploma 11,6 1. Availability of work experience in this field 63 9. Other 3,8 2. Availability of competencies 98

3. Availability of certain personal qualities 49 Fig. 1. Factors affecting socio-professional adaptation

4. Ranking of the institution that issued the diploma 38 Availability 5. Links, contacts (help from relatives, friends) 36 Professional Graduate’s social competence of certain personal adaptation qualities 6. Lack of family, children 19

7. Age 16

8. Sex 8 Availability of work Valuable attitude to future 9. Other 3 experience professional activity

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One of the main requirements of components of the internship: its purpose, of a project prepared in advance by a student will allow young specialists to quickly adapt employers to graduates today is the content, the criteria for the effectiveness (system of interrelated mini-projects) under and engage in professional activities. Based availability of work experience. The solution of forms and methods of instruction, the the supervision of the teacher responsible on the questionnaire results we found out largely depends on the effectiveness of student's functions at different stages: for internship, as well as creative tasks to that in the employers’ opinion such qualities internship experience. However, in our „„ The purpose of the internship in solve specific practical tasks related to the as responsibility, diligence, self-control, the view, practical training, especially in the relation to the problem of development future sphere of professional activity, etc. ability to work with information, the ability period of shortening of theoretical training of professional competence means With such an organization, internship to defend one's point of view, initiative and increasing the share of independent that students in the process of hands- becomes a link between theoretical are necessary for graduates for successful and practical work at universities, can on practice have not only to learn the preparation and subsequent practical adaptation and further professional career not be considered in isolation from the material based on specific activities, activities of students - the prerequisite development. theoretical preparation of students. On the but to expand and complicate their for successful social adaptation to future The effectiveness of the social and contrary, practice is a logical continuation individual intellectual resources by professional activity is the basis for the professional adaptation of the young of theoretical training, and theoretical means of practical activity. formation of professional competence. specialist is also dependent on his valuable preparation should be the foundation, the „„ The content of the internship. The Competencies are determined by the attitude to the future career. basis for solving practical problems. To content of the internship should be content of professional activity. Their set is The main purpose of higher education is implement the requirements articulated in selected and organized in such a way indicated in the standards, as well as in the to involve students in the future professional the educational standards, both theoretical that students can test all the activities social demand. To identify the competencies activity. Accordingly, the improvement of and practical training are necessary. of the future profession with the aim needed by the employer, we analyzed the educational process can and should educational standards in the economic take into account the assimilation of the Today participation of employers in the of developing certain competencies field of training. All competencies were individual values of their future professional process of forming the basic educational that form the basis of professional systematized into groups. The result was activity. As J. Raven noted the formation programmes of universities becomes an competence. used to design a questionnaire and conduct of a professional primarily relates to a indispensable condition of the educational „„ Criteria for the internship effec- a survey among employers in order to problem of forming a personality of the process. In this regard, the university and tiveness. All forms and methods of identify the competencies required by young future professional, therefore an individual the department actively interact with organizing the process of hands-on professionals for practical, professional competence growth should be continuously employers in line with their training profile. practice should be oriented towards activities. A total of 46 employers from connected to the system of values [11]. In the formation and development Student internship is the most traditional commercial organizations and government our opinion, this happens because in the of professional competencies and way of interaction between universities and agencies participated in the survey. The process of training not enough attention is personal qualities. As a criterion for enterprises. list of most significant competencies that paid to the formation of the valuable attitude As follows from our analysis of existing assessing the effectiveness of the contribute to successful adaptation includes: to their future profession. standards, they only define the types of practice, not only the indicators of communicative, research, organizational, If graduates have professionally internships, but do not specify the content competency formation will appear, but information competence. significant value orientations, it provides of practice, the form of realization, the also the experience of solving specific In addition to the availability of certain conscientious attitude towards chosen requirements for the facilities, and so on. In practical problems in the sphere of professional competencies of the university profession and desire to be engaged as soon our opinion, the internship should become future professional activity. graduate, his social and professional as possible in professional activities. one of the priority areas in the educational „„ The student functions within adaptation depends on the availability of In this regard, in the training process of process. The professional growth of internship. The functions must certain personal qualities. future professionals it is necessary to find students as future competitive specialists corres-pond to the real functions of Experts in the process of professional and implement such approaches in the directly depends on the effectiveness of the a specialist. Within the internship activities perform not only professional, organization of the educational process, organization, content, forms and methods of experience students have to realize but also social roles. In the employment which would provide the conditions professional training of students in framework the function of designing the course process, adaptation and further career for professional adaptation, personal of their hands-on practice at different stages. of individual intellectual development development they constantly interact with development, the ability to compete Each stage of internship should be the final as future professionals. Accordingly, representatives of various professional effectively and realize their potential, stage of training on the relevant course and such forms of student activities that and social communities. Their social and taking into account the labor market serve as a basis for the student's transition to contribute to the formation of certain professional success largely depends the needs. As a fundamental approach for the the next level of training. competences come on the foreground way they impress others and efficiency of implementation of these requirements, we The orientation toward solving the [10]. their communication system. To study the selected the competence-based approach. practical problems of forming professional The internship should be considered influence of this factor on the adaptation This approach involves active competence forces us to reconsider (in the as a logical continuation of the previous process, we also developed a questionnaire participation of students in the learning context of the concept of modernization theoretical preparation, and should include that offers employers to choose from the list of process, as opposed to passive assimilation of education) the change in the main (along with a standard report) the execution various personal qualities those qualities that of information. The learning outcomes focus

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on the development of general cultural and Tasks and problems have a common specialist. It recognizes the uniqueness of the best components of each approach professional competencies. This approach nature – a problem situation. An individual the subjective experience of each student, approaches in interaction can enrich the suggests that the educational system does involved in this situation becomes aware as an important source of individual life content of the educational process. not focus only on providing students a of the challenge, this enables him to activity, and particularly in learning activity. According to the labor market certain amount of knowledge and skills, generate new knowledge that will allow This recognizes that education does not requirements university graduate should be but on developing a holistic set of key him to find a way to resolve this challenge. mean just mastering of certain pedagogical a fully developed personality, and have not competencies. M.L. Zueva notes that as a rule when solving influences by the students, but also a way to only a certain set of competencies, but also However, the formation of professional the problems students use the algorithms meet intended and subjective experience, to necessary personal qualities, to be able to competence will be effective only if the that the teacher showed them. However, ensure its enrichment, transformation, being adapt quickly to rapidly changing conditions educational process is close to the real in practice it can often lead to the fact that a "vector" of individual development [15]. and solve arising professional problems. professional activity. Bring the educational graduates are unable to solve the problem Student-centered approach is considered In order to form this kind of graduates process closer to the real professional activity with the modified conditions [14]. today as a specific pedagogical activity, with the required competencies, personal becomes possible by the implementation of Thus, for the formation of students' which creates favorable conditions for qualities, ability to solve problems and value the contextual training approach. ability to solve problem situations requires students, contributing to the development of attitudes to future professional activity, Provide an individual with knowledge problem-based learning. The main aim of this their abilities, initiative, independence, self- ability to adapt quickly to the changing that will enable him to carry out a successful approach – is the development of students’ development [16]. conditions, norms, values and specific operation for a long period of time becomes ability for independent work, formation However, each of the considered professional activity it is necessary to apply more and more difficult. Recently the main of research skills, and development of approaches together with the positive also a combination of competence, context, value is not the knowledge, but awareness cognitive and creative abilities. has negative sides. That is why applying problem, and student-centered training. or understanding about where and how In the current context, ability to solve to apply this knowledge. And even more problems is highly valued by employers. important is the knowledge about how to The importance of such skills is explained extract information, to integrate, or create by the fact that employers are interested [12, p. 66]. The first, the second and the in employees who are willing to take third are the results of activity, and one of responsibility and to work independently. the most important elements of educational To do this you must be able to identify activity is to solve problems. Different tasks the problem and offer its solution, this is the and problems are an essential component key problem-solving skill. Ability to solve within contextual training approach, since problems is an important aspect of quality in the problem solving process one can management - the concept of continuous acquire and master modes of operation improvement is based, primarily, on a needed in future career. person's ability to analyze operations, In this perspective an active introduction identify problems and find ways to improve. context-oriented tasks and assignments In the process of resolving problem situations to the learning process becomes vital a student develop personal qualities such as at university. Students in the process of the ability to work in a team, responsibility, solving problems and tasks is placed in communication, research, and information the activity-position and gets the practice competence. of using the educational information in Therefore, problem-based learning plays a simulated professional activities [13]. an important role in social and professional This further allows to significantly reduce adaptation of young specialists in the the period of adaptation of the young expert company. Problem-based learning may also in the enterprise and ensures its natural entry be implemented within internship period. into professional employment. However In addition, problem-based learning, the in a real life, graduates have to deal with desire to solve the problem generates interest all sorts of tasks. There are tasks that of students to the subject, and enhances can be easily solved following previously their motivation to study. studied algorithm, but there can arise Student-centered approach plays problems that require analysis, synthesis, an equally important role in the social and more. and professional adaptation of young

30 31 ENGINEERING ENGINEERING EDUCATION EDUCATION 21’2017 ENGINEERING EDUCATION AND TRAINING: CHALLENGES AND EXPERIENCE UDC 378.126 21’2017

Professional Culture as Basis for Engineering Masters’ Professional Activity REFERENCES

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The article justifies that the formation of a cultural ground is achieved tion // Pedagogical science: Past, Present, Future: Proceedings of international scientific through the development of a professional and project-oriented culture, as well as conference -Novosibirsk: ESKNE, 2011. – Part 2. – pp. 103–108. a scientific and methodological culture of master students within the process of 5. Polisadov, S.S. Practice-oriented teaching in high school // Layered training: e-learning engineering education. Both professional and project-oriented, and scientific and and open educational resources: Proceedings of I All-Russian scientific- method. Confer- tutorial cultures are presented in the article as important qualities of engineering ence, Tomsk, 20 - 21 March 2014. – Tomsk: Publishing house TPU, 2014. – pp. 349–352. master students; their structural components are identified taking into account future 6. Gabysheva, L.K. Practice-orientation as a guarantee // VII Tyumen innovative oil and gas masters’ professional activities. The inability of the existing pedagogical models to forum: Proceedings, Tyumen, 21 - 22 September, 2016. – pp. 21-25. solve the identified problem sets a task of developing two basic models: a model 7. Bondarenko, T.N. The role of a practice-oriented approach in the university educational providing focused development of a professional and project-oriented culture and a process in the formation and development of Russian industrial and regional markets of model for the development of a scientific and tutorial culture of engineering master services [electronic resource] / T.N. Bondarenko, A.P. Latkin // Modern problems of sci- students. ence and education. – 2012. – № 6. – URL: http://www.science-education.ru/ru/article/ A.D. Podpovetny view?id=7784 , free. – Tit. from the screen (usage date: 25/11/2016). Key words: master student, engineering education, professional culture, model simulation. 8. Yashina, G. The problem of engineering personnel in Russia and its solutions [Electronic resource ] // The capital of the country. – 2011 – 30 of March. – URL: http://kapital-rus.ru/ articles/article/problema_inzhenernyh_kadrov_v_rossii_i_puti_ee_resheniya, free. – Tit. Modern practice shows that in order to (in particular the project, scientific and from the screen (usage date: 02/10/2015). raise the competitiveness of an engineering methodological ones as professional 9. Verbitsky, A.A. Competence approach and the theory of contextual learning / A.A. Ver- master graduate a certain cultural basis characteristics of a master’s personality) bitsky. – М.: ИЦ ПКПС, 2004. – 84 p. of his/her professional activity is needed. is a certain way for realization of his/her 10. Suzdalova, M. The About problem of professional personnel shortage in mechanical en- Today, professionals in any sphere develop professional career. gineering industry and ways of solving [Electronic resource] / M. Suzdalova, E. Politsin- their own professional competences, Project-based learning plays an skaya, A. Sushko // Procedia – Social and behavioral sciences. – 2015. – Vol. 206. – knowledge, skills, abilities and expertise to important role in training master students pp. 394–398. – Tit. screen. – doi: http://dx.doi.org/10.1016/j.sbspro.2015.10.072 assure their own competitiveness based on for their professional development [4; 11. Raven, John Competence at modern society: identification, development, implementa- a sufficient level of a professional culture. 8].Project design is a practical tool for tion / J. Raven . – M.: Cognitive-Center, 2002. – 470 p. Besides, the new concept of Russian communication [4, 8]. Professional project- 12. Bershadsky, M.E. Didactic and psychological foundation of educational technology / education that correlates with the formation based culture of master students is seen by M.E. Bershadsky, V.V. Guzeev. – M.: Ped. Poisk, 2003. – 256 p. of a competitive and developed personality the authors as a comprehensive framework 13. Politsinsky, E.V. The organization of the training of technical college students using is based on the principle of gaining of a person that consists of an integrative practice-oriented tasks [Electronic resource] / E.V. Politsinsky, L.G. Demenkova // Asian knowledge, skills and abilities in the context system of social, professional and personal Social Science. – 2015. – Vol. 11, № 1. – pp. 187–192. –Tit. screen. – doi: http://dx.doi. org/10.5539/ass.v11n1p187 of an integrated panhuman culture [1, 2, characteristics built upon interconnected and 14. Zuyeva, M.L. Efficiency of problem-based approach for the formation of the key educa- 5]. These conditions define the importance interdependent constituents (axiological, tional competencies // Yaroslavl Pedagogical Vestnik. – 2007. – № 2. – pp. 36–47. and topicality of the problem of developing cognitive, pragmatic, behavioral), which, in 15. Asmolov, A.G. Psychology of personality. Principles of general psychological analysis/ a professional culture as a foundation for their turn, are formed based on the system of A.G. Asmolov. – M.: Publishing house of Moscow State University, 1990. – 367 p. future professional activity of engineering values of professional self-development. This 16. Alekseev, N.A. Student-centered learning; Theory and Practice / N.A. Alekseev. – Tyu- master students [3, 7]. system of values appears as an imperative for men: Publishing house TSU, 1996. – 216 p. The scientific data analysis has led to the professional competency of engineering a conclusion that the professional culture master students (Table 1).

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Analysis of a number of research works The concept of “scientific and tutorial Table 1. Structure and contents of professional project-oriented culture has indicated that master students, who culture of engineering students” is based of engineering master students seamlessly combine scientific and pedagogic on the dialectics of the unity of a general activities, are capable of representing learning (professional culture of a specialist as a material in a generalized and systematized whole, as a complicated concept) and a manner, able to bring together figural and specific (which is determined by the specifics Components Content verbal forms of data representation, able to of scientific and tutorial activities of an 1) Understanding the value of human life. analyze and foresee students’ difficulties [5; engineering master student). The structural 2) Showing tolerance towards communication partners and strive 9]. The authors are convinced that pedagogic components of the scientific and tutorial towards mutual understanding. activities of master students are insufficient, culture of engineering master students are 3) Knowledge of values of professional and project-oriented culture if the educational process of these students presented on fig. 1. Axiological (PPOC) as its basis, fostering the organization of professional activity. does not include, to a full extent, such In theory and on practice professional 4) Understanding the significance of the PPOC culture for professional opportunities that are aimed at achieving education of engineering master students has development. higher results of educational activity, in gained vast experience in formation of both 5) Intellectual abilities. particular, results, achieved by scientific professional and project-oriented cultures. 6) Politeness, tact, truthfulness, justice. and research activities. In other words, the However, the problem of development efficiency of master student’s pedagogic of the professional and project-oriented 1) Grasp of a system of knowledge on nature, its laws, mechanisms, humanistic ways of acting and their cultural form; knowledge on rules activity depends, in a way, on the depth of culture, as well as the scientific and tutorial and norms of research, design and efficiency assessment. integration of scientific, methodological and culture of a future master graduate is still 2) Readiness to enhance own knowledge on professional activities, innovative activities provided for him/her. under-researched. Inability to use the culture and its types, professional and project-oriented culture and its The authors’ opinion is that the mechanism existing pedagogic models for solving this Cognitive core components. of such integration is determined by the problem has set a task for development of 3) Ability to make contacts with communication partners, to fortify task-oriented development of scientific two basic models: a model assuring task- communicative interaction. and tutorial culture of engineering master oriented development of the professional 4) Showing empathy to communication partners. students. and project-oriented culture and a model 5) Attractiveness in communication, ability to make oneself well-disposed and trusted. Fig. 1. Structural components of the scientific and tutorial culture of master 1) Ability to navigate within communicative or etiquette situations. students 2) Ability to analyze, plan and execute. 3) Ability to design business communication. 4) Ability to navigate within abnormal situations. Personal 5) Possession of skills on mediaplanning and budget planning. Pragmatic attributes 6) Ability to use kinetic communication tools. 7) Ability to analyze and assess professional activity and its results. 8) Knowledge on technology, means and tools of practical activity and application of a range of tools for solving professional problems. 1 Scientific 1) Ability to transform values of professional and project-oriented and tutorial 2 Values culture, interpret socially-valuable experience. knowledge 2) Existence of an individualized professional style of action, ability to 3 perform creatively. Behavioral 3) Existence of organizational skills. 4) Ability to behave assertively. Professional 5) Existence of a need for creativity, self-development, abilities self-improvement in a profession, implementation of innovations in a professional area.

1-2-3 – scientific and tutorial culture of a master students 1 – professional self-awareness; 2 – creative thinking; 3 – scientific and tutorial skills.

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for development of the scientific and tutorial engineering master students it should be culture of engineering master students. noted that this model, in its turn, is focused Module “Content and Organization” Methodological landmarks for research on the development of professional self- of the development process of the awareness, creative thinking and scientific Information Functions Organization professional and project-oriented culture and tutorial skills of future masters. of engineering master students are the The model includes the following key key ideas of such approaches as system, modules: “Theory and Methodology”, Phasing, cultural conformity, practical focus, interdisciplinary integration, activity, cultural, holistic, axiological and “Perspectives and Aims”, “Content and Principles professional orientation, facilitation, reflection professional approaches. The integration Concept”, “Organization and Operation” of these approaches allows constructing a and “Integration and Evaluation”. A short model for development of the professional description of each module is listed below. Axiological component Cognitive component and project-oriented culture (PPOC) of In particular, the module “Theory Structure Pragmatic component engineering master students. This model and Methodology” is based on two core of PPOC Behavioral component consists of four interconnected modules: components: methodological approaches “Motivation and Aims”, “Content and and psycho-pedagogic theories and Section 1: Informational and theoretical (acquiring the information needed) Organization”, “Process and Methods” and concepts. This module integrates ontological Develop- Section 2: Practice-oriented (acquainting with methods, forming particular skills) “Assessment and Results” (fig. 2). understanding of essence and specifics of the ment Section 3: Comprehensively reproductive (solving comprehensive tasks) Specifics of this model lie at the roots realization of scientific and tutorial culture program Section 4: Project-based and creative (forming skills of PPOC, expanding project of its professional focus, technological and development process. Scientific views on the for PPOC activity expertise) didactic sequencing, integration of the process of individual’s rise towards a certain enlisted modules, interaction between them culture are also determined. This element and strive for achievement of the planned includes: theory of individual and his/her Interdis- Business communications, basics of integrated communications, imagology, results. development through activities; theory of ciplinary corporate culture, theory of communications and research Speaking of the model for development professional and personal development and relations of the scientific and tutorial culture of self-development; concepts of personal and Module “Process and Methods” Fig. 2. Modules of a model for development of the professional and project-oriented culture of engineering master students Release of information Functions Presentation Module “Motivation and Aim” Monologue, dialogue, problem-based, project-based, games, workshops, Motivation Teaching reflective, etc. Functions Task-orientation methods

External factors: specifics of socio-professional relations, employers’ requirements, Binary lectures, lectures – conferences, PR-projects, business games, role professional and educational culture of an HEI, status and prestige of the profession Forms and story games, workshops, competitions, project seminars, practicums, image within society Factors of work workshops, extracurricular activities, etc. Internal factors: socio-cultural interspace of the profession, its specifics, personal professional experience, specifics of interactions with related field-specific areas

Propaedeutic Organizational and prognostic Stages of Stage 1. Formation of a primary motive Stages Procedural and motivational motiva- Stage 2. Formation of a specified motive of PPOC Integrational and remedial tional Stage 3. Choice of a specified aim and an impulse for action process

Primary review of material Stages Result: strive for acquiring professional and project-oriented culture Comprehension of material Result of PPOC Acquisition of material acquisition Application of knowledge, skills and attitudes gained to practice

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Module “Assessment and Results” Fig. 3. Model of development of master students’ scientific and tutorial culture

Diagnosis Functions Correction

Organization Stages Data collection and processing Data interpretation

Axiological (focus on formation of PPOC, focus on creation of conditions) Criteria Cognitive (knowledge of norms and rules, fostering of skills and examples of PPOC) and and Evaluation”

Pragmatic (possession of knowledge, skills, and attitudes of PPOC) Module “Integration indicators Methodological component Personal (responsibility, creativeness, reflectiveness, tolerance) Criteria: professional Criteria: self-awareness, and scientific thinking, creative tutorial skills Indicators: knowledge in the field the in knowledge Indicators: work, and tutorial of scientific professional skills, values, system of personal attitudes (sense of purpose, of subjective control level workability, (self-perception and self-reflection), responsibility, proactive attitude) Levels: intuitive, procedural and Levels: intuitive, constructive, proactive, theoretical, professional, creative, expert Forms: lectures, seminar and practical classes, workshops, electives, scientific communities. Methods: development of professional self-awareness, development of creative thinking, development of scientific and tutorial skills, control, stipulation of attitudes and actions. Means: general didactic, technological, regulatory and methodological

Adaptive, reproductive, creative Levels

Questionnaires for students and teachers

Interviews with teachers Tests

Expert assessment Tools Observation protocol

Observation diary Psycho-pedagogic theories and concepts Analysis of documents Analysis of students’ work results Diagnostic cards of assessment of PPOC components Self-evaluation

professional development in continuous of future masters’ scientific and tutorial Organizational component education, etc. culture. The “Perspectives and Aims” module The module “Organization and Module “Theory and Methodology” determines a particular strategy and vector Operation” consists of several components: Module “Perspectives and Aims”

for the development process of the scientific procedural, organizational and Module “Organization and Operation” and tutorial culture of engineering master methodological. Procedural component Pedagogic conditions: creation of interregional associations, interregional of Pedagogic conditions: creation professional self-awareness; stipulates which in participation adhocratic system intramural development and introduction of development ensures the that coaching” – tutoring – “mentoring of scientific and tutorial skills masters; application key provisions of non-linear didactics for activation and development of masters’ creative thinking students. As practice shows, it is the aim reflects the process of development of a Expected outcome: involvement of masters in sound scientific Expected outcome: involvement and tutorial activities, which predetermines the criteria for assessment of their professional self-awareness, thinking, critical scientific and tutorial skills development of sustainable motivation teachers improvement of teachers’ scientific and tutorial knowledge, stimulation and conceptualization of teachers’ expertise in overcoming of masters’ professional deformations. that determines an object’s future state, i.e. future master’s scientific and tutorial culture. Objectives: for conduction of scientific and tutorial activities; motivation for their creative pursuit; conduction of scientific and tutorial activities; Aim: to exploit the potential of intramural system for professional Aim: professional self-awareness, of growth assuring stable development for creative thinking, scientific and tutorial skills of future masters the state, to which all object of a particular Organizational component determines activity are aimed; whereas the expected pedagogic conditions that provide a outcome is the development of the scientific “comfortable” environment for efficient

and tutorial culture of engineering master development process of the scientific and Methodological approaches students. tutorial culture (fig. 3). The module “Content and Concept” Methodological component is reflects the conceptual fulfillment of core determined by forms, methods and means Master Degree majors for efficient execution for development of masters’ scientific and Procedural component of methodological, innovative and tutorial culture. The choice of forms aimed Basic course Study program Creative course tutorial culture» Advanced course scientific activities. This module represents at realization of the proposed model’s aim and Concept” Module “Content students’ scientific and «Development of master

a vocational study programme, which is is determined by a gradual involvement of motivational and cognitive, professional and developing, professionally enriching Stages of development masters’ scientific and tutorial culture: aimed at ensuring sustainable development master students in the development process

38 39 ENGINEERING ENGINEERING EDUCATION EDUCATION 21’2017 ENGINEERING EDUCATION AND TRAINING: CHALLENGES AND EXPERIENCE ENGINEERING EDUCATION AND TRAINING: CHALLENGES AND EXPERIENCE 21’2017

of the scientific and tutorial culture. It should Finally, it should be noted that the issue be noted that it is valuable to introduce of developing master students’ professional participative teaching and learning methods and project-oriented culture, as well as to master students’ training [6]. The means their scientific and tutorial culture is highly are seen as material and ideal objects that topical and is determined by the fact that can be used to ensure the introduction master degree is the final stage of the full of the characteristics fostered to the cycle of higher education that is aimed at REFERENCES system of engineering master students’ training scientific and pedagogic elite of personal characteristics. At this, it is rational the society, rather than preparing a mass of 1. Kaplina S.E. Professionalnaya kultura kak tsennostnaya osnova formirovaniya pro- to distinguish general didactic, techno- specialists. Master degree envisages a deeper fessionalno-mobilnoi lichnosti ingenera (Professional Culture as a Value Foundation logical and regulatory, and methodological understanding of theory in the chosen field of Engineer's Professional Mobility Formation) // Vestnik BGU. – 2015. – No. 1. – means. of study and a more thorough to train for pp. 59–65. In order to evaluate the level of scientific and tutorial activities in that field. 2. Lipskaya L.A. Sovremennyi chelovek i mir obrazovaniya: predstavleniya i sotsio- concordance between the expected and One of the key aims of master programmes is kulturnaya realnost (Modern Human and World of Education: Understanding and the achieved outcomes, as well as to training responsible, initiative and proactive Sociocultural Reality) / L.A. Lipskaya, V.I. Lipskii // Socium i Vlast. – 2015. – No. 2. – receive feedback, the model includes agents of communication, cooperation and pp. 122–126. a module “Integration and Evaluation”. co-creation, with a high level of professional 3. Malygina O.A. Etapy formirovaniya orientirovochnoi osnovy professionalnoi mobil- This module includes not only the criteria culture development. Therefore, in the nosti bakalavrov i magistrov v tekhnicheskom universitete (The Stages of the Deve- for development of scientific and tutorial context of the modern realm, the system of lopment of Orientation Basis of Professional Mobility of Undergraduate and Graduate culture of engineering master students, but engineering master students’ training should Students of Technical HEIs) // Izvestia: Herzen University Journal of Humanities & Sci- also the levels necessary for correlating be reconsidered and the emphasis should be ence. – 2011. – No. 142. – pp. 111–118. master students’ outcomes in the process of put on the development of the professional 4. Novikova T.D. Proektnye tekhnologii na urokakh i vnutriurochnoi deyatelnosti (Project their goal achievement. and project-oriented, as well as the scientific Technologies within Classes and Extracurricular Activities) // Narodnoe obrazovanie. – and tutorial cultures. 2000. – No 7. – pp. 151–157. 5. Plotnikova O.A. Modelirovanie i algoritm formirovaniya professionalnoi kultury budu- shego bakalavra po napravleniyu “Reklama I svyazi s obshestvennostyu” (Design and Algorithm of the Formation of Future Bachelor's Professional Culture of “Advertisement and PR” Major) / Plotnikova O.A., Semenova L.M. – St. Louis, USA : Sci. & Innovation- Center, 2013. – 172 с. 6. Podpovetnaya Yu.V. Metody razvitiya nauchno-metodicheskoi kultury prepodavatel- ya vysshei shkoly (Methods of Development Scientifically-Methodical Cultures of the Teacher of the Higher School) [Electronic resource] // Modern research on social prob- lems. – 2011. – Iss. 8, No 4 – p. 51 [21 p.]. – URL: http://cyberleninka.ru/article/n/ metody-razvitiya-nauchno-metodicheskoy-kultury-prepodavatelya-vysshey-shkoly, free. – Tit. from the screen (usage date: 22.11.2016). 7. Fedotova A.D. Kontekstno-modulnyi podkhod kak osnova proektirovaniya osnovnykh obrazovatelnykh programme podgotovki magistrov [Context-Modular Approach as a Base of Designing of the Main Professional Educational Programmes for Masters' Training in Humanitarian Sphere] // Uchenye zapiski ZabGU. Seriya: Professionalnoe obrazovanie, teoriya i metodika obucheniya (Scolarly Notes: Theory and Methods of Professional Education). – 2014. – No. 6. – pp. 76–81. 8. Filimonyuk L.A. Formirovanie proektnoi kultury pedagoga v processe professionalnoi podgotovki: dissertatsiya doktora pedagogicheskikh nauk (Pedagog's Project Culture Formation within the Process of Professional Training: dissertation of doctor of pada- gogical science) / Filimonyuk L.A. – Stavropol, 2008. – 425 p. 9. Churakova M.V. Razvitie nauchno-metodicheskoi kompetentsii prepodavatelya uchregdeniya srednego professionalnogo obrazovaniya: dissertatsiya kandidata ped- agogicheskikh nauk (Development of Scientific and Methodological Competence of a Vocational Education Teacher : dissertation of candidate of padagogical science) / Churakova M.V. – Chelyabinsk, 2010. – 190 p.

40 41 ENGINEERING ENGINEERING EDUCATION EDUCATION 21’2017 UDC 658.62.012.16 ENGINEERING EDUCATION AND TRAINING: CHALLENGES AND EXPERIENCE 21’2017

Development of Integrated Management System the standards developed on the basis of ISO (according to Aristotle’s paradox “one 9001 to be applied in particular industries, plus one is more than two”); in the Engineering School automobile – ISO/TS 16949, food – ISO „„ IMS minimizes functional lack 22000, petroleum industry – ISO/TS 29001, of cooperation that results from Kuban State Technological University etc. The infrastructure of the international development of separate management I.T. Zaika standards, used while developing IMS, can systems in the organization; Ltd “InzhEkoProekt”, Krasnodar be developed by means of international „„ IMS development is less labour A.P. Kovaleva standards for computerized scheduling consuming than development of several systems, production and process modeling parallel systems; The article relates to integration of quality management systems of the university and management (MRP, MRP II, ERP, CSRP, „„ The number of internal and external the testing laboratory which is a part of the university according to the accreditation CALS, ARIS, IDEF, etc.), as well as standards connections in IMS is less than the total requirements to laboratories within the framework of the national accreditation I.T. Zaika for risk management, knowledge and assets number of the connections in several system. It studies alternatives, areas, and degrees of the integration, and suggests a management. However, though being systems; the amount of documents standard approach to IMS (Integrated Management System) based on ISO 9001 and aimed at increasing management efficiency, in the integrated system is much less ISO/IEC 17025 to eliminate possible risks in accreditation and allows achieving goals these standards are the tools to solve only than the total amount of documents in of the integrated management systems. technical tasks; thus, they can be regarded several parallel systems; only as supporting tools for an organization „„ IMS ensures high involvement of the Key words: integrated management system, university, testing laboratory, accreditation, to develop a system of continuous activity staff in the activity enhancement; integration area. enhancement [4]. „„ IMS can take into account the balance It is obvious that IMS should not be of external stakeholders’ interests more identified with the system of general effectively than the parallel systems can Development of integrated management in research publications [1–3]. However, management that unites all the activity do; „ system (IMS) at universities has been actively the analysis of the publications relating to aspects of the organization. In this regard, „ Costs for development, functioning discussed for the recent 5-7 years. A number the university IMS shows that the reasons the notion “integrated management system” and certificate of IMS are lower than A.P. Kovaleva is of limited character, though being more the total costs for several management of Russian universities – from technical to for a university to choose ISO 14001, for complex than the notion about each separate systems. pedagogical ones – have already introduced example, to be implemented are not well management system united in IMS. Even with As practice shows, there are a number of and certified the IMSs based on diverse grounded. Doing research work, universities implementing all universal and industrial ways to develop and implement IMS [6]: universal standards, such as ISO 9001, ISO do not produce emissions that would have standards, IMS cannot substitute the system „„ To develop additive IMS models; the 14001, ОНSAS 18001, which is analogue of negative impact on the environment. Thus, of general management, since it does not still system of environmental management SA 8000, more rarely ISO/IEC 27000, applied a university will not be able to identify the include financial management, personnel (SEM), OHSAS, etc, are successively to information security management systems. environmental aspects of its activity and to management, innovative management, added to the quality management system More and more universities have certificates assess their importance in terms of legislation securities management, etc. The notions (QMS). When using this way the gap for several management systems. Such trend requirements, stakeholders, and risks “integrated management system” and “system between the introductions of the systems proves the growing interest of universities in (frequency, scale, severity of consequences, of general management” can be identical can vary from 6 months to several years; increasing efficiency of their work. costs, control lost etc.). While determining only after the standards for all spheres related „„ To develop fully integrated system; all The reasons that induce Russian these aspects a university should be governed to the general management are developed. management systems are united in one universities to implement IMS are different: by reasonable practicality, that is to limit Thus, it is reasonable to assume that IMS unit simultaneously. Though having some are aimed at enhancing the image of a itself to the aspects that can be justifiably development will not be completed unless obvious organizational and economical university in the eyes of regulatory authorities controlled (first of all in terms of their relevant all the aspects of the general management benefits, this way is still rarely used since and employers; others hope to be more environmental impact). The university should are standardized, which is a dim and long it is difficult to be implemented. compatible in grants and programmes, which not start implementing the requirements process. The unified international standard for IMS makes an important part of university’s image. of the environment management system However, the relevance of developing implementation has not been developed yet. There are other reasons that are not so clearly without assessing their relevance. highly integrated management system is However, there are two documents that can defined, for example: to implement the ways The integrated management system doubtless. There are a number of obvious serve as a base for such standard. It is a guide for to solve problems of social responsibility results from synergetic interaction of systems reasons [5]: ISO 72:2001 «Guidelines for the justification and business ethics in academic community targeted at different spheres and applied to „„ IMS ensures more coordination inside and development of management system by introducing declarative provisions of ISO any organizations (universal standards of the organization, thus adding to a standards», and PAS 99:2006 «Specification 26000 and its analogues. management system) and to organizations synergetic effect, which means that of common management system requirements The validation of new approaches in the of particular industry (industrial standards of coordinated actions lead to better as a framework for integration». framework of university IMS is delivered management system). The latter ones include result than the sum of separate results ISO 72:2001 has terminology, structure,

42 43 ENGINEERING ENGINEERING EDUCATION EDUCATION 21’2017 ENGINEERING EDUCATION AND TRAINING: CHALLENGES AND EXPERIENCE ENGINEERING EDUCATION AND TRAINING: CHALLENGES AND EXPERIENCE 21’2017

common elements of standards for Studying the market for food safety IEC 17025 requirements. At the same time, and quality management system of a testing management systems that can be developed testing services, we observe the increase in TC is a structural division of Kuban State laboratory. These requirements are necessary by specialists of ISO departments and the number of universities that provide the Technological University (KubSTU) and can to ensure technically grounded data and test agencies. The guideline recommends using services of testing centers, which can be use system-wide procedures of KubSTU QMS results. The order contains reference data on a widely known PDCA cycle and keeping explained by a number of reasons: that comply with ISO 9001 and are required the standards for compliance assessment, to the process approach that is a base for „„ increase in the amount of domestic by ISO/IEC 17025. It makes it necessary to ISO/IEC 17025 in particular, the provisions ISO 9001. production and imported goods of the integrate two systems in one to ensure both being included in the criteria in interpreted PAS 99:2006 was developed with regards Custom Union countries; ISO 9001 and ISO/IEC 17025 compliance. form. Additional requirements of the national to ISO 72:2001 used for any new management „„ active work of EAEC structures to Nowadays, there is no unified conceptual accreditation system are to confirm legal system. PAS 99:2006 describes the system develop and introduce the Custom approach to the additive IMSs. The guidance ownership of premises, testing equipment and that would take into account common and Union regulations for food industry, in to IMS implementation in universities has other facilities (par. 21), and ensure measures specific requirements for management system particular, including nutrient additives, not been developed yet. To facilitate the to prevent interest conflict (par. 23.4). The standards. dietary products, packages, and labels; integration of TC QMSs in KubSTU QMS, QMS documents of a testing laboratory, Russian requirements to IMS are „„ scientific aspect is taking more and a standardized approach to the additive apart from the required according to ISO/IEC determined in national standard GOST P Р more leading position in providing model of university IMS based on integration 17025, are to include employers’ viewing the 53893-2010 «Guidelines and requirements for Master degree and post graduate degree of ISO 9001 and ISO/IEC 17025 has been documents, administration of database for all integrated management systems». Certification programmes. Their quality is assessed developed. external regulatory documents (par. 23.7), association “Russian register” developed the in terms of efficiency of scientific To achieve the integration goals, the the rules to describe corrective measures (par. rules to integrate management systems, based innovative activity. Performance following tasks were performed: 23.17), and use of the national accreditation on the experience in certification activity. criteria for scientific innovative activity „„ to study the regulatory documents system label (par. 23.22). Inefficient implementation of separate of universities are monitored by the of Rosaccreditatia relating to testing To develop additive model of university management systems (quality-, environmental Ministry of Education and Science on centers (laboratories) accreditation and IMS, integration areas were determined, that management etc.,) and their integration an annual basis. international standards with respect to is a combination of integrated standards with lead to significant expenses and loss of QMS of a testing center ensures its efficient conformity assessment; the most similar features. These elements are stakeholders’ confidence. IMS can effectively work. Efficiency is an essential prerequisite „„ to study the experience of TCs summarized in table 1. be implemented only on a new scientifically- for survival in severe competition on the accreditation in the CIS; The comparative analysis shows that grounded base, since this task is complicated service market. Efficient QMS of the testing „„ to compare QMS procedures and GOST ISO/IEC 17025 and Accreditation and risky. Taking into account the culture center should be an obvious benefit not only documents of KubSTU and TC; criteria do not implement a process approach, level, it is reasonable to apply the additive IMS in the Russian but also the EAEC markets. „„ to choose areas and degree of IMS and the latter do not have the requirements model described above. One of the six university testing centers integration, to develop KubSTU IMS for customs’ satisfaction assessment. While While implementing INS in universities, that provide conformity assessment is structure that includes interaction of the elements being integrated, the university’s there arise a number of problems to be solved: Testing Center “Food Safety”, Kuban State processes, integrated activities and limits in IMS implementation were taken into „„ How can universities use the experience Technological University. It is certified by documents; account. They are related to the availability of other industry sectors in IMS Rosaccreditatia. The Testing center provides „„ to describe the TC process “Assessment of resources to implement the integration development? the following services within the framework of compliance”; and the willingness of the TC to change: „„ How can the balance of all stakeholders’ of its accreditation: „„ to develop the procedures of the how deeply the TC personnel understand the interests be kept while introducing IMS? „„ to control quality and safety criteria for integrated audits that would meet integrated approach and customs’ survey. „„ How can IMS be developed to ensure food, food commodities and feed; the integrated requirements of the The TC does not determine processes in efficient university activity and meet „„ to control quality and safety criteria for Ministry of Education and Science, the QMS. However, the test results provided interests of all stakeholders? foodservice industry; Rosaccreditatia, and IMS annual report. to a customer are the results of its activity that It is of special interest for Kuban State „„ to control quality and safety criteria for According to the Federal Act “On has all characteristics of a process – repeated Technological University to develop the perfumes and cosmetics; accreditation” No. 412-FZ of 28 December interacted and interconnected activities additive IMS that takes into account specific „„ to conduct microbiological tests, 2013, certification bodies and testing that transform input into output, and other work of testing laboratories that are part of including those for sanitary-indicative laboratories should be technically competent. characteristics of a process [7]. The sample the university. The activity of the laboratories microorganisms. The order of the Ministry of Economic testing for compliance assessment includes is regulated by ISO/IEC 17025 and undergoes The Testing Center (TC) is regularly Development of Russia No. 326 of 30 May the following stages: accreditation procedure by Rosaccreditatia accredited according to the Rosaccreditatia 2014 “On Approval of the accreditation „„ to make contract for testing; according to the criteria established by requirements. The QMS of TC is criteria and the list of documents to „„ to choose methods of testing; the order of the Ministry of economic independent (quality policy, system- confirm the applicant’s compliance with „„ to prepare for tests; development of Russia no. 326, dated wide procedure, “dependent” internal the accreditation criteria” contains the „„ to perform tests; 30.05.2014. audit, etc.) and developed to meet ISO/ requirements to the technical competence „„ to make a protocol of tests.

44 45 ENGINEERING ENGINEERING EDUCATION EDUCATION 21’2017 ENGINEERING EDUCATION AND TRAINING: CHALLENGES AND EXPERIENCE ENGINEERING EDUCATION AND TRAINING: CHALLENGES AND EXPERIENCE 21’2017

Table 1. Requirements to the key elements of IMS in ISO 9001 and ISO/IEC 17025 Table 2. Monitoring and measuring criteria for “Compliance assessment” process and accreditation criteria

Process stage Indices of the process and its target value ISO/IEC Accreditation QMS element ISO 9001 17025 criteria to make contract The contract is made (yes/no) Quality policy + + + for testing Agreement deadline (no more than 2 days) Quality goals + + + The possibility to perform tests with the equipment available at Process management + –­ – to choose methods TC and approved for use by the guidance (yes/no) Document management + + + of testing Compliance with the accuracy characteristics of the testing Quality manager + + + procedure required for the tested sample (yes/no) Management of monitoring and Compliance with the required environmental conditions (yes/no) + + + measuring equipment to prepare Availability of all the necessary certified standard samples, Management analysis + + + for tests reagents and materials (yes/no) Consumer satisfaction + + – Calibrated measuring facilities and certified equipment (yes/no) Internal audit + + + The accuracy of parallel test results complies with the required Continuous improvement + – – value (not less than 2) Assessment of test result adequacy (yes/no) to perform tests Fig. 1. “Compliance assessment” process layout The final test result is compared with the standard sample values (yes/no) The requirements for terms of service provision are met (yes/no) c c The number of mistakes in the test report (no more than u u 1 mistake that does not interfere with the test results) s s t t The test report is delivered to the customer within the period o to make a protocol demand protocol o established by the contract (yes/no) m for tests to make to choose to make of tests m of tests to prepare to perform e contract for methods a protocol e for tests tests The customer is satisfied with the service quality (satisfaction r testing of testing r of tests customer rate is not less than 70% according satisfaction r survey s to the survey) e a q t u i “Compliance assessment” IMS process „„ a unified and well-balanced planning to improve to analyze to obtain filled-in framework, goal setting and reporting i the activity the forms form of the survey s and the criteria are shown in fig. 1 and in r f table 2. processes; e a The suggested approach to IMS allows „„ unified system-wide QMS procedures m c e t reaching the following degree of integration: required by the integrated standards; n i „„ a unified system coordinator who „„ a unified database that includes a QMS t o uses unified approaches to the whole register and documents available for all s n management system; users; „„ a common harmonized quality Policy „„ a complex system that ensures optimal added with responsibilities of TC provision of all resources and facilities; relating to compliance assessment „„ a unified system for staff training and services; development;

46 47 ENGINEERING ENGINEERING EDUCATION EDUCATION 21’2017 ENGINEERING EDUCATION AND TRAINING: CHALLENGES AND EXPERIENCE UDC 378.146 21’2017

„„ a unified programme of internal audits to the following principles: not to destroy Socially Oriented Approach: Professional and social surveys; the existing QMS of TC, to minimize all „„ an annual QMS analysis is carried out possible accreditation risks, and to ensure and Personal Competencies of Engineering Graduates with regard to TC activity assessment the possibility of increasing the volume and according to the process “Compliance quality of the services provided as well as Association for Engineering Education of Russia assessment”. its work efficiency. Positive results from IMS V.A. Pushnykh IMS implementation optimizes functions implementation can only be obtained on National Research Tomsk Polytechnic University and flow of documents, thus breaking down condition that the TC management team and I.B. Ardashkin, O.A. Belyankova the barriers and saving IMS costs. We keep all the staff are involved in the process. The paper addresses development of engineering graduates’ competencies in terms of social position rather than economic, traditional, viewpoint. It emphasizes the importance to develop internal University culture that brings up engineers’ responsible V.A. Pushnykh attitude to their professional activity. The authors provide some survey data related to TPU students’ internal culture research.

Key words: university graduate’s competencies, responsibility, university internal culture, engineering education, engineer.

“The first duty of the university is to teach wisdom, not a trade; character, not technicalities”. W. Churchill REFERENCES

1. Simonova A.A. Integrirovannaya sistema menedzhmenta pedagogicheskogo universiteta Today, the concept “engineer” implies The second category involves people [Integrated management system of pedagogical university]. Akkreditaciya v obrazovanii three categories of people [1]. who graduated from the university with a I.B. Ardashkin [Accreditation in education], 2014, no.3, pp. 26–28. (In Russ., abstr. in Engl.). The first category embraces people degree in engineering or were accredited by 2. Pisarenko K.E. Kvitko V.J. Ekologicheskii menedzhment v obrazovatelnom uchrezh- who occupy engineering positions. They a professional-public accreditation agency denii [Ecological management in educational institution]. Nauchnyi zhurnal NIU ITMO should meet the requirements set both by after submission of all required documents Ser Ekonomika i ekologicheskii menedzhment [Scientific journal NRU ITMO Series the government regulations and industry- or passing corresponding exams. “Economics and Environmental management], 2014, no. 2, pp. 10–23. (In Russ., abstr. specific regulatory documents. The first group of people within this In Engl.). For example: category embraces those who had graduated 3. Chuchalin A.I. Zamyatin A.V. Upravlenie obrazovatelnoi deyatelnostyu v integrirovannoi „„ Third grade engineer: higher professional from university before Russia adopted a sisteme menedzhmenta kachestva vuza [Education management in integrated manage- (technical) education, work experience two-tier (Bachelor, Master) degree system. ment system]. Voprosy obrazovaniya [Educational studies], 2010, no. 1, pp. 116–133. is not required; or vocational (technical) In reality, the two-tier degree structure of (In Russ., abstr. in Engl.). education, not less than three-year work education system was adopted by some experience in a position of the first 4. Zaika I.T Smolentsev V.M. Fedulov YU.P. Sistemnoe upravlenie kachestvom i ekologich- Russian universities in 1993, though Russia grade technician or other positions (not eskimi aspektami [Systematic quality and environmental management]. Moscow: Publ. signed the Bologna Declaration in 2003. In less than five-year work experience for O.A. Belyankova INFRA-M. 2014. – 384 p. 2011, Russian universities eventually moved vocational degree holders). 5. Svitkin M.Z. Integrirovannye sistemy menedzhmenta [Integrated management system]. to the two-tier bologna system of education. Standarty i kachestvo [Standards and quality], 2004, no.2, pp. 32–34. (In Russ., abstr. in „„ Second grade engineer: higher professional (technical) education, This group comprises the working age Engl.) population. 6. Katanaeva M.A. Additivnaya integrirovannaya sistema menedzhmenta predpriyatiya three-year work experience in a position of an engineer or other engineering The second group is a relatively new [Additive integrated management system of an enterprise]. Rossiiskoe predprinimatel'stvo phenomenon. In Russia, it appeared [Russian journal of entrepreneurship], 2009, no. 7, pp. 36–40. (In Russ., abstr. In Engl.). positions. „ approximately in 2011. It is worth noting 7. Al'-Busaidi S.S.S., Sosedov G.A. Ponomarev S.V. Formirovanie, vnedrenie i prakticheskoe „ First grade engineer: higher professional (technical) education, not less than that the degree of engineer has been awarded primenenie protsessov sistemy menedzhmenta v ispytatel'noi laboratorii, orientirovannoi three-year work experience in a position in the western countries (with exception of na proizvodstvennuyu, kommercheskuyu i obrazovatel'nuyu sfery deyatel'nosti [Devel- of a second grade engineer. Germany) by definite professional-public opment, implementation and application of management system in a testing laborato- The position of an engineer is gradually accreditation agencies for a long period ry focused on industrial, commercial and educational; activities]. Monograph. Tambov: vanishing in Russia. It is replaced by such of time. Western universities have never Publ. TSTU. 2012. – 120 p. posts as “specialists”, “expert”, etc. awarded their students such a degree. In

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Russia, the lack of the engineering legislation Relating to the professional competencies, 3-5, all the more 10 years. At the same time, sibility of engineers becomes more impedes the sharp increase in the number an engineer involved in creative work the timeframe of university plans varies from important. The lack of responsibility could of people awarded the degree of engineer must demonstrate a deep insight into 4 to 6 years (curriculum is usually developed result in severe technogenic disasters. It is by the professional-public accreditation various branches of both fundamental for the entire study period). In addition, enough to recall the 1986 disaster at the agencies. and applied science (for aircraft designers university is a cradle for science, it means Chernobyl Nuclear Power Plant, failure Finally, the third category is comprised it is essential to know how birds really that new machinery and technologies are at Sayano-Shushenskaya hydroelectric of people who are directly involved in fly), while an implementation engineer conceived at universities on the basis of up- dam, accident at the Fukushima Daiichi engineering activity. They may hold or machine engineer who is in charge of to-date scientific achievements. This fact nuclear power plant¾ The responsibility corresponding degrees and occupy maintenance, repair, and improvement is seldom considered by employers when of an engineer will become more and more engineering positions. However, it is not of machine, processes, and materials formulating the requirements to engineering important. Hence, this competency should obligatory for this category. should have knowledge of the regulatory graduates. Evidence of this phenomenon be particularly emphasized within the Engineering is termed as an activity documents, standards, definite properties can be found in the results of the practical scheduled engineering curricula. aimed at practical application of scientific, and specifications of the machines and course carried out several years ago at The issue of training engineers of the economic, and social knowledge in order equipment he/she works with. National Research Tomsk Polytechnic future is closely interwoven with the to secure efficient use of natural resources The personal competencies can vary. University (TPU) [7]. The training course changes in social structure and organization with benefits for people [2]. The main An engineer-designer who, indeed, creates was designed for TPU faculty, business of the society. objectives of engineering are to invent, the future is a leader both at rational and owners and specialists of a number of Tomsk The modern Government and, to some innovate, design, build, maintain or improve intuitive levels (suffice it recall the story about enterprises. They were asked to formulate extent, the society itself are trying to impose structures, machines, materials, and S.P. Korolev, a designer of space aircrafts, the requirements to TPU graduates. It was constraints on the universities so that they processes. Engineering is closely interwoven who wrote the following in response to revealed the university faculty made up a “produce screws” for the economic machine. with science. It rests on the postulates of the demand to prove that the lunar surface list of certain requirements, while potential In order to guarantee that this “screw” the fundamental science and findings of vehicle would not drown in lunar dust “The employers restricted themselves to general fits for its purpose (make profit), it should practice-oriented research. moon is hard!” and signed the document). phrases and memories of the “kind” past. be properly designed (initial parameters A vision for the engineer of the future is Such talented people are not often open to Another important factor to be considered should be correctly set), properly produced being intensively discussed [3-6]. Without communication, do not wish to subject, like in formulating requirements to the engineer (abundant characteristics and possibilities going into detail of various engineering to take risks, etc. and, as a rule, it is useless of the future is elimination of the imbalance should be eliminated), properly used (place degree training, it is possible to outline a to reeducate them. between professional and personal it where it is designed to work). Hence, a number of general considerations. An implementation engineer or machine competencies. lot of attempts are made to identify students’ Speculating on the vision for the engineer engineer, vise verse, should be sociable, More attention is now paid to the unique strengths at the stage of entrance of the future, first of all, one should bear in ready to subject and avoid risky actions. development of professional competencies. exams in order to build appropriate study mind a wide range of engineering tasks an Hence, the wrong conclusion can be made It is enough to look through the list of paths that would ensure so-called “screw engineer should be able to tackle even within that universities should take into account the competencies for a graduate to achieve production”. Fortunately, all these attempts the scope of one engineering discipline. difference in characteristics of various types upon any programme completion in order to regularly fail, however, persistence in this From the above-mentioned objectives of engineers and correspondingly correct notice this imbalance. issue gives reasons for concern. of the engineering activity, it is obvious the number of graduates trained within this As a rule, the list of competencies The question is how to evaluate the that an engineer may either be involved or that engineering specialization. It is this always contains such a competency as scope of engineering activity in engineering in absolutely creative work (invention, conclusion that forces Russian universities to “responsibility”, however, it is usually training? design, implementation) or perform routine increase the number of various engineering understood as responsibility for the entrusted Today, this scope is defined by the life engineering tasks (maintenance, repair, degree programmes, introduce new work that should be done at any cost, itself. A graduate found him/herself at a real improvement). To effectively manage all these disciplines into the curricula and carry out a rather than responsibility for what you do. workplace can try any activities within his/ activities, an engineer should acquire a set great number of tests to divide students into From this perspective, a chemical engineer her position or occupation and, as a result, of professional and personal competencies. the groups according to their abilities. who invented new poisonous gas upon choose those which suit him/her better. In addition, unequal distribution of creative Also, when developing the requirements instructions from the authorities is a rather Despite some obvious efforts, this way is and routine work, also within the process to the engineer of the future, the opinion of competent engineer. proved to be the best one. of technological innovation, should be an employer should be treated with caution. Besides, the present education degree Due to the above-mentioned inertia, considered. Thus, a designer may need The timeframe that the modern business programmes do not clarify when and how higher education would never meet up-to- dozens, perhaps thousands (depending on plan covers seldom exceeds a year, especially such a competency as “responsibility” is the-minute requirements of the economy. the complexity of the designed products) of in the context of crisis. The business owners developed. Therefore, universities should equip their detail draftsmen whose work requires less or are not capable of defining what type of Nowadays, as machinery and graduates with some crucial fundamental and even no creativity. machinery and equipment they will use in technologies intensively develop, respon- practical competencies, personal attributes,

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willingness and capability of pursuing the competencies of retraining programme students who share the same views, ethics, were conducted involving various year further education within the chosen domain. graduates, but not to the graduates of the core and values are the best examples. Therefore, students. These seminars enabled students A graduate should not only display a deep degree programmes. Within the retraining of particular interest is to analyze the to discuss the organizational culture both knowledge of his/her profession (it would education, the opinion of employers is of student organizational culture by means of in a free format and via the questionnaire. never be possible to know everything), but, particular importance. the methods and perspectives applied in It helped students adequately understand first of all, demonstrate ability to think. This However, first of all, it is required to the analysis of the faculty organizational the principles of the questionnaire. 2000 is, actually, in consistent with the employers’ initiate three key changes in the society, culture. In addition, the two cultures can be questionnaires were distributed among the requirements. The workplace needs analysis which would contribute to training the compared. bachelor’s students of the 1st and 4th year of has revealed that emphasizing the need for engineer of the future: To address this task, the organizational education and master’s students of TPU (the highly-qualified workers, employers usually 1. To develop and approve the Doctrine culture of TPU students was analyzed via total number of full-time students at TPU was expect their workers to demonstrate not of Engineering Education in the Russian the Organizational Culture Assessment 9944 in 2016). Once students completed the specific knowledge and competencies, but Federation (RF), or, perhaps, the Doctrine of Instrument (OCAI) [20]. The typical questionnaires and the spoilt questionnaires definite level of thinking, experience, and Education of the RF. questionnaire of this instrument was adapted were separated, 1762 questionnaires were responsibility. 2. To develop and approve the Law of to the level of students’ reception of the accepted for further analysis. It is reasonable to introduce such an the RF “On Engineering Activity”. organizational culture. This modification Fig. 1 a) and 1 b) show the orga- education system so that each person 3. To develop and implement a set of of the instrument was agreed with the nizational profiles of bachelor’s students would have a possibility to attain required actions aimed at enhancing the image of an developers of OCAI. In addition, in order of the 1st and 4th year of education, while knowledge and skills precisely at the moment engineer. to be sure that students understand the fig. 1 c) shows the organizational profile of he/she needs them (lifelong learning), but not When it comes to personal competencies questions correctly, a number of seminars master’s students (full lines – “now” culture, in advance. Therefore, the emphasis should (the term itself is rather improper), i.e., first be made on the retraining courses which are of all, responsibility, it is worth noting that Fig. 1. Organizational profiles of TPU students currently regarded as a non-core activity that it is quite a complicated task to develop it. brings profit both to university and faculty To resolve the task, it is important to create members. However, it should become the a certain environment at the university – basic activity of the universities along with organizational culture – which would both teaching within the core degree programmes. directly and indirectly influence personality This approach will be in consistent of a graduate. with the above-mentioned education The university community is comprised system when the degree “engineer” of two groups of people: constant group – is awarded by professional-public faculty members, and inconstant group – accreditation agencies. students. Based on this statement, it is possible It is required to clarify terminology in to assume that the organizational culture of the system of retraining education, which university involves two subcultures. would eliminate the existing confusion. For The organizational culture of the faculty example, it is absolutely unclear what level members is currently being intensively of knowledge the Diploma of Professional discussed. The quite interesting findings are 1 a) 1 b) Retraining and Advanced Training presented in [17-22]. Certificate imply. What is more important is The student organizational culture that how these levels of knowledge relate to usually implies sport, amateur performances, that gained upon completion of bachelor’s volunteer work and other similar student and master’s degree programmes. activities [8-16]. However, despite the Such approach to basic and additional obvious importance of the above-mentioned education stipulates the changes in planning, activities, it is essential to remember that organization, and implementation of the personal competencies are basically shaped training process itself, as well as fosters in the process of training and research. It the understanding that faculty members is this close interaction with a supervisor, involved in basic and retraining programmes a teacher that shapes the world view and should meet different requirements. values of a future graduate during training Hence, the employers should be and research process. Scientific schools 1 c) engaged in formulating the requirements to which are comprised of professors and

52 53 ENGINEERING ENGINEERING EDUCATION EDUCATION 21’2017 ENGINEERING EDUCATION AND TRAINING: CHALLENGES AND EXPERIENCE ENGINEERING EDUCATION AND TRAINING: CHALLENGES AND EXPERIENCE 21’2017

dashed lines – “preferred” culture). organizational profile does. It is shown in As shown in fig. 1, the current orga- fig. 3 which presents the organizational Fig. 3. Organizational profiles of faculty members and master’s students of Institute nizational profile is approximately uniform profiles of faculty members and master’s of Humanities and Social Technologies, TPU. for all students of TPU (the 1st, 4th year students of Institute of Humanities and students and master’s students). It means Social Technologies, TPU. that almost all subcultures are presented in The findings of the current research all quadrants. There is slight emphasis on prove that the organizational culture of the the hierarchy quadrant (about 30 points), university is powerful enough to swallow which is considered normal for such a huge up new-comers who, as a result, have to organization as TPU. The “Preferred” profile accept this culture being unable to resist. is absolutely uniform. The discrepancy The deviations from this culture are severely between “Now” and “Preferred” orga- punished. As the main contributors to the nizational profiles is insignificant, which organizational culture of the university are means that students do not wish to change faculty members and authorities, they have anything at the university. a possibility to impose their vision of the The organizational profiles of definite organizational culture on students, which is degree programmes and institutes show the actually obvious from the analyzed profiles. similar trends, which proves the uniform Such situation requires from the character of TPU structure. It means that university authorities and faculty members faculty master’s students there are no specific subcultures in various to pay serious attention to formulating their institutes of TPU. own organizational culture, as this culture personal competencies of an engineering preparing the article for submitting into Fig. 2 shows the organizational profiles is further transmitted through students graduate. Therefore, the organizational the scientific journal with high impact- of TPU faculty members [19]. into the society and state. Upon university culture of the university should become the factor, completely destroys the image of a It is obvious that the organizational completion, students display the values best example of such responsibility. The responsible person so that no conversations profiles presented in fig. 1 and 2 are almost which they have taken over in the course of faculty members should illustrate what such and seminars could compensate for it. Thus, the same. The close examinations of the education. Since the organizational cultures responsibility means by all of their activities. the systems of faculty motivation should, at organizational profiles of students and of most Russian technical universities are In this regard, an educator who gives classes least, equally stimulate efficient scientific faculty members of certain TPU institutes similar [18], this type of culture could easily half-assedly (students are usually attuned research and qualitative class delivery. has revealed that the faculty organizational dominate in our society and state. to such cases) because he/she is currently profile deviates from the average value As it was mentioned above, responsibility of TPU at the same way the student for what one does is one of the most crucial

Fig. 2. Organizational profiles of TPU faculty members

The research is supported by the Russian Foundation for Humanities 16-16-70006.

54 55 ENGINEERING ENGINEERING EDUCATION EDUCATION 21’2017 ENGINEERING EDUCATION AND TRAINING: CHALLENGES AND EXPERIENCE ENGINEERING EDUCATION AND TRAINING: CHALLENGES AND EXPERIENCE 21’2017

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Professional-Oriented Educational Environment consider the formation of an educational and, in particular, and military potential environment based on the integration of development. for Supporting the Development of Children's socially developing and professionally Professionally oriented educational oriented pedagogical technologies that environment Technical Creativity on the Basis of Network would ensure the realization of the students' The most effective way to solve the Integration of Infrastructure Resources cognitive activity in various types of above stated problems could lay in a holistic educational activity. approach aimed at integrating the resource of Educational Organizations Until recently in some regions of the capabilities of various educational sites Russian Federation, the solution of tasks offering additional education programmes. Volgograd State Technical University related to the involvement of schoolchildren At the same time, it would help to develop a A.V. Isaev, L.A. Isaeva and young people in the process of unified, integrated educational environment A.V. Isaev The article presents the concept of network interaction of regional educational additional education was associated, to a that could activate the mechanisms to support organizations within the framework of the programmes supporting children's technical greater extent, with the activities of non-profit actualization, formation and sustainable creativity. The urgency of the development of mechanisms for network interaction is organizations. However, the implementation development of research and applied considered. An example of realization of network interaction within the framework of of such programmes, especially in the field of activities of schoolchildren in the field of the project “Medical measuring systems and robotics” is given. The project is aimed technical disciplines and research activities technical and natural sciences, accumulating at popularization among schoolchildren and young people of research activities in the turns out an impossible task for non-profit the resources of educational institutions, field of electronic and technical devices. organizations due to the above-mentioned training centers and technological platforms problems, related to the limited personnel available in the regions. Key words: technical creativity, additional education of schoolchildren, professionally and financial support, as well as lack of Assuming the accumulation of oriented environment, basic technical educational platform. appropriate infrastructure. For example, in knowledge by schoolchildren as the inertial Volgograd Region, based on the Decree of process of developing professional and the Government of the Volgograd Region social competencies [4], it is important to L.A. Isaeva No. 649-p of December 29, 2012 “On the consider the development of an educational lack of qualified personnel, who, in addition approval of the long-term regional targeted environment as the design of a multilevel Rationale to modern pedagogical technologies, has a Today one of the most priority areas for programme “Support to socially-oriented system providing consistent support and considerable amount of knowledge and skills the development of additional education for non-profit organizations of the Volgograd motivation for the development dynamics in certain fields of science and technology children and young people is the formation region” for 2013-2015 period, the following of schoolchildren in the field of research, development. of conditions for updating and supporting significant problems arise [2, 3]: technical and natural sciences. It begins The process of learning, including the educational programmes of research and „„ unformed system and imperfection of with stimulating their interest in the field and programmes of additional education, is applied orientation aimed at popularization the mechanisms of support for NGOs ends up with making them become young inextricably connected with the process of of blue-collar jobs and engineering from the state; specialists. learning environment development. The professions within the priority areas of „„ underdeveloped system of social order; In this context, the process of mastering science and technology development in success of the educational process and the „„ lack of a system registering socially- new knowledge is viewed as a continuous the Russian Federation [1]. Improving the quality of training depend to a large extent oriented NGOs – recipients of support; nonlinear change in the competence of effectiveness of educational programmes on the degree of students’ involvement in „„ insufficient public awareness on the the trainee, characterizing the qualitative in these areas is associated with the acute the learning environment, their individual activities of NGOs; transition from one level of competence to shortage experienced by the additional perception or personal unacceptability of „„ low civil activity and legal literacy of another [5]. education organizations of a region, in the norms and structure of the learning the population of the Volgograd region; The main problems that could be solved modern equipment and logistics, educational environment, and the ability of the learning „„ imperfect system of interaction of thanks to emerging of such an integrated and methodological developments and environment to satisfy the information, legal executive bodies of state authorities, educational environment deal with: specific information resource support. and other needs of the learning process. In local self-government bodies of „„ the need to ensure the interaction of the Similar problems were outlined among modern Russian pedagogy, the problem of municipal entities with public developed educational environment the most acute issues in the Concept for creating a professionally oriented educational associations. with other non-governmental, legal and the Development of Additional Education environment was considered in the works of Nevertheless, the task of attracting other institutions of the society; for Children, approved by the decree of B.N. Bogatyr, N.F. Maslova and V.V. Gusev, schoolchildren and young people in the „„ the need of infrastructure support for the Government of the Russian Federation M.V. Clarin, V.A. Kozyrev, M.S. Chvanova, field of applied high-tech activities, as well the interaction of the subsystems of the (04.09.2014, No. 1726-p). In addition to A.V. Khutorskoy and other scientists. For as research work, is considered by the educational environment itself. the v logistics problems the implementation example, V.V. Gusev and N.F. Maslova state as a priority task. Overcoming these Ensuring interaction of the developed of high-tech educational programmes faces within the framework of this approach issue will promote scientific, technical educational environment with other non-

58 59 ENGINEERING ENGINEERING EDUCATION EDUCATION 21’2017 ENGINEERING EDUCATION AND TRAINING: CHALLENGES AND EXPERIENCE ENGINEERING EDUCATION AND TRAINING: CHALLENGES AND EXPERIENCE 21’2017

governmental, legal and other institutions of resources, it is possible to reduce the „„ In framework of an integrated edu- programme. It is designed to ensure advanced society [2]: cost of participation in educational cational environment, the activities updating of the content in accordance with Administrative and economic issues: programmes, which allows expanding of regional NGOs can be consolidated the strategic tasks of the country development. „„ organization of legal and financial the range of social coverage in the in order to assure their participation in The main applied areas of practical interaction with authorities, search for region. interregional projects. Such activities of implementation of the proposed professio- sources of co-financing; „„ Ensuring socially responsible behavior of the Center are considered as a tool of nally oriented educational environment are: „„ activities aimed to select the “territorial existing and newly created educational the “social elevator” for gifted children „„ robotic drone devices and robotics; base” of training events; centers in the region (technological and talented teachers. „„ electronic and electrical devices; „„ organization of administrative, finan- platforms, hobby groups, etc.). 5. Testing and measuring: „„ technical modeling and prototyping of cial, legal support for ongoing training „„ Ensuring interaction with regional „„ Development and implementation of technical devices; activities. resource centers to support educational a unified system of rating control - the „„ organization of regional competitions, Personnel issues: programmes as a possible way to solve implementation of a rating system for exhibitions, meetings, conferences in „„ Top management: creation of an personnel, territorial, information and assessing the activities of educational the technical field. educational structure – the training other tasks related to the implementation platforms will reduce the impact and / Today these areas are the most administration, selection of the leading of interregional projects. or exclude the possibility of dishonest demanding in terms of the required for their teachers (instructors), interaction with 2. Information: work and improve the status of effective implementation technical, technological, the leadership of the leading universities „„ Creation of a regional information portal organizations. Rating evaluation is information, human and other resources. in the region, Russia and foreign to support the activities of educational mainly aimed at informing potential The proposed directions are presented in the countries, organization of internships platforms relating to formation of participants of educational projects, but list of priority directions for the development and master classes for leading teachers. a knowledge base (development it can also be considered as one of the of science and technology in the Russian „„ Staff: selection and training of personnel criteria for evaluating the effectiveness Federation. of programmes, teaching aids and responsible for organizing and holding of educational programmes when One of the main tasks in the imple- methodological recommendations), of cultural, entertainment and socially assessing their applications for their mentation of this project is the formation interaction management (including significant events with students (when financing. of the condition for the effective use of the various joint events: conferences, implementing the training in the „„ Implementation of a “feedback sys- infrastructural educational resources of its meetings, academic competition). format of a children camp – creating tem” – a system of interaction with participants. The solution of this problem is 3. Scientific and educational: uniform requirements and rules for consumers of services of educational seen in the formation of an integral system of „„ Implementation of relay training is now organizing intra-group work, selection centers organized on the principle of “all an educational elevator capable of supporting one of the most promising directions and training of instructors of primary services at one place”. Organization of the steady interest of schoolchildren in the that allow combining the harmonious level, elaborating rules for cultural and this work is aimed at prompt resolution of field of technical sciences and research, entertainment sphere. development of the trainee, the issues related to improper performance forming creative teams at the level of primary Organizational and training: rationality and predictability of the of one or another educational platform, sites, which are subsequently involved „„ development of the structure of the training centers activities. The goal as well as for accumulation of incoming in regional educational programmes and educational process; of forming a “big” project is to attract recommendations and suggestions for competitive activities implemented jointly „„ logistics and facilities for laboratory NGOs (and not just regional ones) optimizing the activities of educational with the flagship university in Volgograd workshops, providing measures to with a different focus of training in a centers and the implementation of region – Volgograd State Technical University ensure high safety level within training single educational process. The most educational programmes. and Volgograd State Medical University. sessions; promising, from the standpoint of a The programme of network interaction In this regard, a pilot project which „„ elaborating of internal regulations “big” project, are educational tourism of educational institutions of the Volgograd was launched and implemented during (when implementing the training in the projects. region the 2015/16 academic year, was the inter- format of a children camp). 4. Financial, economic and logistical Considering the system of additional university educational project “Medical Ensuring interaction between the sub- support: education for children as the most flexible measuring systems and robotics” (fig. 1.). systems of the educational environment [2]: „„ Participation in federal and regional educational platform, which in fact is Its participants are schoolchildren of the 1. Organizational: target programmes. an innovative platform for working out 6th and 9th grades of Volgograd secondary „„ Solution of organizational and „„ Financial support for regional training effective educational models and promising schools, mastered the theoretical foundations territorial problems connected with centers. technologies for the future, the project of electrical engineering and electronics, as joint use of territorial resources of „„ Creation of a basic technological implemented in the Volgograd region is well as the physiology of biological objects, educational platforms. At the same platform – educational, laboratory and aimed at developing and improving the and acquired skills in the development and time, by optimizing the territorial, other technical support of educational structure, information, personnel, material manufacture of printed circuit boards for administrative, and specific human projects. and other support for high-tech educational electronic devices.

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in the technical field. additional general educational programmes Fig. 1. Regional competition of projects in children's technical creativity for students 2.1. Indicator: number of students of technical orientation and the system of and schoolchildren in Volgograd region “Robotics and radio electronics for health, taking part in additional general education professional development of pedagogical biotechnology and pharmaceutics”. programmes focused on the development of workers in the field of physics, mathematics, children's technical creativity. technical and natural sciences and peda- 2.2. Indicator: number of students gogical workers who mastered the teaching participating in additional general edu- methodology in interdisciplinary fields. cational programmes of children's technical 4.1. Indicator: number of pedagogical creativity who have chosen technical workers retrained in the field of physics, directions of training in higher educational mathematics, technical and natural sciences. institutions of Volgograd region and Russian 4.2. Indicator: share of pedagogical Federation to continue their educational workers who completed advanced training trajectory. programmes in teaching methodology in 2.3. Indicator: number of students interdisciplinary fields and implemented this participating in the field-oriented regional methodology in educational process. camp for gifted high school students 4.3. Indicator: number of pedagogical “Integral”, who selected as priority workers who took part in conferences, educational programmes of the camp scientific and methodological seminars and “Integral” in the field of physics, mathematics competitions within additional general and natural sciences. educational programmes in the field of 3. Development of the structure of technical sciences and research. network interaction and administrative rules 5. Development of information regulating primary regional educational educational resource for support and remote The Faculty of Pre-University Training of projects in children's technical creativity platforms for children's technical crea- assistance of additional general educational Volgograd State Technical University took for schoolchildren of Volgograd region tivity relating to the development and programmes in the field of technical sciences part in this project together with Volgograd “Robotics and radio electronics for health, implementation of competitions in the field and research. State Medical University (VolgSMU), biotechnology and pharmaceutics”. of technical sciences and research. 5.1. Indicator: number of educational represented by the Department of Bio- Expected performance indicators of 3.1. Indicator: number of competitions. content units offered on the resource. technical Systems and Technologies and the professionally oriented educational 3.2. Indicator: number of students who 5.2. Indicator: number of resource users. the Department of Clinical Pharmacology and environment took part in the competition. 5.3. Indicator: number of correspondence Intensive Therapy with courses of Clinical The main results of the programme imple- 4. Development and implementation of educational programmes available on the Pharmacology, Clinical Allergology, as well mentation are: the basic measures for staff acquisition for resource. as Volgograd Center for Children's Technical 1. Development of the structure of Creativity and Children and Youth Center of network interaction and proposals on the REFERENCES Volgograd. The project was launched, also administrative regulation of the primary thanks to assistance of the Interregional non- educational areas of children's technical 1. On the popularization of blue-collar jobs and engineering professions [Electronic reso- governmental organization “Association of creativity in the region in the development urce] // Government of Russia: website. – M., 2016. – URL: http://government.ru/ Clinical Pharmacologists”. and implementation of programmes for docs/17129, free. – Tit. from the screen (usage date: 17.07.2016). This project has found its continuation children's technical creativity. 2. Isaev, A.V. Development of regional resource centers to support socially oriented non-profit in the implementation of the educational 1.1. Indicator: number of educational organizations: problems and prospects // Vestnik NGUEU. – 2013. – No. 4. – pp. 352-363. programme within summer regional camp for platforms – participants in the programme 3. On the approval of the long-term regional targeted programme “Support to socially ori- gifted high school students “Integral”. implementation of a professionally oriented ented non-profit organizations of Volgograd region for 2013-2015” [Electronic resource]: At the moment, the structure of the educational environment supporting Government resolution Volgograd. reg. from 29 Dec. 2012 No. 649-p. – URL: http://ag.vol- project has been significantly expanded due the development of children's technical ganet.ru/export/sites/ag/agavo/folder_4/folder_3/Post649poSONKO.pdf, free. – Tit. from to the participation of regional educational creativity based on the network integration the screen (usage date: 30.07.2013). platforms. of the infrastructure resources of educational 4. Isaev, A.V. Automated system of support and management of an individualized educational The result of the pilot project of the institutions and full coverage of Volgograd trajectory. Theoretical basis: monography. / A.V. Isaev. – Odessa: Kuprienko S.V., 2012. – integrated educational environment in the region by the programme. 117 p. 5. Isaev, A.V. Self-directed training of students in higher education: theoretical aspects: mo- field of medical measuring systems and 2. Increase in the level of popularization nography. / A.V. Isaev; Ed. T.F. Sergeeva. – Rostov-on-Don: RostIzdat, 2012. – 170 p. robotics was the regional competition of of additional general education programmes

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Modular Training of Specialists on Innovative „„ Innovations (600 h, Stanford University, schools [2, pp. 15-28]. The concept of USA); development and realization of innovative Design in Mechanical Engineering „„ Innovations and Entrepreneurship (480 educational programmes at Ufa State Aviation h, Harvard University, USA); Technical University (among 7 leading Ufa State Aviation Technical University „„ Innovations (200 h, Aston University, universities of Russia since 2014) is based N.K. Krioni, M.B. Guzairov, S.G. Selivanov, S.N. Poezjalova Birmingham, Great Britain) and others. on a systemic technical combination of the The aims and core contents of the original innovative technologies mentioned The basic concepts of modular training of specialists on innovative design in mechanical “Innovations” module (developed by above: engineering are presented in the article. The concept of continuous innovative training Dr. Mike Kennard, Aston University, 1. Implementation of innovative peda- of specialists on the example of the “Innovatics” module is illustrated. The description Birmingham, Great Britain) are defined as gogy focused on employers; of educational and methodical teaching materials for “Innovatics” module is provided follows: 2. Driver for development of innovative N.K. Krioni as an option for realization of electronic and distant teaching and learning methods. 1. Acquisition of key theoretical ideas technics, technology and economy of a on innovations and innovative activity in region; Key words: innovative activity, innovatics, educational technologies, module, continuous industry for assuring competitiveness and 3. System integrator of best components innovative training, educational and methodical teaching materials. prosperity of enterprises. of innovative pedagogy and innovative 2. Comparison of scientific research activity of leading universities in the interest and innovative theories for management of of innovatively active enterprises. enterprises on practice. 2. SINERGY EFFECT OF SPECIALISTS’ technological shifts by means of innovative 3. Efficiency assessment of innovative INTRODUCTION activity [1, pp. 85-91]: CONTINUOUS INNOVATIVE TRAINING strategies for various organizations. Introduction of programmes for Topicality, aims, objectives and priorities „„ the significance of the technological 4. Management of innovations. continuous innovative training of specialists, of innovative activity in Russia are set by the progress among the factors influencing requirements of: The contents of this module reflect ideas bachelors, and masters, which is carried out the increase of the USA’s GDP had been „„ Russian Federation Federal Laws of strategic management of innovations: at Ufa State Aviation Technical University, around 28% (research from 1929 to processes from creation, development, (Federal Law On Science and ensures synergy effect (synergy, synergism – M.B. Guzairov 1982, [Campbell]); introduction of new ideas, technologies, Governmental Policy on Science and from Greek “Synergism” – working together). „„ the research conducted in the USA products and services to commercialization Technology No. 127 – FZ; Federal Law The law of synergy is worded as follow: “A after the World War II indicated that of new high and critical (key, creative) on Education in Russian Federation sum of the qualities of a whole is greater than 43% of GDP’s growth is triggered by technologies. “Innovatics” module and No. 273-FZ of 29 December 2012; an arithmetic sum of the qualities of its parts”. inventiveness, technological progress, theoretical approach to innovations Federal Law On Industrial Policy in Synergy effect appears in different education and other drivers [Samuelson]; are connected with practice and focus Russian Federation No. 488 – FZ of organizational systems, including realization „„ at the end of the XXth century a Nobel on approaches for development and 31December 2014); of continuous innovative training of transformation of innovations for commercial „ Prize laureate R. Solow had identified specialists (fig. 1, table 1) in connection with „ Russian Federation Government market. Ideas and structure applied for this that the value of technological shifts (87,5 problem-oriented educational programmes Decrees («On Strategy of Innovative module of disciplines are completed with Development of the Russian Federation %) for the economic development of the of scientific courses focused on innovative USA is significantly higher than capital topical research on innovations introduced in until 2020» of 8 December 2011 British enterprises and foreign organizations activity in training engineering workforce No. 2227-р; «On State Support of and labor (12,5%) [Solow, Sakhal]. [3, pp. 40-63]. S.G. Selivanov In order to bring to action the of international scale. Vital components of Innovative Infrastructure Development innovative training modules at leading foreign The reported example of Ufa State requirements towards engineering education in Federal Educational Institutions of universities are the following additions to the Aviation Technical University allows taking and specialists’ training stated-above higher Higher Professional Education» of 9 typical forms of modules (that use ordinary engineers’ innovative training to Stanford education schools have to gain a wide April 2010 No. 219); lectures, practical and laboratory classes, and Harvard levels (table 1). expertize in innovative training of bachelors, „„ Federal Targeted Programmes (Russian tests, self-training and course project work): Synergy effect of the continuous Federation Government Resolution masters and qualified specialists based on 1. Distant learning; innovative programme for training specialists No. 97 of 23 May 2015 on Education the use of topnotch achievements of science 2. Decomposition of modules of appears not so much due to the increase of Development Federal Targeted and technology [2, pp. 29-42]. This issue is innovation-focused disciplines; course hours on “Innovatics” course (it is Programme for 2016 – 2020). discussed further. 3. On-line lectures; rather short and lasts for only 72 hours of Proposition of the legislative acts 1. INNOVATICS – A NEW COURSE 4. Venture programmes for incubation; theoretical training; table 1), but rather due mentioned above is triggered by the fact that FOR ENGINEERING EDUCATION 5. Group presentations; to the introduction of innovation-oriented in the context of a global trend of economic Leading universities of the world have 6. Investment games. courses (table 1) and specific units of other S.N. Poezjalova development of developed countries the formulated modules of innovative study Similar developments have been disciplines that assure a high-level scientific development tendencies are focused on the programmes as following: introduced at Russian higher education and technical innovative design.

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Fig. 1. Scheme of synergy effect from goal orientation and project organization of Table 1. Example of “Innovatics” module design for training specialists staff (enterprises, institutions) of mechanical engineering major

Master Σ1 L H Bachelor programme, hours programme, PhD hour № o J Disciplines u Se R L2 r me s st 3 4 5 6 7 8 9 10 11 12 13 14 er

1 Innovatics 72 72 J2 Gas Turbine *elective Σ1 Engines course 2 72 72 J Synergy effect of Next R Generation* R2 Nano- techno- logies and 3 72 72 Nanoma- 2 terials for Σ Aviation* Patent 4 72 72 Version I Version II Practice Innovative Processes in 5 108 108 For instance, specific innovative units of hydraulic effect, acousto-magnito-electric Mechanical disciplines on natural sciences may include effect, autoelectronic emission, adiabatic Engineering learning the following issues: demagnetization, magnetic reversal). Technical Higher Mathematics: Information technologies: 6 Production 216 216 1. Analysis of sigmoidal patterns and 1. High-end computing systems. Support Work relationships, including Fermi equations. 2. Quantum computers. 2. Analysis of logistic and bylogistic laws. 3. Computer simulation. Technical 3. Analysis of mathematical models 4. Artificial intelligence. Re-tooling of 7 144 144 of Fisher-Pry, Gompertz, Morris, Sakhal, 5. 3D simulation of production systems Machinery Kamenev, Pearl. in virtual reality classes. Production 4. Analysis of Parzen’s cross-covariance 6. Basics of information technologies in functions. CAD/CAM/CAE/CAPP/PDM/CALS-systems. In 5. Fourier analysis. Economics: High-End te 6. Analysis of Volterra integral equations 1. Consistent patterns of innovative Technology in rn ship and Verhulst differential equations. economics. 8 Gas Turbine 72 72 Physics: 2. Innovations and capital market. Engine 1. Schemes of physical operation 3. Crediting of innovative processes. The Production* sis principles of critical technologies. 4. Banking technologies for investment 2. Research of physical operations. and innovative activities. Over whole 3. Physical effects of critical technologies 5. Investment project development, 828 72 72 72 72 324 216 module: (for instance, acousto-optic effect, electro- business-planning, etc.

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Master programme, Fig. 2. Front-page of the “Innovatics” module study and guidance materials database Bachelor programme, hours PhD H hour o № Disciplines u Se r me 3 4 5 6 7 8 9 10 11 12 13 14 s st er Prospective Materials *elective 1 144 144 for Aviation course Technology* Innovative 2 Technological 144 144 Design Design In of Digital te The 3 144 144 Production rn sis ship Over whole 432 144 288 module: Innovative Technologies 1 and Technical 207 99 108 Re-tooling of Production „„ References and reading materials, counterparts by means of introducing Over whole 207 99 108 foreign publications, glossary on unique system of technical (technological) module: innovations. re-tooling of production executed in the „„ System for knowledge assessment process of innovative activity at aviation 3. MODULAR, NETWORK, ELEC- „„ Competence-based models and study (testing) via the Internet. enterprises. TRONIC AND DISTANT LEARNING IN programmes. The “Innovatics” module website Introduction of the proposed system of THE FILED OF INNOVATICS „„ Textbooks, workbooks, laboratory provides direct access to profile websites of continuous technological reconstruction As has been stated above, in accordance practicums. world leading universities. to one of the enterprises has practically „ with the requirements of the Federal Law on „ Lectures for students and public CONCLUSIONS led to a fast-track launching to production speeches of leading specialists. As practice shows, the methods enlisted Education in Russian Federation No. 273-FZ of more than 50 new products of aviation of 29 December 2012, the most important „„ Monographs published in Russia and above provide opportunities for trained technology, as well as to doubling of the study programmes and teaching and abroad. specialists focused on innovative activities production volume on the same premises and learning methods are modular and network „„ Automated system of scientific research to: with the same workforce [1, pp. 338-349] programmes, electronic and distant teaching of high and critical technologies, 1. Significantly shorten time for and with minimum loans. and learning methods. e-databases for innovative design. development of new technologies and In this context the “Innovatics” module „„ Videos on high technologies of best launching them into production. Introduction of the study and guidance (www.innovatics-tm.ru) and programmes mechanical factories of the world. 2. Assure competitiveness of engineering materials database to the continuous for continuous innovative training for „„ Regulatory documents and approaches. products and enterprises by means of innovative training of specialists, bachelors industry are currently equipped with study „„ Patents and unified technologies for innovative design, development and and masters within the study process fulfills and guidance materials available through innovative design. introduction of technological innovations. the requirements of: the Internet (fig. 2). „„ Examples of innovative projects. 3. Increase technological level and „„ The Federal Law on Education in Russian Study and guidance materials database „„ Examples of Bachelor, Master and PhD efficiency of mechanical manufacturing Federation No. 273-FZ of 29 December includes the following electronic modules: theses in the field of innovations. up to the level of best national and foreign 2012.

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„„ International ECTS requirements (ECTS and of e-learning and distant learning are Concept of Subject Area “Technology” and Diploma Supplement – European confident that the disclosed method for Community Course Credit Transfer continuous innovative training of specialists as a Way to Modernize Learning Content Systems). and the “Innovatics” module in case of their Authors of the proposed module and wide-spread introduction could assure the and Methods at Modern School study and guidance materials database on enhancement of engineering training at HEIs Moscow City Teacher Training University “Innovatics” for the realization of study up to the level of the leading universities of D.A. Makhotin programmes in modular and network forms, the world. Russian Academy of Education A.K. Oreshkina, N.F. Rodichev Academy of Social Management O.N. Logvinova D.A. Makhotin The paper presents the main idea of “Technology” concept developed by the team in Russian Academy of Education. The concept distinguishes the basis and the main areas of learning content and methodical modernization in technology education at Russian schools.

Key words: technology education, design and technological culture, subject area “Technology”, learning content, learning methods, engineering and technology training.

of the country, its competitiveness on the Problem statement global market, intellectualization of human Recently, teaching communities and capital and knowledge-intensive activities, A.K. Oreshkina professional associations have been actively as well as ensures security and culture debating the need to modernize the learning of manufacture and other technological content and teaching methods in the subject processes. area “Technology”. In foreign countries, the education The post-industrial society is in demand system, in which the subject area for highly-qualified specialists who are “Technology” plays a significant role both ready to live and work with ever-changing due to its importance and high volume technologies and technological systems. The inconsistency between this demand of content in the basic education, allows and the level of school leavers’ knowledge educators to shape strong human resources has become the reason for sharp critics of for further professional education and, thus, modern technology education at Russian ensure competitiveness of manufacture on N.F. Rodichev schools. the global market. Great Britain, France, Engineering competencies, systems Germany, USA, Israel, South Korea, China, thinking and creativity, communication etc. are among these countries. REFERENCES skills, ability to analyze scientific and Worldwide, the competitiveness of the technical data, work with technical education system that is a key condition 1. Selivanov S.G. Innovatika : uchebnik dlya vuzov [Innovatics: university textbook] / documents are the basic personal attributes for sustainable development of the national S.G. Selivanov, M.B. Guzairov, A.A. Kutin. – 3rd edition. – Moscow: Mashinostroenie, that are in demand in the modern society. It is economy, manufacture, defense capacity and 2013. – 640 p. these attributes that shape the technological national security is ensured by the following: 2 Selivanov S.G. Innovatika I innovatsionnoe proektirovanie v mashinostroenii: praktikum culture and should be developed within the 1) improvement of pupils’ academic training, [Innovatics and Innovative Design in Mechanical Engineering : Practicum] / S.G. Seliva- subject area “Technology”. especially in the field of natural sciences and nov, N.K. Krioni, S.N. Poezjalova – Moscow: Mashinostroenie, 2013. – 770 p. In the context of high-tech manufacturing mathematics; 2) enhancement of science 3 Selivanov S.G. Sistemotekhnika innovatsionnoi podgotovki proizvodstva v mashinostroe- and breakthrough technologies, the level and technology literacy (culture) of school nii [System Engineering of Innovative Pre-Production in Machine-Building] / S.G. Seliva- of technological culture defines human leavers, which would enable them not only O.N. Logvinova nov, M.B. Guzairov – Moscow: Mashinostroenie, 2013. – 568 p. resources of the economy and production to use effectively up-to-date technologies

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at the personal level, but also to succeed in „„ school subject (studied by all pupils action, new mechanism to act on the of human activity in a certain historical acquisition of modern technological systems starting from 1 to 11 grades. As a learning subject of labor, etc.; moment, a moment of studying relationship and procedures at the professional level, outcome, pupils gain understanding „„ conscious choice of future profession between personality and the artificial world. i.e. design and management of machines of engineering and technology, get by trying various occupations in the The technological environment and technologies. The second trend is in its familiar with the world of engineering course of secondary education; determines the conditions and provides „ broader sense technological (polytechnic) profession and labor, achieve meta- „ commitment to work and constant the possibility for modernization. Corres- education of young people, one of the subject outcomes by the example of self-development that implies pondingly, it defines the peculiarities of acquisition of new knowledge, skills, components of which is the subject area practical activity); technological culture development among and competencies during engineering “Technology” taught at school. „„ specialized subject (for various pupils, i.e. it influences the developed activity; Relevance and grounds of the concept specializations in 10-11 grades at educational environment. In this regard, „„ flexibility and ability to adapt to the At the instruction of the President of school. It is aimed at studying such the main goal of human education is ever-changing conditions in uncertain to harmonize the requirements of the the Russian Federation (RF) and resolving technologies and technical systems situations. technological environment with the level of the tasks of the Federal target programme which are specific for the chosen Main principles of the Concept person’s training, i.e. his/her readiness for “Education development from 2015 until occupation); The main objectives of technological modernization within this environment. „„ social and engineering-manufacturing 2020” (objective 2 – development of modern education at secondary school are to foster Today, the technological (engineering) internship (it is designed to prepare methods and technologies for secondary pupils to acquire, transmit and change education has entered a new stage in its pupils for actual workplace, professional education), the Russian Academy of Science technological culture. development and is trying to resolve the activity under the conditions of has developed the Concept of the subject In addition, technological education may issues of revising the content and learning industrial, social, and volunteer area “Technology” and initiated the expert also serve both as a tool of socialization and outcomes of “Technology” curriculum practice). seminar. The proposed concept is currently personality development, and a method to taught at schools. This issues are worldwide Within the learning content, the being debated by teaching and academic forge the technological culture. discussed by educational communities. communities. subject area “Technology” serves as a Being a component of culture as a One of the basic principles that underpins The concept rests on the following basic integration mechanism that allows whole, technological culture is regarded as the technological (engineering) education is ideas: shaping youth technological culture, pupils to synthesize knowledge of natural prerequisite and result of the technological the concept of changing forms of human preparing young people for work and science, technology, business, humanitarian education. Despite the fact that the notion activity in this or that type of society further education, including development during design and engineering activities. of technological culture was proved as a (A.M. Novikov). The concept outlines of such attributes as willingness to work Additionally, it enables them to apply this scientific term at the end of 20th century, its four types of organizational culture and respect for work; involvement of knowledge appropriately in various fields meaning remains constant and it includes of society – traditional, corporate- pupils into all types of organizational of human activity, which contributes to [3]: handcrafted, professional (scientific), design- culture (traditional, corporate-handcrafted, assuring pragmatic (applied) character of 1) a set of technical tools, technologies, engineering [4], which directly refer to professional, design-engineering) with the secondary education. units, management and control systems, labor and manufacturing processes at a corresponding technologies and social The learning outcomes of the subject hardware and software packages and etc. certain development stage of machinery and designed during modernization (objective roles; diversity of engineering training (with area “Technology” are designed so that to technology, science, and social relations. results of human activity); regard to regional peculiarities); acquiring ensure such level of a personal technological The design-engineering organization of 2) subjective human forces and abilities competency in universal activities (design, culture that is required for sustainable modern postindustrial society rests on the applied during modernization: knowledge, idea of implementing various programmes research, management); identification development of society, national economy competencies, abilities, profession-related and projects into practice via technologies of “through study paths” in engineering and manufacture. This level implies [2]: „„ ability to comprehend, apply, control, personal attributes, etc. of all kinds and with due regard to the factors training, which would explain the logics of enhance and evaluate technologies in Being a reflection of objective and that may influence implementation of these studying this or that technology of material the process of modification; subjective results of human activity, projects (economic, staff-related, facilities- processing, energy, and information; „„ acquisition of universal competencies the technological culture changes due related, environmental, etc.). It is due to this assistance in entering labor market, first within such activities as design, to scientific and technical progress, fact a separate branch of management – risk experience such social roles as employer, research, and management; implementation of new technologies, management – has budded off, and various businessman, service technician, designer, „„ ability to address the contradictions emergence of new problems in machine types of project-oriented learning have technician, manager, and others relating to and reveal the problems in practice maintenance and control. Each era is gained particular popularity. acquisition of knowledge about engineering by means of adequately selected and characterized by its own set of components Within the proposed concept of the and technology in the course of professional applied technologies; which comprise the technological culture, subject area “Technology”, the idea that a activity [1]. „„ commitment to creative and i.e. technological environment. Thus, pupil should get familiar with the design- Today, the subject area “Technology” is untraditional actions, willingness to technological environment can be termed as engineering organizational culture and referred to: develop new products, new mode of a unity of objectives and subjective results up-to-date technologies, which is reflected

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in the corresponding learning outcomes culture, i.e. one of the components of pupils' „„ “Internship” (from 7th to 10th grades). can be developed within three areas of and programme content, is not sufficient. general education and personal culture. In Modules are designated to familiarize modern industry – engineering, agro- Additionally, pupils should gain knowledge the context of the Federal state education pupils with various aspects of technological technological, service-technological (sphere of all types of organizational culture existing standard, the social, personal and cognitive (engineering) training. They are basically of services). Additionally, the variable alongside traditional technologies (people development of pupils within the subject variable and are taught within all core modules may imply education by means have still used knifes, axes, hammers, people area “Technology” is achieved during: subjects: of integrative environment (for example, have still tied sailor’s knots) and allow „„ acquisition of scientific (theoretical) „„ Scientific and technical information robotics technology, modern energetics, developing fine motor skills, coordination, and technological knowledge in and technical documentation. transport systems and machinery). The practical skills in using manual (as well the course of practice-oriented and „„ Technological systems and processes. variable modules account for not more than as electrical) instruments and shaping engineering activities; „„ Analysis of materials and structure; 30 % from the content of the education labor culture and corresponding personal programme in “Technology”. Extra hours „„ analysis of the world of machinery „„ Design and modeling. attributes. can be received due to outside activities and and technologies, examination of „„ Methods to solve design and project In the course of modernization, the material properties and characteristics, individual planning. problems. visions for materials, tools, technological investigation of opportunities to control The variable modules of technological „„ High technologies. processes, peculiarities of labor organization, technical systems and technological (engineering) education can be implemented „„ Technology management and control. relating both to the current technological processes; not only be means of regional education „„ Design and project fulfilment. environment and that of the past and „„ study of traditions of peoples that development programmes, including that of The modules are designed in the way so future, are shaped. These visions define inhabit Russia, cultural and national technological education development (both that they have the same learning content, the model or the landscape of the artificial peculiarities of handicraft and products at the school level and regional one – long- learning outcomes, teaching aids, facilities, world where certain regularities, principles, of decorative and applied arts, life technological education in a region), but theories, and relations are in force [5]. The mastering various types of material art and requirements for teacher’s qualification. also due to intensive cooperation with social analysis of modernization and technological processing and industrial design; The subjects and modules of the subject partners, local industries, representatives knowledge accumulated by humanity „„ self-determination of pupils in area “Technology” are taught both during of small- and medium-size business, through the lens of goals and objectives of workplace related activities, from class hours and outside the core schedule innovation centers, and professional secondary education allows formulating workspace organization up to on the grounds of the basic education educational establishments. fundamentals that should be studied at identification of career preferences, programme and its variable components. The role of social partners is to generate school regardless subject, module, and choice of career path and personal The model to implement the subject area the demand for this or that module, define peculiarities of technological (engineering) growth. “Technology” is defined in accordance with the trajectory of pupils’ technological training. The subject area “Technology” is the teaching standards of a region. (engineering) training, provide access to Such fundamental notions that define comprised of a number of subjects and The variable modules of the their facilities and industrial sites, participate the core of technological (engineering) modules (invariable and variable) aimed technological (engineering) education in educational process as experts, masters, education are as follows: at achieving the desired personal, subject- 1. Material. related and meta-subject outcomes on the Fig. 1. Structure of the subject area “Technology” 2. Energy. basis of practice-oriented activities of pupils. 3. Information. The subjects make up the core of 4. Technical systems. technological (engineering) training of 5. Technology. Technological processes. pupils. They are designed to familiarize 6. Design. pupils with the fundamentals of engineering 7. Research (structure, functions, education both at general and specialized Technology Internship methods). levels, as well as via practice-oriented 8. Organization and management. classes and internship. 9. Relations (person-machinery, person- There are the following subjects (fig. 1.): Subject area technology, machinery-technology, etc.). „„ “Handicraft” as a school subject (from “Technology” 10. Economics and ecology. 1st to 9th grades). 11. The past and future of technology „„ “Technical drawing and design (history). engineering” (from 7th to 9th grades). 12. Innovative creative work and „„ “Introduction into professional Technical drawing Introduction into invention activities. activity” as a specialized technical and design engineering professional activity The subject area “Technology” is the subject (according to the specialization only mechanism to shape the technological in 10th-11th grades).

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project supervisors who would formulate competitions and contests in engineering Innovative Technology for Mass Training: workplace-related design and technological and art. However, the basic priority for tasks (cases, projects) and take part in pupils is to take part in All-Russian Pupil Case Study of e-Course “Mechanical Еngineering” development of joint research projects, Olympiad in Technology JuniorSkills, industrial initiatives and startups. regional youth contests and projects aimed Ural Federal University named after the first President of Russia B.N. Yeltsin Secondary schools should promote at developing design art, project thinking, S.А. Berestova, N.E. Misyura, Е.А. Mityushov active participation of pupils in various and entrepreneurial skills. The paper describes a course “Mechanical engineering” set up on the National Open Education platform. The course has a well-balanced system of authors’ solutions, special practice-oriented tasks that encourage students to learn and develop engineering thinking. The disguising features of the course are weekly-based structure that allows controlling students’ independent work, a practical-cognitive module, and The research is carried out within the framework of the governmental contract with the Ministry S.А. Berestova an interactive programming module. of Education and Science of the Russian Federation no. 2016-02.04-08-№79-F-8.03 “Research on developing of innovative teaching-methodological support in the context of implementation of the subject-oriented concept” Key words: e-course, open education, engineering thinking.

According to the current Federal universities when learning programme of Education Act [1], when implementing Bachelor’s or Specialist’s degree. The focus educational programmes the universities on engineering learning content is a path may use e-learning beyond the traditional that the course authors have chosen. The educational technologies. The State Prog- authors did not only use technical potential ramme of the Russian Federation “Education of the National Platform at the most, but also Development” for 2013–2020 [2] has changed the course content in many aspects N.E. Misyura determined the priorities of the state policy due to its filling in with practice-oriented in the higher education sector. Among problems. the major priorities there are introduction Designing the course to form the bases of open learning; wide application of for engineering thinking, the task was set information-telecommunication techno- to motivate students to use all the variety logies; ensuring information transparency of methodical innovations and potentials of education system for the society; of information-telecommunication techno- REFERENCES development of high-tech educational logies. For this purpose, modern electron environment. methodical content was developed in 1. Oreshkina, A.K. [i dr.] Podhody k modernizacii soderzhaniju i tehnologij obuchenija v The technologies and priorities a wide range of information formats: predmetnoj oblasti “Tehnologija” [Approaches to revicing content and teaching methods mentioned in the Act and described in the lectures and examples of problem solutions in the subject area “Technology”]. Shkola i proizvodstvo [School and industry]. 2016, State Programme reflect the international accompanied by visual materials of actual Е.А. Mityushov no. 8, pp. 14–18. (In Russ., abstr. in Engl.). trends of education development [3, 4]: mass process and phenomena; interactive 2. Mahotin, D.A. Tehnologicheskaja gramotnost' obuchajushhihsja kak rezul'tat obshhe- character and internationalization which learning manuals with comments of go obrazovanija [Technological literacy of pupils as a result of secondary education]. entails: changes in learning technologies incorrect solutions; theoretical test questions Profil'naja shkola [Specialized school]. 2015, Vol. 3, no. 2, pp. 8–15. (In Russ., abstr. in taking into account modern engineering and context problems on calculation of real Engl.). and social-humanitarian achievements; sig- constructions and mechanisms with a wide 3. Novikov, A.M. Postindustrial'noe obrazovanie [Postindustrial education]. Moscow: nificant transformation of lecture-seminar range of parameters; home assignments Egves, 2008. 136 p. (In Russ.). learning model; wide use of on-line courses; supported with stage-by-stage solution 4. Novikov, A.M. [i dr.] Metodologija: slovar' sistemy osnovnyh ponjatij [Methodology: dic- implementation of active learning methods. and stage-by-stage automated check; basic tionary of system basic notions]. Мoscow: Librokom, 2013. pp. 110–113. (In Russ.). With the launch of the National Platform projects including several course sections. 5. Mahotin, D.A. [i dr.] Sovremennye podhody k razvitiju tehnologicheskogo obrazovanija of Open Education openedu.ru there The pool of practice-oriented problems, v obshheobrazovatel'noj organizacii [Modern approaches to developing technological appears an opportunity for students to tests, home assignments, basic projects with education at schools]. Mir nauki, kul'tury, obrazovanija [World of science, culture, edu- transfer credits supported by a certificate videos of real processes and phenomena, cation]. 2015, no. 4, pp. 65–68. (In Russ., abstr. in Engl.). on the suggested on-line courses in Russian their sketches was formed. Multi-optional

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resource of testing and assessment chosen by the authors on the basis of their solutions provide harmonic continuous shift in the problems of engineering body’s materials was collected to perform weekly experience is focused on motivation of to the study of professional disciplines. equilibrium and motion; study motion of unbiased assessment of learning outcomes students’ learning activity to train them Apart from traditional teaching, the parts in typical machines and mechanisms; independently and automatically. Project- both for studying the profession and self- section of fundamental training is added determine kinematic characteristics of parts based technology was adjusted to e-learning education and self-development. The key with a module shown in fig. 2 to make it in the typical machines and mechanisms in using the basic project with implementing authors’ solutions are aimed at applied more practice-oriented. their motion; apply mathematical operations the authors’ research results into learning training to learn the world around, its spatial The potential of inversion is applied in generation and solution of equations activity including works of the course and quantitative relations. as a form of theory delivery. Fundamental describing equilibrium and motion of authors performed with students. A visual representation of cognitive- knowledge is either visualized by illustrating engineering bodies in terms of designed The concept of electron learning resource applied module connection with its real world processes and phenomena or mathematical models. development on “Engineering mechanics” traditional structure is given in fig. 1 showing illustration is followed by theory delivery. The methodical innovations are based on results from the existing problems in the students’ learning activity in the training Change in conception of mechanics teaching the teaching experience in one of the leading sphere of engineering training, namely, the process. Following the traditional integrated contributes to the increase in efficiency of universities, namely, Ural Federal University disbalance between stake-holders’ demands unity of learning form and content, the learning outcome achievement. named after the first President of Russia B.N. and potential of traditional engineering additional cognitive-applied module allows “Engineering Mechanics” course is aimed Yeltsin. In 2006, the authors of the course staff training in universities that, in most a student to be involved in motivated active at implementing educational programmes published the textbook [5] approved by cases, exists in implementing educational creative cognitive activity starting from for the profile of “Engineering and technical the RF Ministry of Education and Science. programmes based on the Federal State basic training. In this case, students are to sciences”. The course contains structured In 2011 the second edition of the textbook Standards of higher education. The need to develop individual work skills to acquire presentation of main concepts and principles was issued for Bachelor’s syllabuses [6], in confront those difficulties results in demand knowledge using different information of mechanics, description of numerical mo- 2012 – book of problems [7]. The authors for the transfer from traditional education sources: traditional textbooks, electronic delling techniques of engineering constru- have upgrade certificates including those of which can be compared to filling-in the textbooks, Internet resources, mutual ctions and typical models and mechanisms. on-line courses on mathematics, physics, repository with knowledge accompanied consultations, and teachers’ consultations. The course content is focused on students’ and mechanics on Coursera international by a set of exercise on brain jogging The context problems included in the preparation for learning other disciplines platform. The authors continue their towards active content interaction with course allow transferring the real world of the education programme profile. The professional development introducing the the realities of today’s world. Considerable processes and phenomena into numerical course considers equilibrium and motion concepts of modern engineering education progress towards the reforms of basic models with clear understanding of practice- of mechanical systems in combination with in learning process, for example, Conceive – engineering education can be made under oriented problem statement. The course mathematical rigor based on key concepts Design – Implement – Operate (CDIO). the condition of organic integration of problems (analysis of forces in bridge rods, and theorems of mechanics. Traditional The results of authors’ practical research best traditional practices with cognitive- jib crane construction, racers’ and pilots’ theory is accompanied by analysis of only are aimed at increasing the efficiency applied methods widely using information- overloading, positioning of laser lathe knife practice-oriented problems with construction of learning in the sphere of engineering of 2D and 3D analytical models. education. telecommunication technologies. with numerical programme control, etc.), After learning this course a student The technological means of increasing The reform concept of Bachelor and and particularly individual tasks of basic will be able to: describe equilibrium and the learning efficiency are provided by Specialist general engineering training project with the elements of real engineering motion of a single mass point, system of maximal using of tools on openedu.ru mass points, and a rigid body system using platform and potential for its filling-in with Fig 1. Traditional connections ( ) and new additional the key concepts, laws, and theorems of original software (interactive problems) on cognitive-applied module ( ) mechanics; construct 2D and 3D analytical “Engineering mechanics” course taking into models describing the equilibrium and account its specificity. movement of typical engineering bodies; The successful course completion is Real-world Problem select a numerical model to determine ensured by regularity of students’ work Sketch object actualization geometrical parameters and power loads and their active participation in on-line

Fig 2. Traditional forms of learning ( ) and new additional cognitive-applied module ( )

Numerical Problem Scheme Fundamental Illustration of real world model statement knowledge processes and phenomena

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discussion of specific challenges with each is related to a definite research object. The parameters were obtained from dynamic German Gref in his report told about on- other and with teachers. course contains only examples or problems problem solutions not included in the given line learning and education: “I generally When designing the on-line course in which model parameters correspond to its course, but providing the adequate image do not believe in on-line education of the on “Engineering mechanics”, the original physical meaning or engineering content. of engineering problem statement. The previous century. On-line learning has to be authors’ techniques aimed at potential of The means of modern information- examples are the selection of: steering angle radically changed. Now it is still the same openedu.ru platform were implemented in communicative technologies are widely of an automobile, automobile motion law as traditional one, i.e. we have transferred learning process. used in ‘student-learning material’ when doing a looping-the-loop, automobile traditional education into on-line. In our To make an emphasis on the key interaction. The special software is designed motion parameters along a highway, opinion, both the former and the latter…, learning concepts, differentiate learning to verify the accuracy of graph construction parameters of plane aerobatics operations are losers. On-line course will be used, process in terms of students’ level of skills, of a free solid body. As a result of intensive etc. Selecting the data for the problems set, but the learning content will be completely motivate students for regular learning, the interaction with the virtual environment the course authors sought for constructional, different and teaching methods will be learning material is equally divided into and interactivity, a student acquires the geometrical, technological, physical para- completely different. We need to change the chronological parts (weeks) according to its skills in graph construction (external forces meters in references, engineering literature, model of education”)1. workload and time consumption of doing and constrained forces) when performing patents, standards, in research journals and The launch of “Engineering mechanics” Internet. learning and monitoring tasks. There is a monitoring tasks. Solving the learning course on the National Platform of Open The course provides the connections uniform delivery of learning material and problems a student has a possibility to Education has shown its efficiency in with pre-requisites and co-requisites as well students’ study time per a week cycle. obtain a correct answer without limitation training second-year students of Ural as a unity of basic education. The earlier Motivation for cognitive-applied due to the developed automated system Federal University. At mid-year exams acquired knowledge on many natural and learning activity is supported by the and work with comments of possible error the students’ performance indicators far content of theoretical learning material register. The designed software is used to engineering disciplines is organically built in exceeded similar indicators of the previous with the illustrations of purely practice- present kinematic magnitudes graphically. the course. Besides, the possibility of using the year. The examination of electronic learning oriented content presented by video of real To develop student research skills and information in post-requisites is described. (table 1) took place on-line with personal processes, animations, photos, and sketches engineering thinking, the on-line course The examples are skills used in generating identification without direct teacher’s of engineering bodies that precede the comprises a basic project of simulation curves, differentiation and integration of participation in examination. problem statement. The research problem model development of a real engineering composite functions, engineering graph The main result is radical changes of parameterization is carried out with specific body. Problem statement of the project skills in pictorial projection construction, content and form of traditional material consideration of the range of possible changes can vary in compliance with educational physical knowledge of common concepts delivery on mechanics. For educational in geometrical, physical, constructional, programme profile. The basic project is of speed and acceleration, competence and engineering characteristics of real performed step-by-step during several of using information technologies, such as programmes of “Engineering and technical engineering objects and processes with weeks. The final stage of basic project 3D-modeling, motion animation, transfer sciences” profile “Engineering mechanics” their participation. This approach provides implies students’ independent assessment of from mathematical model to process prog- course lays the foundation for achieving the the shift in students’ minds from solution their creative section. ramming, use of on-line calculators in engi- learning outcomes of engineering modules templates and fragmented information The course implementation has shown neering calculation and on-line tools to plot [8], which involves interdisciplinary towards integrated perception of real that a teacher can supervise the class of 500 graphs of the function parametrically set, etc. project [9] and demonstrates the unlimited problems with the focus on engineering tasks students owing to students’ involvement In January, 2016, at the Gaidar Forum potentials of on-line techniques. within the basic training. Context problems into tutorial activity. and creative tasks are included into basic To scale-up the monitoring and Table 1. The number of students taught by different methods projects that, together with possibility of individualize their performance, a data training individualization, promote the selection system was developed for control- students to actively search for additional assessment materials. Nearly unlimited Students of on-line UrFU traditional UrFU electronic information, simulation and full-scale variability of control-assessment material course, 2015 learning, 2014-15 learning, 2015-16 modeling, learning the world, its spatial and is achieved through the software designed quantitative relations. Each task is aimed at to change parameters by means of built- The total number of 517 323 186 development of practical skills in numerical in randomizer. In this case, the changes in students calculations using developed mathematical variable parameters are defined by analysis Students with high models with assessment of error output of real processes and phenomena, the learning outcomes 292 213 179 that envisages calculations using scientific mathematical models of which have been calculators. To apply the results of problem developed. It also relates to geometrical solution into further practice, a student is to parameters, kinematic, dynamic, and other 1 The Gaidar Forum. 2016:report by German Gref URL: https://www.youtube.com/watch?v=Tkj3sE492To choose a unit system which, in each case, magnitudes. In some cases the model

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Monitoring Math Competency of IT Students

Tver State University S.M. Dudakov, I.V. Zakharova

The paper studies a method to develop testing and assessment materials, which is based on splitting “classical” parts of mathematics into smaller disciplines. It reveals the opportunities of the method in terms of competency-based approach.

Key words: competency approach, testing and assessment materials.

S.M. Dudakov within other disciplines but rarely used in Introduction professional activities. Competency approach implemented The incorporated disciplines are REFERENCES into educational standards challenges many interrelated: either one discipline follows the education programme designers. One of other discipline or they are mutually influence 1. Ob obrazovanii v Rossiiskoi Federatsii [Elektronnyi resurs]: fe-der. zakon ot 29 dek. 2012 g. the challenges is competency mapping and each other. In this latter case, the contents of № 273-FZ. [On education in the Russian federation]. Moscow, 2012. 404 p. URL: developing relevant testing and assessment two disciplines are interdependent, which http://minobrnauki.rf/documenty/2974/file/1543/12.12.29-FZ_Ob_obrazovanii_v_Rossi- materials, which can be used at each stage. challenges programme and curriculum yskoy_Federatsii.pdf, (Accessed: 19.12.2016). This paper describes how to overcome this design. A typical example is mathematical 2. Gosudarstvennaya programma Rossiiskoi Federatsii «Razvitie obrazovaniya» na 2013– challenge and simultaneously solve many logic and algorithm. On the one hand, 2020 gody [Elektronnyi resurs]: utv. rasporyazheniem Pravitel'stva Ros. Federatsii ot 15 other tasks and difficulties, which education fundamentals of both disciplines can be maya 2013 [State Program of the Russian Federation ‘Development of Education’ ap- programme designers normally face. taught independently, but if to go deeper, I.V. Zakharova proved by the Government of the Russian Federation]. №792-р. [Moscow, 2013].700 p. Mathematical disciplines for IT students one can see that these disciplines are URL: http://minobrnauki.rf/dokumenty/3409/file/2228/13.05.15-Gosprogramma-Razviti- Training high-qualified IT professionals ye_obrazovaniya_2013-2020.pdf, (Accessed: 19.12.2016). is impossible without profound mathematics strongly connected and can be taught as 3. Livanov D.V., Volkov A.Ye. Stavka na novoe soderzhanie [Elektronnyi resurs]. Vedomosti education. Unfortunately, in the Russian one subject. However, this method does [Bulletin]. 2012. № 3179. URL: http://www.vedomosti.ru/opinion/articles/2012/09/03/ language we still lack an appropriate term not always work and a dozen of disciplines stavka_na_novoe_soderzhanie, (Accessed: 19.12.2016). to call this section of mathematics. English can never be taught as the only one. The 4. Konanchuk D., Volkov A. Epokha «Grinfilda» v obrazovanii [Epoch of ‘Greenfield’ in ed- “Computer Sciences” can be interpreted in probable decision is to teach several ucation] [Elektronnyi resurs]: SEDeC; Center of education development of Moscow Man- different ways – either literally or transforming subjects simultaneously, but this is quite agement School SKOLKOVO (SEDeC). Skolkovo, 2013. 52 p. URL: http://www.skolkovo. into “theory of IT”, “IT fundamentals”; “math challengeable in practice. Another option is ru/public/media/documents/research/education_10_10_13.pdf, (Accessed: 19.12.2016). fundamentals for IT”, etc. Nevertheless, to split the discipline into smaller sections, 5. Mityushov Е.А., Berestova S.A. Teoreticheskaya mekhanika: ucheb. [Theoretical me- one can identify the key subfields which which can be taught in different time. First, chanics]. Moscow: Akademia, 2006. 320 p. are consistently incorporated into this fundamentals, which are essential for other 6. Mityushov Е.А., Berestova S.A. Teoreticheskaya mekhanika: ucheb [Theoretical mechan- mathematical course: different areas of disciplines, are taught, and later it is possible ics]. 2-е izd. Moscow: Akademia, 2011. 320 p. discrete maths (theory of graphs, theory of to go deeper. However, the problem is that 7. Belayeva Z.V., Berestova S.А., Denisov Yu.V. et al. Teoreticheskaya mekhanika v prim- Boolean functions, theory of coding, etc.), by the time, when the subject is learned in erakh i zadachakh [Theoretical mechanics in examples and problems]. Mityushov E.A. formal languages and automata theory, detail, students will have already forgotten (eds.). Moscow: Akademia, 2012. 176 p. mathematical logic, algorithms, some some of the fundamentals, and the teacher 8. Berestova S.A. Proektirovanie obshcheinzhenernogo modulya programm proizvodstven- topics of general algebra. Other disciplines and students have to spend extra time no-tekhnologicheskogo bakalavriata [Project of general-engineering module of produc- incorporated into this course are optional revising. tion-technology Bachelor programs]. Inzhenernoe obrazovanie [Engineering education]. and depend on a particular education Another challenge is to motivate 2014. № 14. P. 100–105. programme, for instance, calculus of student to learn theoretical subjects. It is no 9. Rebrin O.I., Sholina I.I., Berestova S.A. Interdisciplinary project for Bachelor Enginee- probabilities or numerical mathematics secret that many students want to quickly ring Program [Electronic resource]. Sharing successful engineering education experienc- (see [1, 2]). Other mathematical subfields, acquire professional skills without learning es: 10th Int. CDIO Conf., Barcelona, Spain, June 16–19, 2014: Proc. Barselona, 2014. if included, are regarded as supportive fundamentals. It is particularly true for the [9 p.]. URL: http://www.cdio.org/files/document/cdio2014/14/14_Paper.pdf, (Accessed: (for instance, calculus), since relevant first year students due to the decreased level 12.12.2016). knowledge and skills are also developed of training at schools and no occupational

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guidance for school children. And here one Development of Assessment Materials which can be represented as a graph of „„ To prove that the definite language is faces the same challenge again: on the one Testing and assessment materials for the competency (or its element) development. not regular. hand, it is logical to start with fundamentals model given above are similar for different Let us consider several cases. One 2. Intermediate level, Programming and then pass to practical application, subjects since the concepts are often the of Bachelor’s competencies within Language and Rendering Methods - tasks on but on the other hand, IT students have same and students have an opportunity to professional profile 02.03.02 is PK–2: an designing lexical and syntactical analyzers, low motivation for studying theory and revise the material studied. ability to comprehend, develop, and apply the simplest context-free grammars and sometimes possess insufficient background Moreover, this contributes to up-to-date mathematical tools, concepts, nested stack automata: knowledge of math. To solve this problem, resolving one of the tasks which an and methodologies, international and „„ To design grammar for the definite one can follow the ways mentioned above: education programme designer faces professional IT standards. This competency programming language. unite several subjects within one discipline, within competency approach (see [3]). is complicated enough and implies studying „„ To design a lexical analyzer. „ study several subject simultaneously, or Competency mapping is an essential stage in a lot of materials. Let us describe how to „ To design a syntactical analyzes. monitor the development of the ability to 3. Intermediate level, Formal languages study the same subject several times (at designing education programme within the comprehend, develop, and apply up-to-date and Automata Theory – tasks implying different levels). competency approach. This map describes mathematical tools, one of the elements specific knowledge about languages and We suggest using the model shown in each competency elements and learning within the given competency. their properties: fig. 1 (see also [1]) but do not go as far stages. Testing and assessment materials The section devoted to formal grammar „„ To design grammar, equivalent to the as stating that it is ideal. As one can see, are designed to monitor competency and automata is repeated within the model given one, in strong Greibach normal Discrete Mathematics and IT Fundamentals development at every stage. The suggested at least five times: form. are introductory courses and provide only model implies that within each section there „„ learning fundamental concepts in „„ To prove that the given language is not basic knowledge, which students can are tasks at different levels of complexity “Discrete Mathematics”; context-free. deepen over the following years of study. (from elementary to more complicated), „„ application of grammars and 4. Advanced level, Algorithms and automata for description of a Complexity Analysis – tasks on designing Fig. 1. Dependence between IT fundamental disciplines programming language and rendering efficient text processing algorithms: in “Programming Language and „„ To design a string-matching automaton Rendering Methods”; based on Morris-Pratt algorithm. Theory of IT: „„ advanced level course “Formal „„ To implement linear-time algorithm for Discrete mathematics Fundamentals languages and Automata Theory”; a two-way nested stack automaton. „„ application of automata for text 5. Advanced level, Computational processing in “Algorithms and Linguistics: Fundamentals – tasks on Complexity Analysis”; designing grammars more complicated than Mathematical logic Programming Language „„ application of context-sensitive context-free ones: and algorithms and Rendering Methods grammar for automatic analysis and „„ To design dependency categorial language processing in “Computational grammar for the definite language. Linguistics: Fundamentals”. „„ For the definite language, to design This example shows that courses the grammar which does not parse Formal languages providing theoretical knowledge on formal expressions. and Automata Theory grammars and automata interchange with Let us consider another example those implying practical application of the involving formal algorithm and calculation. Theory of Models: knowledge obtained. Once again, it is the section that students Fundamentals The relevant testing and assessment face several times: materials allows monitoring the level of „„ Theory of IT: Fundamentals – the Algorithms and formal language competency development: simplest models of programming Complexity Analysis 1. Basic level, Discrete mathematics – languages (structured, functional, etc.) Databases simple tasks on designing finite-state and their equivalence, some experience machines, regular expressions, and the in computational complexity. simplest properties of regular languages: „„ Discrete Mathematics – Turing machi- Computational Linguistics: „„ To design a finite-state machine nes and model simplification, as well Fundamentals recognizing the definite language. as undecidable problems. „„ To design a regular expression „„ Mathematical logic and algorithms – describing the definite language. review on mathematical modelling,

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algorithms, and their properties, „„ Discrete Mathematics – first insight returns all elements with the definite Conclusion fundamentals of the theory of recursive into languages of propositional and properties. We have considered opportunities and recursively enumerable sets, predicate logic at the semantic level. „„ To prove that it is impossible to describe which arise from splitting big educational sections into smaller parts studied at complexity classes. „„ Mathematical logic and algorithms – the definite property in relational „„ Algorithms and Complexity Analysis – different time. This strategy allows education more difficult programming languages, algebra without a fixed-point operator. different calculation models to design formal inference, interconnection programme designers to overcome both an efficient algorithm, complexity between logic and calculating. typical challenges and those faced within classes (studied earlier) for task „„ Theory of Models: Fundamentals – competency approach. analysis. complex concepts linking syntax and This sequence enables developing PK-2 semantics in programming languages. competency in terms of another element – „„ Databases – application of Progra- decidability and computational complexity: mming Language Theory in query 1. Basic level, Theory of IT: Funda- parsing. mentals – tasks on designing algorithms in Let us describe the stages in development different languages and their transformation: of PK-2 competency in terms of program- „„ To design a structured programme for ming languages: the given task. 1. Basic level, Discrete Mathematics – „„ To transform a structured programme tasks on knowledge representation in into a functional one. programming languages, simplest trans- 2. Basic level, Discrete Mathematics – formations: tasks on algorithm transformation and „„ To determine the formula of predicate the simplest tasks involving undecidable logic describing the definite properties problems: of the entity. „„ To demonstrate that in any Turing „„ For the definite propositional logic, to machine it is possible to eliminate design the truth table, conjunctive and operations preventing the machine disjunctive normal forms, Zhegalkin from moving its head. polynominal. „„ To prove that the problem of reachable 2. Intermediate level, Mathematical state for Turing machine is undecidable. logic and algorithms – tasks on inference 3. Intermediate level, Mathematical logic and algorithms – tasks on designing different and modelling: „ types of algorithms, their transformation, „ To obtain the definite computation REFERENCES undecidable problems, computational sequence. complexity: „„ To define the distributive law in Peano 1. Zakharova I.V., Dudakov S.M., Yazenin A.V. O razrabotke primernogo uchebnogo plana „„ To design a definite partially recursive axioms. po UGNS “Komp'yuternye i informatsionnye nauki” v sootvetstvii s professional'nymi function. „„ To enrich algebraic system so that the standartami [On the development of curriculum on UGNS “Computer and Information „„ To design a counter machine for this definite formula will be true. Science” in accordance with professional standards]. Vestnik Tverskogo gosudarstven- function. 3. Advanced level, Theory of Models: nogo universiteta. Seriya: Pedagogika i psikhologiya [Bulletin of Tver State University. „„ To prove that the definite set is m-full. Fundamentals – task on connection between Pedagogy and Psychology], 2016, no. 2, pp. 84–100. (In Russ., abstr. in Engl.). „„ To design a cellular automaton syntax and semantics: 2. Zakharova I.V., Dudakov S.M., Yazenin A.V. O razrabotke magisterskoi programmy po recognizing the definite sign taking „„ To prove that the definite property UGNS “Komp'yuternye i informatsionnye nauki” v sootvetstvii s professional'nymi stand- time linear in input size. of the entity fails to be described by artami [On the development of Master’s programme on UGNS “Computer and Informa- 4. Advanced level, Algorithms and Com- universal formulae. tion Science” in accordance with professional standards]. Vestnik Tverskogo gosudarst- vennogo universiteta. Seriya: Pedagogika i psikhologiya [Bulletin of Tver State University. plexity Analysis – tasks on computational „„ To identify 1-types in the definite Pedagogy and Psychology], 2016, no. 3, pp. 114–126. (In Russ., abstr. in Engl.). complexity: system. 3. Zakharova I.V., Dudakov S.M., Yazenin A.V., Soldatenko I.S. O metodicheskikh aspek- „„ To prove that the problem is NP- 4. Advanced level, Databases – tasks on takh razrabotki primernykh obrazovatel'nykh programme vysshego [Developing exem- complete. composing queries by means of relational plary education programmes for higher professional education: methodological aspects]. One more example of information algebra and inexpressibleness: Obrazovatel'nye tekhnologii i obshchestvo [The Journal of Educational Technology & repeated is knowledge about logic „„ To build a query in relational algebra Society], 2015, vol. 18, no. 3, pp. 330–354. (In Russ.). programming languages: with fixed-point operator, which

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Concurrent Engineering Approach Fig. 1. Alteration of nature of engineering activities to Teaching Fundamentals of Geometry

and Graphics in Higher Engineering School Marketing Disposal analysis and Recycling Kazan National Research Technical University named after A.N. Tupolev - KAI (KNRTU-KAI) Design and Technical Support E.V. Usanova Development Services The paper proves the efficiency of teaching fundamentals of geometry and graphics Product Pre-production data base Operation in the context of concurrent engineering and provides the results of problem- and activities E.V. Usanova project based team work performed by students within the scope of blended learning programme. Educational resources of the course comprise materials for declarative Implementation learning (educational tools based on GDP – PPT animation, logical schemes with Supply frames, videos) and procedural learning (CAD-systems, graphic tests, different level tasks). Production Storing Testing and Quality Key words: blended learning, learning fundamentals of geometry and graphics, graphic Control means of presenting information, problem-based modular learning, project-based method, team work. a) PLM – sequential

Marketing Disposal Technical Implementation based education was more or less acceptable, analysis and Recycling Support Services and Operation 1. Introduction engineers working in CE/PLM should possess In the sphere of high-tech mechanical knowledge, skills, and abilities (KSA) essential engineering, transition to concurrent Experts for multi-aspect, and what is more important, Production engineering (CE) based on PLM software integrated polytechnic thinking (fig. 1, b). Design Engineering tasks (Product Lifecycle Management) alters the As a result, technical university graduates are resolved simultaneously: Supply nature of engineering activities, especially educated within the frame of discipline-based - design, in terms of design and development. The curriculum fail to be properly pre-pared for - development, foundation of CE rests on the principles of professional activities in CE/PLM. An urgent - engineering analysis, Pre-production concurrent design, manufacturing, and PLM, issue today is how to train new generation of - production effectiveness, activities which are implemented through integrated - testability, design engineers able to create a competitive cooperation and simultaneous resolving of - ergonomics and design, product in CAD-systems. To develop the yes different tasks by the team of designers and - operational reliability, required design engineering competencies, it experts. In СЕ/PLM, the integrated CAD/CAE/ Cost Estimation - prototype design, Are the tasks CAM-systems create particular design media, is necessary to reform the system of teaching and Pricing - actual price, etc. resolved? and the model designed in CAD-systems is geometry and graphics (TGG), which are fundamentals of DE. an integrating digital product, which reflects redesign no interaction with all the elements and ensures 2. Systemic integration to ensure graphic communications in enterprise digital consistency in teaching geometry and media (EDM) over the product lifecycle. The graphics b) СЕ/PLM – simultaneously activities of the design engineer in EDM are The geometry and graphics curriculum be integrated to increase students’ intelligence professional component aims to develop multifunctional and imply not only different is to be integrated on the basis of graphic types of activities, but also using principally software, and this is an essential criterion to and develop polytechnic mentality, so that geometry and graphics competencies different goal pursuits and strategies in resolving set the goals, select and structure the content they can be efficiently applied in DE and essential for all engineers, while the goal of design tasks. Digital media used in CE/PLM for of the curriculum in accordance with social related fields. the design component is to improve the skills design engineering (DE) alters its approaches and professional requirements to engineers TGG focused on CE/PLM can be split specific for a particular programme. Persistent and techniques, which should be considered within CE/PLM. The curriculum components into two principle components – general IT development inevitably leads to alterations in engineer training. If for sequential flow of aimed to improve cognitive and practical professional and design ones, the former in TGG: content, forms, methods, techniques, PLM-cycle (fig. 1, а) traditional discipline- skills important in professional context should being basic for all programmes. The general means, and staff. Let us take a closer look

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at discussing a case study of TGG general educational activities, with stimulating self- optional parts, the latter being connected with videos) and procedural learning (CAD- professional component. study in different forms of e-learning: updating information and programme profile. systems, graphic tests, different level tasks). 2.1. Teaching techniques. When tea- under the teacher’s supervision (class The module structure includes: In terms of the content, the course includes ching fundamentals of geometry and graphics hours); „„ programme of actions given as education such modules as “Technical drawing and in the context of CE/PLM, IT implementation completely individually (virtually); goals; GDP fundamentals”, “Industrial Design: is far-reaching and implies graphical data individually but with a teacher „„ educational materials and support Fundamentals” (fig. 3). CAD-systems allow presentation (GDP) and using CAD-systems consulting (blended learning: class work structured in the form of education one to resolve the tasks of shape generating in e-learning. Today, they are commonly and virtual learning based on LMS). components; taking into account design principles. used both in Russia [1, 2, 3, 4] and abroad According to the European University „„ assessment and self-assessment tools for The module “Assembly Unit Modeling [5]. TGG based on IT transforms the structure Association (EUA), in 2013 the most preferable each module. and Part Design” implies problem- and of traditional education, intensifies learning form of e-learning (91%) was blended learning 2.3. TGG in E-Learning: Forms, project-based learning in teams [8]. The process and increases the level of knowledge (46%) [7, p. 26]. Methods, Tools. Methodological approach, module is designed for the first year students acquisition. It is noteworthy that an increase in 2.2. Geometry and Graphics Funda- which the key principles of TGG depend on, (second semester), and since the students students’ intelligence is not restricted to greater mentals: Content. The priority in selecting is based on the system of approaches (activity- lack professional knowledge at the current volume and better quality of the knowledge and structuring materials for TGG is to develop based, competency-based, systemic, etc.), education stage, education is provided in acquired. Compared to traditional education, basic level competencies essential to perform concepts and didactic principles, with due the form of the role-play. The range and students develop alternative cognitive skills, professional activities in CE/PLM and to regard to psychological mechanisms of KSA distribution of roles depend on the problem diverse the way of thinking, alter the system of continue education in DE using professional acquisition. In e-learning interaction between set, which can be either analogue (in terms logical operations and mental activities. software. The goals of basic level training are teachers, students, and online courses implies of unit type, shape complexity, assemblage The basic competencies in geometry and as follows: equal cooperation. Students are free in and methods, etc.) or heuristic (correcting the graphics are developed through active forms of „„ to develop abilities for analysis and responsible for the choice of learning path: if shape of the assembly unit part, new shape team and individual work based on problem- synthesis of geometrical shape; necessary, students can even design individual generating, etc.). The focus is on self-study based modular learning (PBML) and using GDP „„ to prepare students for self-education learning paths. in 3D solid modeling and team work, which and CAD-systems. The problems designed and work with on-line self-study Fig. 3 shows experience of KNRTU- allows using knowledge of different levels to initiate cognitive educational activities and programmes to learn different ways of KAI in TGG fundamentals focused on develop the skills of assembly unit modeling. affect the students’ intelligence. Moreover, shape generating and annotating design blended learning, designed on Black board TGG based on blended learning is particularly PBML in education ensures intradisciplinary documents using CAD-systems; learning platform, and comprising integrated efficient, which can be proved by the case- „ and cross-disciplinary connections. „ to prepare students for team and indi- educational modules. study of the Institute for Automation and The curriculum content structured in vidual work aimed to resolve DE tasks. Educational resources of the course Electronic Instrumentation (IAEI), KNRTU-KAI modules and concentrated in GDP forms, The educational course is regarded as a comprise materials for declarative learning (fig. 4). which are developed to reach the teaching tool for self-development and the content is (educational tools based on GDP – PPT Team work broadens the scope of goals, allows one to perform the activities as presented in modules based on: animation, logical schemes with frames, tasks increasing students’ intelligence and follows: „„ visual aids in representing educational to timely design multi-path education materials; process integrating modules or diversifying „„ integrated educational process, Fig. 2. Structure of modular learning programme used for TGG the content; sequential stages, and practice-oriented MG – main goal, IG – integrating to give the educational material in content; modules with some didactic elements in „„ basic notions and methods being key Module 1 EC-1.1 GDP abridging the materials and reducing components of the content structure; EC-1.2 the number of class hours to approximately „„ consistent and coherent materials; IG 1 ...... 33–14% in a way that does not have any „„ focus on self-study. EC-1.m impact on intensity of perception or quality of Modules are based on systemic analysis knowledge acquisition [6, р.81]. Within each of conceptual framework of geometry and Module-based programme – module, this allows focusing on practical tasks graphics, which allows one to identify key Module 2 EC-2.1 Module complex during class hours and over the time given for concepts, select the materials essential for the EC-2.2 IG 2 ...... individual work; module, avoid repetitions within the course MG to ensure monitoring within each module, and in the related disciplines. EC-2.m which, in its turn, secures reaching the Fig. 2 shows the structure of the modular educational goals; learning programme used for TGG. Module n EC-n.1 to adjust education process to students’ The integrating goals of modules (fig. 2) EC-n.2 needs and abilities, which stipulates self- contain particular goals, which can be IG n ...... education at one’s own pace; reached using educational tools. The module EC-n.m to focus on consulting and coordinating content comprises basic (permanent) and

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Fig. 4. Basic geometry and graphics competencies: development patterns Fig. 3. TGG: education process

IAEI groups (academic year 2014/2015) Teaching fundamentals of geometry 50.00 45.8 45.8 47.1 and graphics: programme 44.1 44.0 42.7 38.2 and recommended practice 40.00 30.5 30.00 23.7

Rating Plan 20.00 13.2 14.7 10.2 10.00

s Module 1. Geometric simulation: 0.00 Entry test Percentage of students, % high mid-level low high mid-level low e fundamentals m e Development patterns of basic geometry and graphics competencies Web forums s Module 2. Technical drawing Theoretical materials and chats t and GDP fundamentals Beginning of experiment End of experiment e r Module 3. Industrial Design: Online self-testing Control groups Experimental groups Online consultations 1 Fundamentals Practical classes Reports Module 4. 3D solid modeling on activities in VV s and parameterization REFERENCES e Practice and Exercises m e Module 5. Connections s Graphical tasks 1. Abrosimov S.N., Tikhonov-Bugrov D.E. Proektno-konstruktorskoe obuchenie inzhenernoi t Module 6. Assembly unit modeling for self-study grafike: vchera, segodnya, zavtra [Design and engineering training in engineering graphics: e and part design r past, present, future]. Geometriya i grafika [Geometry and graphics], 2015, vol. 3, no. 2, Exit test 2 Module 7. Schemes pp. 47–57. (In Russ., abstr. in Engl.). 2. Gornov A.O., Usanova E.V., Shatsillo L.A. Bazovaya geometro-graficheskaya podgotovka responsibility in taking decisions. Problem- caused by the factors as follows: na osnove 3D-elektronnykh modelei [Basic geometry and graphics training on the basis of and project-based learning makes it possible „„ high potential of cooperative creativity 3D electronic models]. Geometriya i grafika [Geometry and graphics], 2014, vol. 2, no. 3, pp. 46–52. (In Russ., abstr. in Engl.). to train a team of design engineers and due to graphical techniques applied in 3. Guznenkov V.N. Geometro-graficheskoe obrazovanie v tekhnicheskom universitete [Ge- develop project mentality from the first stage information visualization and active of TGG. Since CAD-systems secures better ometry and graphics in higher technical school]. Alma mater (Vestnik vysshei shkoly) [Alma learning: project-based learning, team quality in less time, their use for 3D-modeling Mater (High School Herald)], 2014, no. 10, pp. 71–75. (In Russ., abstr. in Engl.). and application of GDP in blended learning work characterized by high level of 4. Usanova E.V. Kompleksnoe primenenie media-tekhnologii i CAD-sistem v geometro-gra- are indisputably beneficial. individual responsibility, online and ficheskoi podgotovke studentov [Composite application of media technologies and CAD 2.4. Staff Assistance. Besides scien- off-line communication between the systems in geometrical and graphic training of students]. Geometriya i grafika [Geometry tific and methodological rationale, imple- teacher and the student within the scope and graphics], 2013, vol. 1, no. 1, pp. 63–67. (In Russ., abstr. in Engl.). 5. Tominaga H. et al. A research of multimedia teaching materials for 3-dimension cad edu- mentation of graphic IT is inseparably of educational process; cation [Electronic resource]. Proc. 16th Int. Conf. on Geometry and Graphics, Innsbruck, connected with “staff training and retraining” „„ tight presentation of materials, tests, [9, p. 50] in the spheres of didactics and IT 2014, pp. 1048–1054. URL: https://www.uibk.ac.at/iup/buch_pdfs/icgg2014.pdf (Accessed and quick assessment in each module. development in education. IT penetration 12.12.2016). The students are engaged in cognitive in TGG (the use of GDP and CAD-systems) 6. Usanova E.V. Povyshenie effektivnosti bazovoi geometro-graficheskoi podgotovki v tekh- is also associated with some psychological activities, which are connected with nicheskom vuze [Improving the efficiency of the base geometry-graphic preparation in particularities, which can be efficiently used reflection on and review of the studied technical universities ]. Kazanskii pedagogicheskii zhurnal [Kazan pedagogical journal], in educational process. The teachers should information, as well as practical 2015, no. 4, pp. 78–82. (In Russ., abstr. in Engl.). 7. Gaebel M. et al. E-learning in European higher education institutions [Electronic resource]. exploit the didactic potential of IT tools and application of the acquired knowledge; Brussels, 2014. URL: http://www.openeducationeuropa.eu/sites/default/files/news/e-learn- develop students’ intuitive reasoning, image „„ educational process within each module ing%20survey.pdf (Accessed 12.12.2016). thinking, and other rewarding professional can be controlled by the teacher and qualities important for engineers working in 8. Usanova E.V. Formirovanie bazovogo urovnya geometro-graficheskoi kompetentnosti v adapted to the individual needs of the CE/PLM. elektronnom obuchenii [Formation of the basic level of geometry and graphics competence Conclusion student, who can design an individual of students in e-learning]. Geometriya i grafika [Geometry and graphics], 2016, vol. 4, no. The synergetic effect of using GDP and learning path. 1, pp. 64–72. (In Russ., abstr. in Engl.). CAD-systems in problem- and project-based All together, these factors ensure high 9. Solovov A.V. Elektronnoe obuchenie: problematika, didaktika, tekhnologiya [E-learning: modular learning on the efficiency of TGG is quality of TGG fundamentals. topics, didactics, techniques]. Samara: Novaya tekhnika, 2006. 464 p.

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Towards General Developmental Curriculum school level at the time when schoolchildren languages such as C/C++, Java, C# and etc. develop their preferences in future job Simple syntax and all basic data structures “Fundamentals of Mathematical Engineering Modeling” choice. built in language allow more attention to All these facts condition the urgency of practical study of the course theoretical Tver State University developing additional general educational concepts without much waste of time for I.S. Soldatenko, S.V. Sorokin, I.V. Zakharova, O.N. Medvedeva and developmental programmes [1-4] tools. Lobachevsky State University of Nizhny Novgorod focused on pupils’ involvement in One more feature is application of O.A. Kuzenkov engineering art, development of constructive project-based technique that allows thinking, and, as a consequence, motivation developing skills of team project work: pupils An innovative general developmental curriculum is suggested for extra school training. for future engineering job. are divided into groups of 2-3, each group It has been developed within the framework of the Russian Education Ministry The current article describes the performs one of the suggested projects. At assignment aimed at establishing nation-wide practice-oriented science and technology I.S. Soldatenko result of such work in the form of the end of the course the project results are I.V. Zakharova clubs for engineering creativity. Distinctive features of the curriculum are project-based developmental curriculum “Bases of presented for defense. All project tasks are learning and an emphasis on mathematical modeling in design and engineering. The mathematical engineering modeling” for divided according to the complexity level purpose of the programme is to promote the engineering profession and education in additional general education. The goal of that enables to take into account children’s the country, develop the bases for engineering thinking of a new type in upper form the curriculum is to promote engineering age and individual characteristics. pupils. This type of thinking is required to solve the problems of the new generation jobs and engineering education in the Course content associated with intelligent control, artificial intelligence and other issues commonly country, decrease the graduates’ withdrawal The whole course is logically divided into known as “Future Engineering”. studying at engineering departments to four parts, each of which deals with definite other specialities, as well as senior pupils’ modeling level whose complexity increases Key words: engineering modeling, construction, future engineering, mathematical acquisition of engineering thinking bases from part to part. The first part is the very first modeling, general enrichment educational programme. of new type, necessary for a contemporary step in learning modeling, i.e. simulation of engineer to solve the problems of new physical processes. These are the simplest generation related to intellectual control, and visual examples allowing pupils to O.A. Kuzenkov O.N. Medvedeva fuzzy intellectual systems, soft computing, artificial intellect, and other issues of “future understand what modeling is and why it is Introduction bioinformatics, etc. engineering”. needed. The second part is concerned with At the moment the specialists of The training of such new type engineers The novelty of the curriculum consists traditional modeling of physical processes engineering profiles with new research should be started as early as at the school in the fact that it relies on the issues of based on the simplest differential equations thinking are increasingly in demand in age. The first thing that should be taught mathematical modeling: from the simplest aimed at solution of practical problems. Russia. Simultaneously, due to penetration for future engineers is bases of engineering questions of physical process modeling Mathematical tools used in this part are of engineering and technology in all spheres modeling, since modeling and design are based on ordinary differential systems to the adapted for the school level: all models are of human life, the problems solved by an basic skills of any engineer that contribute to issues of complex process and phenomena built on the bases of ordinary differential engineer are continuously becoming more practical learning about the world, develop modelling of stochastic and fuzzy nature equations of the first order which solutions complicated. A modern specialist is required engineering thinking, stimulate for creative using corresponding mathematical tools of are made by the Euler-Cauchy method. not only to know some information, but, self-development, and, are, subsequently, possibility and probability theories, elements The third part considers modeling of more first of all, be able to use it in solving non- a factor for professional advancement. In of intellectual control based on evolutionary complicated processes which cannot be S.V. Sorokin standard problems, which have not been this condition, mathematical and closely algorithms, neural network, and fuzzy-logic analytically described, and work on the explicitly taught within the university study connected with it computer modeling used controllers. “secret box” principle whose behavior can as they are cross-disciplinary. for solving engineering problems have The curriculum content is adapted for be evaluated only by some external signs For example, rapid research development become one of the key components in senior pupils who have already got familiar of their functioning, where one needs to th of the 20 century in the sphere of artificial engineering modeling. with the bases of integral and differential use simulation modeling. Finally, the fourth intellect resulted in a new type of problems Despite the growing demands of labour calculation and have basic knowledge of part is concerned with intellectual modeling requiring an engineer not only to have market for engineers of new generation, algorithm development and programme of complex processes and phenomena, basic engineering education, but also applicants still prefer to enter juridical, writing in one of the structured programming where the elements of artificial intellect profound mathematical training necessary economic, and managerial departments. languages. (evolutionary algorithms, fuzzy systems, and to understand fundamentally new concepts, Therefore, one of the principle problems The distinguishing feature is training soft computing) are used. such as: intelligent control (for instance, faced by the government today is to promote based on one of the most common The course is structured into two in design problems of so-called “smart physics-mathematical, engineering and programming languages – Python which is parts. The former deals with engineering house”), possible issues of artificial intellect, natural science education. This problem is free, simple to install and study, and keeping mathematical modeling, design, project- software engineering, robotic technology, also necessary to be solved as early as at the up with expressive power of modern based approach itself. This part takes 36

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hours, within which pupils learn project- Design environment. Language syntax. chooses a project. Before the middle of the before obstacle. The project goal is to study based technique performing simple projects Object-oriented and dependent-chance course the subgroups develop their topics at and develop non-trivial system (Python in graph simulation of physical processes. programming. the practical classes, at the end of the course programming) based on modern intellectual In addition, pupils also learn to present the Practice (4 h.): Installation. Learning there is a presentation of study projects. At models and methods allowing solution of project results in the form of PP presentation language and design environment. Python the theory classes more complex modeling logically completed engineering problem. at the end of the first half course. language syntax and key structures. Doing based on differential equations is studied. Practice (16 h.): Pupils subgroups The second part deals with the problems exercises. SimpleGUI user’s interface The subgroups finishing work before the choose the projects and work at them at the of engineering modeling (design), i.e. design. Simplest geometrical drawing on a deadline have a possibility to complicate practical classes up to the course end. The development of nontrivial systems based canvas. their projects by adding dynamics described theoretical classes review different methods on modern intellectual methods enabling Unit 3. Bases of mathematical in differential equation. of complex process modeling with doing to solve small engineering problem. When modeling (2 h.) Unit 6. Elements of computing mathe- simplest demonstrational exercises. performing the tasks of the second part the Theory (2 h.): Mathematical model, matics (1 h.) Unit 11. Simulation modeling using project-based technique is used. Pupils principle stages. Direct and inverse problems Theory (1 h.): The simplest ordinary the examples of service systems (4 h.) choose one of the suggested projects and of mathematical modeling. Genericity, differential equations (ODE). ODE systems. Theory (2 h.): the key concepts of work at it up to the course end. The results analogue principle. Model hierarchy. Numerical differentiation. The Euler- Cauchy service system theory. Applications, are presented for defense. Examples of modeling. method of ODE solution (ODE systems). building of probability distribution using In the middle of the course there is an Unit 4. Visualization of simplest phy- Unit 7. Free falling body (1 h.) frequency list, building of random-event intermediate project defense, whereas sical simulations (4 h.) Theory (1 h.): Newton’s second law. generator using frequency list. Examples of the knowledge is monitored at the end of Theory (2 h.): SimpleGUI animation. Free falling ball model in the air-free and service systems. Simulation modeling. The academic year in the form of final project Modeling of perfectly elastic collision of a viscous environment. principles of simulation modeling system defense. Both the former and the latter take ball with a surface and two balls collision in Unit 8. Motion of body thrown at an operation, multithreading, system object place with result presentation in PowerPoint air-free environment. angle to the horizon (2h.) model, current software packages and format. Practice (2 h.): Programme design to Theory (2 h.): Motion model of a ball libraries. Course content visualize model. thrown at an angle to the horizon with and Practice (2 h.): Writing a programme We are presenting the components of Unit 5. Description and selection of without environmental resistance. to simulate modeling service system by curriculum and its content. The course study projects in graphic simulation of Unit 9. Project presentation (2 h.) the example of the simplest problem (the takes 72 hours, 32 of which are intended physical processes, project work (12 h.) Theory (2 h.): Presentation of study problem example: “Bus stop” – the task is for theory and 40 hours – for practice. The Theory (2 h.): Task description to projects defending theoretical results in the to calculate the canopy square (in man- course is structured in such way that its perform study projects using the following PowerPoint format and practical results in space) of a bus stop so that all passengers practical part suggests both class and distant models: (1) Brownian motion model: an the form of operating simulation. The review could keep the rain out at specified intensity work (independent project work, learning option of dynamic control of particle of project results. of passengers’ entrance and bus schedule material, teacher’s consultations via e-mail diameter, initial temperature, potentials of Unit 10. Description and selection of independent of rain duration). or by means of other communication tools). cooling environment (momentum loss at final projects, project work (18 h.) Unit 12. Genetic algorithms (4 h.) Unit 1. Introduction to engineering collision with vessel), drawing of particle Theory (2 h.): Description of final Theory (2 h.): Evolutionary algorithms. modeling (design) (2 h.) motion trajectory on a separate screen; project tasks using the following model: Operation, origin, spheres of application. Theory (2 h.): What is engineering? What (2) diffusion of two gases: dynamic control (1) development of computer visual system Structure of genetic algorithm. Advantages is engineer? Types of engineering activity: 3D of gas density, gap width between vessels, to recognize printed characters based and disadvantages. Review of other modeling, design, robotics, mathematical gas temperature (particle velocity), diffusion on neuron networks; (2) optimization of intellectual optimization algorithms. modeling, programming. Past, present and coefficient calculation of both vessels on a оптимизация генетическим алгорит- Practice (2 h.): Writing programmes future of engineering, intellectual control, separate screen; (3) pendulum model: non- мом multi-criterion complicated function to find optimal solution of the simplest artificial intellect. Project-based technique. convergent and convergent oscillations; describing physical process; (3) simulation problem of genetic algorithm optimizing. The project structure, its stages, project (4) simulation of “Life” game with graphic modeling of signal-controlled junction Solution process visualization. presentation. Elements of programming visualization, development and study of service system (calculation of optimal time Unit 13. Neuron networks (4 h.) engineering in project-based technique. different strategies. The project goal is to to change a light at the junction depending Theory (2 h.): Artificial neuron net- Entrance test to define pupil’s level. learn project-based technique, study and on pedestrian traffic schedule and intensity); works, their origin and development. Unit 2. Introduction to Python develop corresponding model, programme (4) the problem of increased complexity: Spheres of application. Class of problems. programming language (10 h.) simulation and visualization, preparation building controllers of inverted pendulum; Study of networks with a teacher. One- Theory (6 h.): Computers and progra- and presentation of results. (5) the problem of increased complexity: layer perceptron for solving classification mming languages. Interpretation and Practice (10 h.): the pupils’ group is building fuzzy controller based on neuron problems. Network learning. Existing compilation. Python Programming language. divided into subgroups, each of which control network of transport stopping programme packages and libraries of

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artificial neuron network modeling. Review Conclusion Perspectives of Smart System Math-Bridge of basic architectures of artificial neuron The article suggests innovative general networks. educational programmes for additional for Learning Array Sorting Methods Practice (2 h.): Writing programmes schoolchildren education, the distinguishing Ogarev Mordovia State University to classify vectors by means of the simplest features of which are project-based S.A. Fedosin, A.V. Savkina, E.A. Nemchinova, N.V. Makarova one-layer perceptron. technique and focus on mathematical Unit 14. Fuzzy logical systems (4 h.) modeling in engineering design. The work The article proposes the use of Math-Bridge smart system as a tool to train and Theory (2 h.): Elements of fuzzy set was performed in the frame of State Project control knowledge of engineering students in the methods of sorting arrays. theory: fuzzy set, membership function, of the RF Ministry of Education and Science triangulated fuzzy numbers, -level set. α to arrange and develop practice-oriented Key words: Math-Bridge, sorting, exercise, direct exchange, algorithm. The systems of fuzzy inference. Field of research clubs of engineering art. In application. S.A. Fedosin curriculum development the representatives Practice (2 h.): Writing a programme of Tver State University, Lobachevsky State to simulate the simplest system of fuzzy Application of training systems is one This article studies the ways to use the inference. University of Nizhniy Novgorod, Kazan of the most advanced ways for educational system Math-Bridge to train and control Unit 15. Presentation of final projects, National Research Technical University information technology development. the students of “Information and computer review of results (2 h.) named after A. N. Tupolev and Ogarev A training smart system Math-Bridge is science” major on array sorting methods Theory (2 h.): Presentation of project Mordovia State University took part, it was a significant break-through made in this provided within the course “Algorithm results with theory in PowerPoint format presented at the seminars held in Moscow direction. It allows working with a wide and data structures”. Specific features of and practical results in the form of operating and Saint-Petersburg. scope of dynamic objects converted from creating dynamic training objects are used programme. Review of the course results. usual graphic objects by means of a special in this case [7]. Let us choose an Exercise editor [1]. A theoretical base for such systems as an object (fig. 1). This object can be was developed by Skinner B.F. and Crowder directly used by making training algorithm N.A. in the 1950-s of the 20th century. These via Educational material editor (fig. 1), or it A.V. Savkina systems are to take into account not only is possible to choose one of the following correct answers but also the ways that lead (fig. 1, 2). to the solutions [2]. Thus, the smart systems This approach is one of the easiest and that provide a wide range of diverse objects fastest ways to create training and testing and ready templates as tools are of special elements. The system includes six standard REFERENCES interest. The system is known to have been templates that allow designing exercises developed to train engineering students and with one or two interactions with a trainee. 1. Ob obrazovanii v Rossiiskoi Federatsii [Elektronnyi resurs]: feder. zakon ot 29 dek. 2012. students of natural science profile in the The template types for exercise design are № 273-FZ [On education in the Russian Federation]. Garant.Ru. Moscow: Garant-ser- frame of MetaMath project [3, 4]. The course shown in fig. 2. vice, 2017. URL: http://base.garant.ru/70291362. Accessed: 15.03.2017). “Algebra and geometry” was developed in Besides, there is an opportunity to design 2. Ob utverzhdenii poryadka organizatsii i osushchestvleniya obrazovatel'noi deyatel'nos- the frame of the project [5]. However, as dynamic objects by means of separate ti po dopolnitel'nym obshcheobrazovatel'nym programmam [Elektronnyi resurs]: prikaz practice shows, Math-Bridge toolkit can be units, which allows implementing multi- E.A. Nemchinova Min-va obrazovaniya i nauki Ros. Federatsii ot 29 avg. 2013. № 1008 [On approval of successfully applied while training students level algorithms for further development of order of arrangement and implementation of educational activity based on the additional from other majors [6]. complex educational algorithms applied educational programmes]. Garant Moscow: Garant-service, 2017. http://www.garant.ru/ products/ipo/prime/doc/70849796. Accessed: 15.03.2017. Fig. 1. Dynamic objects and educational material editor 3. Ob utverzhdenii Kontseptsii razvitiya dopolnitel'nogo obrazovaniya detei [Elektronnyi resurs]: rasporyazhenie Pravitel'stva Ros. Federatsii ot 4 sent. 2014. № 1726-r [On ap- proval the concept of developing children’s additional education]. Accessed at informa- tion-juridical system “ConsultantPlus”. 4. Metodicheskie rekomendatsii po proektirovaniyu dopolnitel'nykh obshcherazvivayush- chikh programm (vklyuchaya raznourovnevye programmy) [Elektronnyi resurs]: pril. k pis'mu Departamenta gos. politiki v sfere vospitaniya detei i molodezhi Min-va obra- zovaniya i nauki RF ot 18 noyab. 2015. № 09-3242. [Methodical recommendations of designing additional general educational programmes]. Accessed at information-juridical N.V. Makarova system “ConsultantPlus”.

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Fig. 2. Template types to design exercises Fig. 3. Training trajectory via template “Two Interactions – Answer until correct + hint” – 1 and additional units – 2

1

in training students from different majors. until correct + hint» (fig. 2) and additional Separate units and templates used in units (fig. 3) algorithm design make it possible to model As fig. 3 shows, the training trajectory a trajectory of incremental problem solving has 4 interactions with a trainee, presented with hints as an option in case of student’s by units “Task1-Task4” that contain tasks for wrong answer. Such approach helps the next iteration of external srting cycle. The students to enrich and use their knowledge units “Interaction1-Interaction4” contain while working with dynamic objects of 4 options of the answers, one of which is Math-Bridge system. These methods are the correct reflection of the array after each particularly effective in training students sorting stage. The next unit is available if a on using different methods of array sorting: trainee chooses the correct option. insertion sort, selection sort, and exchange Fig. 4 shows an adjustment menu for sort (bubble sort). branches. It enables an instructor to attribute The capacity of Math-Bridge system can a number of grades for a particular answer. 2 be shown by the example of exchange sort, If a trainee chooses the correct option one of the simplest sort methods. The idea at each stage, he/she finally has an array of the algorithm is to compare two adjacent correctely sorted. In this case, the next elements. If their position does not comply branch is switched to the ways shown by with the set sorting conditions, they are green arrows (fig. 3). If the trainee’s choice interchanged. Then, the next two elements is wrong, the system gives an error message are examined until all the elements are sorted. and a hint, which is brief information about In other words, it is necessary to develop the sort algorithm, it also offers to choose the training trajectory that would allow testing corrct option (fig. 5). and adjusting student’s knowledge at each Thus, the required skills are trained while step of intermediate array formation. studying the algorithm of exchange sort. Let us consider the training trajectory The advantage of such exercise concept is implementation via a dynamic element of the opprtunity for trainees to identify their Math-Bridge system. It is an exercise based errors, correct them, and avoid repeating on the template «Two Interactions – Answer them again, by revising theorerical base

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Fig. 4. Menu to adjust evaluation at the first training stage Fig. 5. Error message and brief explanation

provided by Math-Bridge system in the hint of the system. Thus, it is necessary to double form. the units of wrong answer branches, starting The same exercise, without hints though, from unit “3”. can be used only to control students’ skills Fig. 6 proves that the final correct answer and knowldege. It is also possible to adjust can only be obtained by choosing the the system to the mode prevents continuing correct answer at each stage of the exercise. the exerciseif the traineeo = has chosen a If a trainee makes a mistake at least in one wrong option. unit, he/she is referred to the part of the Fig. 6 shows a structure of a trajectory algorithm with the units having the same applied to control learning outcomes. content. However, there will be no shift to Units “2” and “-2” cannot be distinguished, the branch of correct answers, no matter if their contents are identical. They present the answer is right or wrong. the second sorting stage. The difference To sum up, it should be noted that between them is that unit “2” is a link in versatility is an advantage of Math-Bridge the chain of correct answers, while unit system. This experience can be applied to “-2” belongs to the chain of wrong answers. sorting arrays of any size. The difference is in There is no unconditional switch to the next the number of units and content adjustment. interaction unit, which is a specific feature

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Fig. 6. Trajectory of learning outcomes control via units

+ ̶

100 % REFERENCES

1. Sosnovsky S., Dietrich M., Andrès E., [et al.] Math-Bridge: Bridging the gaps in European remedial mathematics with technology-enhanced learning. Mit Werkzeugen Mathematik und Stochastik lernen = Using Tools for Learning Mathematics and Statistics. Berlin/Hei- delberg: Publ. Springer, 2014, pp. 437–451. 2. Galeev, I.Kh. Problemy i opyt proektirovaniya IOS [Elektronnyi resurs] [Challenges and experience of IES design]. Obrazovatel'nye tekhnologii i obshchestvo [Educational tech- nologies and society]. 2014, Vol. 17, no. 4, pp. 526–542. URL: http://ifets.ieee.org/rus- sian/depository/v17_i4/pdf/9.pdf, (Accessed 12.12.2016). 3. Sosnovskii S.A., Girenko A.F., Galeev I.Kh. Informatizatsiya matematicheskii komponen- ty inzhenernogo, tekhnicheskogo i estestvennonauchnogo obucheniya v ramkakh proek- ta MetaMath [Elektronnyi resurs] [Informational support of mathematica components of engineering, technical and scientific training in the frame of MetaMath project]. Obrazo- vatel'nye tekhnologii i obshchestvo [Educational technologies and society]. 2014, Vol. 17, no. 4, pp. 446–457. URL: http://ifets.ieee.org/russian/depository/v17_i4/pdf/1.pdf, (Accessed 12.12.2016). 4. Zakharova I.V., Kuzenkov O.A., Soldatenko I.S. Proekt MetaMath programmy Tem- pus: primenenie sovremennykh obrazovatel'nykh tekhnologii dlya sovershenstvovaniya matematicheskogo obrazovaniya v ramkakh inzhenernykh napravlenii v rossiiskikh uni- versitetakh [MetaMath project by Tempus: modern educational technologies to enhance mathematical training in engineering universities in Russia]. Sovremennye informatsion- nye tekhnologii i IT-obrazovanie [Modern Information Technologies and IT-Education]. 2014, no.10, pp. 159–171. (In Russ., abstr. in Engl.). 5. Savkina A.V., Nushtaeva A.V., Boriskina I.P. Informatizatsiya kursa “Algebra i geometri- ya» s pomoshch'yu intellektual'noi obuchayushchei sistemy Math-Bridge [Elektronnyi resurs] [Informational support of “Algebra and Geometry” course via Math-Bridge smart system]. Obrazovatel'nye tekhnologii i obshchestvo [Educational technologies and so- ciety]. 2016, Vol. 19, no.4, pp. 479–487. URL: http://ifets.ieee.org/russian/depository/ v19_i4/pdf/18.pdf, (Accessed 12.12.2016). 6. Savkina A.V., Savkina A.Vl., Fedosin S.A.. Virtual'nye laboratorii v distantsionnom obu- chenii [Elektronnyi resurs] [Virtual laboratories at distant learning] Obrazovatel'nye tekhnologii i obshchestvo [Educational technologies and society]. 2014, Vol. 17, no. 4, pp. 507–517. URL: http://ifets.ieee.org/russian/depository/v17_i4/pdf/7.pdf, (Accessed 12.12.2016). 7. Novikova S.V., Valitova N.L., Kremleva E.Sh. Osobennosti sozdaniya uchebnykh ob"ek- tov v intellektual'noi sisteme obucheniya matematike Math-Bridge [Elektronnyi resurs] [Design of educational objects in Math-Bridge smart system in math training]. Obrazova- tel'nye tekhnologii i obshchestvo [Educational technologies and society]. 2016, Vol.19, no. 3, pp. 451–462. URL: http://ifets.ieee.org/russian/depository/v19_i3/pdf/7.pdf, (Accessed 12.12.2016).

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Educational Technologies in Engineering Education: According to paragraph 15 of the Russian gaining new knowledge and skills, which Federation Federal Law on Education [6], lies at the root of the competence-based and Multidisciplinary Approach a network form of realization of study student-oriented approaches in education. programmes provides an opportunity for The examples of interactive technologies Saint Petersburg National Research University of Information Technologies, programmes mastership by the use of are: case study, project method, computer Mechanics and Optics resources of several organizations that simulation, discussions and other. A.A. Shehonin, V.A. Tarlykov, A.Sh. Bagautdinova, O.V. Kharitonova conduct educational activity, including According to the CDIO Standard 8, foreign ones, as well as by using resources learning should be based on active practical The article discusses the issue of implementation of multidisciplinary approach in of third-party organizations, if needed. approach, which aims to interest students engineering education through the construction of modular educational programmes, Therefore, one of the main characteristics in generation, analysis, evaluation and the implementation of network forms of education, as well as the use of interactive of a network form of engineers’ training is application of ideas. This can be put into learning technologies. It is emphasized that the use of interactive technologies in the A.A. Shehonin the application of this form of training for action by means of active teaching and learning process is the first step in the implementation of interdisciplinarity on the prospective (unique) study programmes, learning methods. level of educational programmes content aiming to foster competences of a future which, as a rule, have interdisciplinary However, while the active methods are engineer. nature for the purpose of training workforce firstly aimed at active interaction of students for large industry-specific, scientific or other with a teacher, interactive technologies also Key words: interdisciplinarity, engineering education, interactive educational types of projects. anticipate students’ interaction with one technologies, CDIO, case studies, competence-based approach. For the realization of such industry- another. Education is not a sum of knowledge, specific programmes aimed at training of Based on the research of Edgar Dale but a full understanding and a skillful highly qualified engineers in prioritized on the connection of training methods and application of everything you know. areas of field-specific, inter-field or regional students’ ability to apply the information development based on international received, a so-called Dale Cone has been A. Disterveg educational and professional standards, the structured (fIg. 1). V.A. Tarlykov It is still common for universities to mindset residing in exploration of a certain HEIs introduce educational and industrial According to the Dale Cone, listening teach courses discretely with no connection phenomenon without the limitation to one centers and departments, including industrial to lectures or reading materials on a certain to one another. Such approach provides specific scientific discipline [5]. departments, design units and industry- course are the least efficient methods for knowledge, but not understanding. In this sense, one of the directions for oriented innovative technological centers. learning anything; teaching others and By receiving the scientific knowledge the implementation of interdisciplinarity In other words, HEIs create laboratory and applying the material learned to real life are specifically students, in most cases, barely in engineering education is module design production facilities for joint training. the most efficient learning methods. understand how and to what extent this of educational programmes. By joining A distinct context is given to the idea Although one question is still in order: knowledge can be interconnected. disciplines over a certain research subject of interdisciplinarity in the framework of how do interactive technologies ensure the The so-called monodisciplinary method it is possible to build an organizational competence-based approach to education. realization of interdisciplinary approach? of teaching and learning, which is familiar and procedural interdisciplinary structure The main aim of this approach is to foster Interactive technologies, as has been and seems to be an essential part of the of study materials that consists of a set of a set of competences, rather than certain stated above, are focused on the interaction whole system of higher education, tends to topics from various disciplines essential for stand-alone knowledge, skills and attitudes. between students and teachers, as well Objectives of the educational process in this as between students themselves. It is only A.Sh. Bagautdinova be less and less efficient. a particular study programme. The interdisciplinary character of the A module can be formed from several approach consider the methods of thinking within an activity that we can evaluate the modern learning is, to a great extent, related disciplines that assure module’s and acting rather than the disciplines level of competences’ formation as learning determined by the fact that science interdisciplinarity and are aimed at the themselves. outcomes of a study programme. At this, transforms from a “disciplinary” area of formation of a wide spectrum of necessary The most prospective way to enhance the each study programme consists of a set action to a “problem-oriented” one. competences, which, it their turn, lie outside quality of engineering training is to change of disciplines (modules), internships and It seems that today and in the future only of the module’s scope [2, 7]. teaching and learning methods, specifically final state attestation (further – programme those specialists, who learn to understand Thus, the interdisciplinary approach to introduce interactive technologies. elements). Learning outcomes are planned the interdependence and consistency strives to use a holistic picture of a research Interactive technologies are focused for each element of a study programme. of the world and perceive each specific subject, where all the disciplinary pictures on a broad interaction of students with These outcomes are connected with the level science as a sphere or a subsystem are seen as its parts [3]. teachers and with each other in the process of knowledge, skills, attitudes and expertise of an ultimate bigger system, will achieve Another direction for the development of acquiring professional knowledge and that characterize stages of competences’ success. of interdisciplinarity in training of engineers skills [1]. The distinctive feature of these formation and ensure the achievement of the O.V. Kharitonova Interdisciplinarity in a broad sense lies at the root of a specific form of study technologies is the development of students’ expected learning outcomes. In other words, represents a method for enriching scientific programmes realization – a network form. personal initiative, fostering of strive for competences (soft skills, general professional

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The article discloses an example of a comparison shows that case studies directly Fig. 1. Dale Cone of Experience case study, which has been delivered to form at least 4 competences: an ability to the students of Saint Petersburg branch of work in a team, an ability to tolerate social Demola (a Finnish project). and cultural differences; an ability to process People Generally People are Able to The task described in the case was to and present experimental research data; an Remember: (Learning Outcome): create a cheap and efficient fire alarm system ability to conduct search, maintenance and for “smart houses”. analysis of information from various sources 10% of what they read Read Define, The team of students working on the case and databases, to present it in a required Describe, included: Ilya Odnokolov (Saint Petersburg 20% of what they hear Hear format by using information technologies,

High List, Explain Electrotechnical University), Anastasiya computer and network technologies; an Barzakovskaya (Peter the Great St. Petersburg View Image ability to develop optimum solution, while 30% of what they see Polytechnic University), Roman Antonov creating products of professional equipment (ITMO University). Watch Videos in compliance with the requirements on After two month of work, the team has Demonstrate, quality, price, time limits, competitiveness proposed a solution: a fire alarm signaling Attend/View Exhibit/Sites Apply, and safety, as well as environmental safety. device consisting of a sensing system that Practice Thus, introduction of the interactive 50% of what they Watch a Demonstration registers data on temperature, humidity and technologies to the training process of hear and see smokiness of a home and sends the data to future engineers allows not only to ensure Watch certain actions a server. In case of an off-standard situation, interdisciplinarity, but also to integrate the owner of a “smart home” receives interdisciplinary ties on a higher level of Participate in Hand-on notification on his/her phone. Level of abstraction complexity. 70% of what they Workshop/Discussion The practical focus of such tasks allows say and write The first two methods (the modular Analyze, applying theoretical knowledge to solving Design/Perform a Presentation and network forms) of the realization of Design, practical tasks. Case studies compensate for interdisciplinary approach refer to the 90% of what Design Collaborative Lessons Create, an entirely academic education and provide design of study programmes based on they say as Evaluate a wider view on the future profession. transformations of the structure of main they do Simulate, Model, or Experience a Lesson Interactive form of cooperation between a thing professional educational programmes students ensures a more efficient mastership Low and require a significant alteration of Do a “Real Thing” of study material due to a high emotional involvement and active participation the whole programmes, whereas the last method – introduction of interactive competences and specific professional connected with their future professions. of students. The emphases are put on teaching and learning methods – competences) are formed in the process of “The essence of this method is that acquisition of a ready-made knowledge, and in this sense is less intrusive. It allows learning several elements of a programme, students are asked to interpret a real-life not on its development. executing interdisciplinary connections and the procedure of their evaluation covers situation. The description of a problem Teamwork allows enhancement of soft even within a linear disciplinary study the contents of several disciplines (modules) covers not only a practical problem, but skills: responsibility, communication skills, and internships. Consequentially, this also refreshes a certain set of knowledge, stress resilience, critical thinking, time mana- programme, thus it can be considered to ensures the realization of interdisciplinary which should be acquired while solving a gement and financial management, etc. be a first step towards the realization of approach in the framework of using problem. The problem itself does not have Being an interactive technology, a case interdisciplinary approach in engineering interactive teaching and learning methods. an unambiguous solution.” [4, pp. 10]. study, as seen from practice, arouses positive education. One of the most efficient interactive In the framework of a case study a attitude among students, who see it as a However, it is possible that an active use teaching and learning method from the problem and its ways of solution are “game” ensuring mastering of theoretical of interactive teaching and learning methods point of future engineers’ competences formed based on a set of data (a case) with contents and acquiring experience of would provoke inner transformations of formation is the method of case study. a diverse description of a situation from practical application of learned material. programmes by means of interdisciplinary Case study is an interactive teaching various sources: scientific, special literature, This teaching and learning technology connections and evaluation tools, which and learning method that uses portrayal popular science journals, mass media, etc. has been compared with the Educational would naturally lead at least to a modular of real economic, social, day-to-day and Cases include unambiguous information Standard 12.03.05 Laser Technology (which structure of study programmes, if not to a other problem situation. When working on a specific problem. Such cases are at is true for a study programme of one of the network one, since a student needs to go with cases students conduct search and the same time both a task and a source of ITMO University students, who worked on from an area of knowledge to an area of analysis of extra information from different information for understanding different the case mentioned above) from the point action and life purposes in order to become areas of knowledge, including the ones designs of efficient actions. of assessing competences’ formation. The a professional engineer.

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Interdisciplinary Project – Basis for Designing Study Programmes

Saint Petersburg National Research University of Information Technologies, Mechanics and Optics A.A. Shehonin, V.A. Tarlykov, A.Sh. Bagautdinova, O.V. Kharitonova

The specifics of engineering activity lie at the root of projects’ implementation. An ability to independently develop and implement projects, as well as to assess their impact and significance is a necessary competence of each graduate. Thus, the core component of training competitive specialists is the introduction of interdisciplinary A.A. Shehonin projects to the learning process. These projects are discussed in the article as a basis for designing of professional study programmes for higher education.

Key words: interdisciplinary project, engineering education, design of study programmes, project- and practice-oriented education.

The topic of interdisciplinarity is not quality of engineering specialists’ training in new to the area of engineering education. higher education institutions and vocational It has been addressed repeatedly in schools. These criteria state that “the basic the development of main professional knowledge of design in the context of educational programmes and in execution uncertain and controversial requirements, V.A. Tarlykov of fundamental and applied scientific the abstract thinking skills and ability to REFERENCES research. The main aim of introducing analyze complex multicomponent problems interdisciplinarity is to obtain a new and that do not have a single-valued solution 1. Dvulichanskaya N.N. Interaktivnye metody obucheniya kak sredstvo formirovaniya novel product as a response to modern are essential for comprehensive engineering klyuchevykh kompetentsii (Interactive Teaching Methods as Means for the Formation of challenges of science and society. activities”; a student “has to be ready to Key Competences) [Electronic resource] // Nauka i Obrazovanie (Science and Education The CDIO Initiative raises a question of manage interdisciplinary projects, to have of Bauman MSTU). – 2011. No. 04. – URL: http://technomag.edu.ru/doc/172651.html, the need for the formation of educational a grip on the principles of management, free. – Tit. from the screen (usage date: 09.12.2016). programmes that include interconnected to conduct efficient communication within 2. Ermolenko V.A. Blochno-modulnaya systema podgotovki spetsialistov v professionalnom disciplines, where training intends fostering society and professional communities. litsee (Block-Modular System for Training Specialists at Professional Lyseum) V.A. Ermo- an ability to create products, processes and At the same time he/she is required to be lenko, S.E. Dankin. – Moscow: TsPNO ITOP RAO, 2002. – 162 p. systems, communication skills and personal able to solve technical tasks with regard to 3. Transdistsiplinarnost v sovremennoi nauke (Transdisciplinarity in Modern Science) development skills. Students should receive legal and cultural aspects, safety and health A.Sh. Bagautdinova [Electronic resource] // Psikhologos: entsiklopedia prakticheskoi psikhologii. – 2009– wide experience of conducting design and precautions, to understand the responsibility 2016. – URL: http://www.psychologos.ru/articles/view/transdisciplinarnost_v_sovremen- experimental activities within the training for the decisions made” [2]. noy_nauke, free. – Tit. from the screen (usage date: 09.12.2016). process both in classrooms and in modern The foresaid determines the need for 4. Situatsionnyi analiz ili anatomiya keis-metoda (Situational Analysis or the Anatomy of training laboratories. Training should be new approaches to the development of Case-Study Method) / Yu. Surmin [et. al.]. – Kiev: Center of Innovations and Delopment, based on exploring engineering activities in main professional educational programmes 2002. – 286 p. line with the model “Conceive – Design – for higher education. The authors disclose 5. Universalnaya entsiklopedia (Universal Encyclopedia) – http://unienc.ru/w/ru/86300-me- Implement – Operate” real systems, pro- interdisciplinary educational projects zhdistsiplinarnost.html cesses and products on international market as one of such approaches. While 6. On Education in Russian Federation [Electronic resource]: Federal Law No. 273-FZ of 29 (CDIO model) [1]. developing main professional educational December 2012 (as amended on 15 July 2016). – Available from information and refer- The criteria and procedure of the programmes the transition from course/ ense system “Kodeks”. professional accreditation of educational discipline (knowledge-based) organization 7. Shamova T.I. Upravlenie obrazovatelnymi processami (Management of Educational programmes have been developed by the of educational process to a block-modular, Processes) / T.I. Shamova, T.M. Davydenko, G.N. Shibanova. – Moscow: Akademia, Association for Engineering Education of project-based and practice-oriented, person- O.V. Kharitonova 2002. – 384 p. Russia (AEER) with an aim to assess the based, result-oriented organization is

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performed. This transition is ensured by the Framework of development concept for management of innovative projects, based learning, studying principles of development of own educational standards Bachelor Educational Standards is presented decision making for practical scientific managing innovative projects and main at ITMO University (ITMO Educational in the scheme (fig. 1). and technological problems and tasks. stages of products’ and processes’ life Standards). The formation of the basic educational This module provides broad and deep cycles, as well as team-work skills and training for task-oriented professional Study programmes of Bachelor level, block is based on the block-modular elements of entrepreneurship. Students activity essential for fostering an ability conduct interdisciplinary problem-oriented developed based on the ITMO Educational principle and includes the following to understand professional and ethical Standards provide basis for innovative educational modules: responsibility. scientific research (design) projects within training of globally competitive specialists „„ Humanitarian module, including „„ Foreign module aimed at the formation study process by participating in research by creating educational environment that mandatory disciplines, such as history, of communication skills in both activity of their departments or research ensures the choice of educational paths and philosophy and other disciplines of the oral and written communication in educational centers. training methods, the access to corporate humanities focused on the formation of foreign language for solving tasks The curriculum includes modules and personal knowledge databases, an ability to analyze information and of interpersonal and intercultural of students’ professional training for ideas and to formulate problems. cooperation. including databases formed by students, the innovative and entrepreneurial activities, „„ Socio-economic module focused „„ Module of natural sciences, IT and choice of training pace, the attraction of a such as “Project Management”, on the formation of communication math, that provides fundamental “Management of Innovations”, “Engineering wide range of experts from science, business training and creates basis for training skills, economic, legal and juridical Entrepreneurship” and other that foster and industry. graduates with required professional competences. research and entrepreneurial skills and Problem and project training is a „ competences, including those „ Project and entrepreneurial module, leadership. Through the project work conceptual pillar of the training process that including disciplines aimed at acquiring aimed at application of information students contribute materials for their future can be built upon conducting real projects. knowledge on project management, technologies and professional packages. The main objective of this bachelor thesis. At the end of the project module is to foster practical skills of period a competition of students’ projects Fig. 1. Module and project-oriented training of bachelors based applying mathematical and physical is held; winning projects are proposed on interdisciplinary projects phenomena in professional activity, as to be implemented and their creators are well as while studying major-specific recommended for the enrolment to master disciplines and executing projects. programmes. „„ General professional module that Framework of development concept for Competition includes health and safety courses, Thesis defense as well as disciplines aimed at Master Educational Standards is presented in formation and development of general the scheme (fig. 2). Bachelor thesis professional competences. Master programme curriculum inclu- Fundamental training on math and natural des the following modules supporting sciences, as well as integration of technical interdisciplinary projects: module fostering and humanitarian knowledge for realization students’ mindset (6 ECTS), general PROJECT of socially important projects is conducted professional module (18 ECTS), professional during 1st and 2nd years of bachelor module (18 ECTS), and elective module (18 programmes. The study process includes ECTS). The rest of the curriculum (60 ECTS) Professional training modules and disciplines on development is devoted to the conduction and the defense Years 3 - 4 of an interdisciplinary project in the process Years 3 - 4 (e-courses, network of professionally-oriented programmes, communication, etc.) such as “Introduction to Project-based of internship, research work and final state Activity”, “Introduction to Engineering”, attestation. Integration of technical, humanitarian and programmes of academic and social This approach to bachelor and master and economic knowledge adaptation – “Adaptation to learning”, programmes curriculum design corresponds Project skills “Practical psychology of a student”, etc. to the international CDIO Standards with Years 1-2 Years 1-2 Besides the usual curriculum students regard to studying products’ lifecycle stages, Humanitarian, socio-economic can participate in summer and winter increasing the percent of practical studies, and project-entrepreneurial Mathematical, natural modules sciences and IT modules language and theme schools, seminars and acquiring design and implementation

System for planning and workshops on personal development and expertise. and professional activities materials and virtual labs Foreign language socialization of students. A system of joint project work and monitoring of learning outcomes During the 3rd and 4th years of bachelor problem-based learning is supported by Repository of training and guidance Physical Education programmes training is based on an active e-learning and distant learning technologies, introduction of problem-based and project- which assure students’ immediate access

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study programmes can be executed in a „„ Consideration of educational standards Fig. 2. Framework of development concept for Master Educational Standards network form. At this, particular disciplines (Federal State Educational Standards, can be studied at leading Russian or foreign university and international standards) universities based on academic mobility and Professional Standards; of students in line with the agreements for „„ Theses, course projects and self-study Master thesis network study programmes. The contents, tasks should be tightly connected to (Industrial (interdisciplinary) real projects executed by scientific and volume and study periods of partner project) industrial organizations; universities’ programmes indicated in such „„ Students acquire up-to-date knowledge agreements. and abilities, foster personal skills Thus, the main specifics of the (also by gaining responsibility for their Final State development of bachelor and master results) by conducting independent Attestation (6 ECTS) programmes (in the framework of search for project solutions and interdisciplinary projects realization) are as receiving expert evaluation from Elective module follows: teachers, employers and theirs fellows. 9 ECTS 9 ECTS

Disciplines Disciplines shaping the shaping the focus of a study focus of a study programme programme Internship

Fundamental 54 ECTS part 18 ECTS 18 ECTS

Fundamental Fundamental disciplines of a disciplines of a study programme study programme project (preparation of a master thesis) Conduction of a design or technological Research work

Module fostering students’ mindset 6 ECTS

to the required databases that might be interest in. The control of learning outcomes needed within the process of project work. is conducted through a system of planning In order to work in real time conditions and and monitoring of learning outcomes and to acquire new knowledge on project theme professional achievements, which allows students need to have access to a well- developing students’ soft skills and their structured and constantly updated electronic motivation, as well as managing their REFERENCES database. Such database should also be filled study process. Students can receive credits by students themselves. The university’s for any discipline or course that can be 1. Worldwide CDIO initiative. Standards: guidance / translated from English into Russian system of distant learning provides students accessed. Personal results of every student’s by A.I. Chuchalin, T.S. Petrovskaya, Ye.S. Kulyukina; Tomsk Polytechnic University. – with access to a database of university’s staged training are recorded in the learning Tomsk, 2011. – 17 p. e-courses, as well as courses of other partner outcomes database. 2. Kriterii I protsedura professionalno-obshestvennoi akkreditatsii obrazovatelnykh universities, including foreign ones. With an aim to enhance the quality of programme po tekhnicheskim napravleniya i spetsialnostyam: informational edition / S.I. Gerasimov, A.K. Tomilin, G.A. Tsoi, P.S. Shamritskaya, E.Yu. Yatkina; edited by According to the chosen learning path a students’ training, their competitiveness and A.I. Chuchalin. – Tomsk: Tomsk Polytechnic University, 2014. – 56 p. student can choose courses that he/she has motivation, and programmes resourcing

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Virtual Labs in Engineering Education complexity, hence, its cost. This fact served and active components, such as diodes, as a starting point in wide application of transistors, operating amplifiers, micrologic Tver State University microcontrollers in the field of electronics. units, various sensors, and displays. In S.V. Sorokin, I.V. Sorokina, I.S. Soldatenko For example, even such a simple device addition, the interface of user’s operation as a lantern can be microprocessor- with components is fully supported, as The article deals with the use of virtual labs in engineering education. The programmes controlled. Therefore, the issue of learning one can turn a potentiometer during which allow simulation of electronic circuits and robotic systems have been considered. electronic circuit development is now simulated circuit operation, which results in The analysis is based on the use of virtual labs in the distant course "Practical closely connected with the problem of alteration of its resistance and is taken into engineering education" for pupils. The programme is designed by the authors. microprocessor application. consideration in model operation; change As far as the authors know, at present the temperature, which is measured by Key words: virtual laboratory, simulation, microcontrollers, circuits, robots. there is only one free system, i.e. virtual temperature sensor etc. S.V. Sorokin laboratory for simulating electronic circuits The primary mode of designing electronic controlled by microprocessor. This is an circuits is a breadboard mode, at which the online service circuits.io [2] (fig. 1). components are arranged and connected. time, with the playback option learning Introduction As this system functions on-line, its There is also a view mode (without editing) material repeatedly. Such courses enable to application does not imply installation of of principal electrical circuit, which is In spite of the growing labour market acquire the necessary skills at minimal cost demands for engineers of new generation, additional software – all operations are automatically composed with connection for the students simultaneously developing among the applicants' preferences there is performed directly in browser. It should also to breadboard. Besides, editor board is necessary competencies. However, with still a shift towards juridical, economic, and be noted that software is well compatible provided to trace printed circuit board and regard to the issue of engineering education, managerial specialities. Therefore, one of key with old computers (e,g., the software was export the result of the standard Gerber there is a problem of lack of necessary tasks nowadays is to promote engineering successfully tested by the authors using format supported by nearly all printed circuit equipment. Courses of engineering art, education. This task is necessary to be notebook with Intel Core i3 380M processor board equipment. particularly if it involves electrical engi- resolved even at school level at the time produced in 2010). Hence, one can say that However, the highlight of circuits.io neering and robot design, are senseless I.V. Sorokina when a pupil develops his/her preference for the software is highly accessible. environment is an emulation support for without practical classes, which, in their future profession. The virtual laboratory allows for microprocessor control. The environment has turn, require special laboratory equipment. Apart from programming taught as development of electronic circuits using a Arduino board and Atmel microcontrollers How, for example, to learn to design robots a part of informatics, there is a lack of wide set of components including current as well as restores their programming engineering subjects in the school curricula without necessary materials? and voltage sources, passive components instrument of Arduino board. Thus, students that causes the situation when applicants To solve this problem, one can use a (resistors, condensers, and inductors) have an opportunity to develop electronic are not prepared for engineering study at virtual laboratory. They allow emulation of university, which leads to the decrease in practical tasks to draw a circuit, programme Fig. 1. Virtual laboratory circuits.io students’ academic performance, growth a microcontroller, and even design and of expulsions and transfers to humanity programme robots with high degree of departments [1]. Therefore, low level of confidence. pupils’ engineering knowledge decreases The present article gives the review of popularity of engineering jobs, as the contemporary learning techniques and I.S. Soldatenko applicants do not want to enter and study at considers their application in full-time and engineering universities. distance courses on engineering design. The All these condition the urgency of review is based on the authors’ experience developing supplementary educational gained in designing the distance course programmes for practice-oriented research- “Bases of practical engineering modeling” engineering clubs of engineering art for intended for pupils in the course of the senior pupils and junior students aimed at state project of the RF Ministry of Science involvement of youth in the engineering to arrange practice-oriented research-engi- creativity, development of engineering neering communities of engineering art. thinking, and, as a consequence, motivation Simulating electronic microprocessor- of choosing engineering profession. controlled circuits Nowadays, diverse online courses have Using microcontrollers in electronic gained great popularity, as they provide circuits ensures the sufficient increase in an opportunity of learning at home, at any solution flexibility and decrease in its design

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circuit, microcontroller programme, and rotating on a motor or servodrive is rotating, Unfortunately, all programme versions unclear for students and refuse integrated model programme circuit interaction. but it does not provide simulation of their including educational one are commercial. design environment that makes system It should be noted that Arduino board is interaction with the physical environment. It Free evaluation license provides programme operation more complicated. often criticized in professional community is an exclusive province of other programmes only within a month, after which only Conclusion on robotic engineering [3]. The experts mainly criticize the intended for robotic system simulation. editing of two standard models is accessible, design systems programming style of Arduino environment, Based on the preliminary analysis the the rest can be opened in playback mode The combination of compatibility with which is not consistent with the industrial authors have distinguished three existing without modification. Such limitations make all common operating systems and free microcontroller software style and prevent systems that can be used in education as application of this system in online courses educational license makes V-REP the only from achieving maximum efficiency in using virtual laboratories: ROS, Webots, and impossible. accessible system applicable for online available resources. V-REP. V-REP System courses as a virtual laboratory. Nevertheless, the authors suggest ROS system V-REP system [8] is a commercial version However, if the system is used in courses Arduino platform to be well suited for ROS (Robot Operation System) [4] is by Coppelia Robotics corporation, but its held in an education institution having learning fundamentals of embedded system a platform to design robots, which was license makes possible to use it in education special software, one can recommend using design, since comparatively low knowledge developed by the experts of Stanford for free without functional limitations. V-REP Webots system as an environment with large is required to obtain first practical results. University. It is the only fully free system system is accessible for Windows, Mac OS, potential and usability. This feature facilitates further study of more with open source software among the and Linux. ROS environment can be recommended complicated development techniques. three mentioned above. ROS system was In spite of the fact that interface operability for using in university educational To specify the problems of Arduino developed as a core for implementing and documentation somewhat yield to programmes. Available open source codes programming and show the ways of its robotic software and, together with other Webots system, V-REP can be efficiently used allow application of this system in learning development are the tasks which have to be components developed in this environment, as a virtual robotic engineering laboratory. and developing algorithms of computer taken into account in developing courses on such as Gazebo emulator [5], can be used as V-Rep is a virtual modeling environment vision, inverse kinematics, localization, circuits.io and Arduino environment. a virtual robotics laboratory. with integrated design sevice, which allows and mapping. ROS system is widely used in The use of Arduino also allows students The main disadvantage of ROS is that building different robotic engineering modern research. However, its application to easily turn from virtual experiment to only specific versions of necessary software devices: from manipulator to robots floating may cause problems related to system practice – Arduino bound is cheap and does package can be installed in Ubuntu in the plane or in water-air environment, as administration including installation of not require additional equipment except operating system. Numerous Internet well as simulating their behavior simulation. strictly fixed versions of operating systems. USB cable. sources considering this system describe The library has a great number of previously Testing The disadvantage of circuits.io board its installation and solution of arising designed robots, behavior of all units and In the frame of the state project of the is an absence of sensors with digital problems of environment and component components that can be set by means of RF Ministry of Science to arrange practice- interface. Arduino model is fully supportive compatibility. This solution cannot definitely scripts. oriented research-engineering clubs, the of i2C interface, whereas only other types be recommended for school online courses, The principle shortcoming in using authors have developed the distance course of Arduino can be used as a device for as the most part of pupils are not able to V-REP in online school course is the need for pupils “Bases of practical engineering connection. On the one hand, this option install it. to know Lua programming language which modeling” using simulating systems allows learning the operation of i2C bus in Webots System is not taught at school. In fact, the system considered in the article. The course takes both master and slave modes. On the other Webots design environment [6] was supports integration with 7 programming 40 hours and considers issues related to hand, digital sensors are now widely used, developed by Cyberbotics corporation languages: С, Java, Python, Matlab, Octave, design of built-in and robotic engineering but the lack of support reduces the scope of founded by the experts of Federal Lua and Urbi. However, the system core systems. its functions that could be performed at the Polytechnic School of Lasagna (EFPL). It is operates with Lua language, hence, to use The first part of the course is concerned courses based on this board. the most functional robot simulation system other programming languages undoubtedly with designing microprocessor-controlled On the whole, it is necessary to underline operating in Windows, Mac OS and Linux requires writing small adaptor programme electronic circuits using circuits.io virtual that circuits.io service can efficiently be used systems. in this language. Therefore, designing laboratory. The second part of the course to develop courses on circuits engineering This system supports robot simulation course of practical engineering modeling for based on V-REP system deals with high- and embedded system design, allowing and its interaction with the physical pupils the authors took the decision to add level programming issues of robot behavior. the entire cycle of a unit design including environment, allows designing robot a small section of Lua programming. This In this case the attention is paid to such development of electronic circuit, software control programmes in C++, Java and programming language is similar enough to questions as navigation, territory survey, debugging, and PC board layout. Python programming languages. The other contemporary programming languages. collision detection and response, interaction Robot simulation system includes a lot of robot models. It is hoped that its sufficient learning does with the environment. The capacity of circuits.io system The information on the system including not make a big difficulty for students having Conclusion is limited due to simulation of electric electronic textbook Cyberbotics' Robot experience in other language programming. The article reviews contemporary virtual component – it can show how propeller is Curriculum [7] is widely accessible. Otherwise, one has to use a code fragment laboratories that can be used in engineering

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education, for instance, designing online course developed by the authors “Bases of Rewarding Learning of Maths courses, where one of the key challenges is practical engineering modeling” for pupils. a need for expensive laboratory equipment. It is shown that use of virtual laboratories in Engineering Schools: Laboratory Works The systems for modeling electronic allows pupils to learn the issues of robotic circuits and robotic engineering have been engineering system design without special Saint Petersburg State Electrotechnical University ”LETI“ considered. The performed analysis is based equipment. V.А. Akimushkin, S.N. Pozdnyakov, А.S. Chukhnov on practical use of virtual laboratories in the Saint Petersburg State Electrotechnical University ”LETI“ Saint Petersburg National Research University of Information Technologies, Mechanics, and Optics S.V. Rybin

The approach to development and use of laboratory works in training discrete V.А. Akimushkin mathematics and mathematical logic is suggested in the article. It is based on the computer tools to develop and improve productive thinking. The works involved are based on modeling subject field, they include target setting which determines students experimental and constructive activities as well as resources for automatical evaluation of partial solutions submitted by students. Experiment results have shown a significant increase in efficiency as compared to the multiple choice tests.

Key words: laboratory works, discrete mathematics, mathematical logic

solution and analysis of the problems that Introduction they have to solve individually. Independent S.N. Pozdniakov A laboratory work on discrete mathe- students’ solution of the problems promotes matics is often defined by most of their better understanding of the theory and contemporary authors as a set of problems develops their practical skills of managing on a definite subject aimed to develop the tasks that relate to studying the discipline students’ certain skills. It seems to us that “Discrete mathematics”. under such an approach, performance of The training process will become more laboratory work is no different from solution efficient if its participants solve non-trivial of individual home task or a set of tests [1-3]. substantial problems and, for this purpose, Traditional engineering education they need to adopt new methods and tools interprets laboratory work on mathematics including corresponding theory. Besides, the as a training session being a basic unit of idea of learning process as a kind of research laboratory (calculating) practice, using work increases the students’ motivation. S.V. Rybin REFERENCES numerical techniques to solve professional Hence, laboratory work on discrete problems [4]. However, the solution of mathematics is a basis for acquiring research 1. Shvetsov V.I., Sosnovsky S. Modernizatsiya prepodavaniya matematiki kak vazhneishei routine problems relevant to their future competency of future engineers. sostavlyayushchei mezhdistsiplinarnosti v inzhenernom obrazovanii. Инженерное job is a relatively rare case, they are mostly It should be noted that the terms образование. 2016. № 20. – P. 207-212. “professional” engineering problems often “laboratory work” and “laboratory practice” 2. Autodesk CIRCUITS [Electronic resource]. Accessed: https://circuits.io/ called the applied problems. are often used in the literature as synonyms. 3. Ya prezirayu Arduino [Electronic resource]. Accessed: https://geektimes.ru/post/255760/ Laboratory practice is to consist of These terms are better to be distinguished. 4. Robot Operating System [Electronic resource]. Accessed: http://www.ros.org examples of problem solutions modelled The basic difference of laboratory practice 5. GAZEBO [Эл. ресурс]. Accessed: http://gazebosim.org on the basis of creative individual tasks. from a laboratory work consists in systematic 6. Webots [Electronic resource]. Accessed: http://www.cyberbotics.com/webots.php In this case laboratory tasks intensify nature of the former. The practice includes 7. Cyberbotics' Robot Curriculum [Electronic resource]. Accessed: https://en.wikibooks.org/ students’ independent work, contribute several laboratory works different in wiki/Cyberbotics%27_Robot_Curriculum to better understanding of the subject and subject and, sufficiently isolated in time of 8. V-REP. Virtual Robot Experimentation Platform [Electronic resource]. Accessed: http:// master their problem solution skills. In the performance, but united by common goal А.S. Chukhnov www.coppeliarobotics.com classroom students take an active part in relative to a student’s specific training area.

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To perform laboratory work of research At present, to develop research problems latest development by Vyatka State University in the formation of mathematical concepts type a number of scholars suggest active use of on Graph Theory, Maple package is widely [12] should be considered. A set of emulators [30], Polya’s works on research approach application packages (Maple, Mathematica, used to give good visualization, which is suggested to study complicated sections of in studying mathematics [31, 32], research MatLAB etc.). Making solution of complex is of no small importance for this course. discrete mathematics. The emulators show on the theory of IT environment [22] and problems easier, they help students to The teaching materials on “Discrete the methods of solving such problems as: set information space [33]. overcome psychological barrier in learning mathematics” designed at National operations, power of cluster sets, network Wertheimer [24] has shown that mathematics and make the training process Research Moscow Power Engineering and graph problem solutions, etc. development of mathematical concepts more interesting and less complicated. In Institute based on the textbook may serve In addition to “computerized” laboratory is possible only with the support on basic this case students are able to solve of more as a bright example [8]. The materials cover works, mention should be made that concepts which are used by the students. complex problems compensating for the most of topics of graph theory included in the themes of course papers on discrete Another related effect is understanding, lack of their knowledge by using package the curriculum: search for minimal spanning mathematics suggested by different authors which is a student’s subjective feeling. capacity, learning to present the research tree, the shortest paths in graph, network [13] can also be used as creative laboratory Use of analogues and models is results in the form of concise substantial saturation, coverings, colorings, Hungarian tasks. Such course papers of small volume connected with applied focus of teaching reports. algorithm, Hamiltonian and Eulerian cycles, can be employed as topics for several that is well formulated by academician A. As an example one can give the laboratory encoding trees, etc. laboratory works on corresponding theme. N. Krylov [28]: “...any engineer should be practice designed at P.G. Demidov Yaroslavl Let us give some more examples of In works [14-19] there is an approach to a practioner, techniсian, ... is to develop State University [5]. The practice was successful cases of learning materials inclu- learning mathematics based on interaction not only his mind, but also his feelings so developed using Mathematical package and ding laboratory works with research tasks. with subject models of the concepts and that they would not deceive him, he has not covers such parts of discrete mathematics In [9] the authors suggest a number of evaluation of partial definition of those only to be able to look, but also see ... has to course as “Theory of combinations”, laboratory works on “Discrete mathematics” notions. This approach makes possible reduce his considerations not to Descartes’ “Graph algorithms”, “Boolean functions”, course intended for learning systems for students to have computer support of humble conclusion “I think, therefore, I “Alphabetic coding”, and “k-valued of computer mathematics and related their cognitive activity. It is also interesting am”, but to a firm practical idea “I see, hear, functions”. software. For example, it includes study to consider using integration of two touch, feel, therefore, it is so”. It should be noted that there is a risk of Combination Theory section using different interpretations of studied concepts. Kudryavtsev [29] has introduced a of turning computer laboratory work into Mathematica package, automaton modeling In this case when writing a problem a concept of engineering thinking. The main calculation of some task using template, in Electronics Workbench environment and problem description is used as a set of feature of engineering knowledge is that it is ignoring the research constituent. solution of fuzzy logic problems in Fuzzy its solution conditions, whereas in the conceptual – visual – actual knowledge. In Computerization of calculation did not Logic package of MathLab environment. process of solution – another, for example, other words, dealing with a definite object only solve this problem, but even worsen The workers of Siberian Federal algorithmic description of solution is used it is necessary to have its structural image in it shifting from the result analysis to the University have developed a set of [20, 21]. the mind and perform some specific actions capacity of software [6]. laboratory works [10] including a number Psychological and methodological bases depending on this structure. Of significant interest is the trend to use of learning syllabuses on the Graph Theory. of using computer tools in education Modeling mathematical concepts Moodle virtual learning environment to This set is also interesting by the fact that it The approach to laboratory works on and using computer models to teach introduce laboratory practices into learning has a build-up universal unit of computer discrete mathematics, mathematical logics, mathematical logics and algorithm theory process. testing Unitest developed by the university and algorithm theory described in the article As mentioned above, one of the ways to In [7] the authors have presented the workers and intended for intermediate and is based on computer tools to support form a comcept in a student’s mind is to put review of laboratory practice developed at final monitoring. productive thinking [22, 23]. the concept outside, substantiate it, make Moscow Institute of Physics and Technology. In Yaroslav-the-Wise Novgorod State The approach is based on Wertheimer’s possible to handle it as an external object. The laboratory practice was on the course University [11] a set of numerical problems works, where a concept of productive The challenge consists in the fact “Fuzzy models of discrete mathematics” has been suggested using the concept of thinking was first introduced [24], that, initially, the intellect structure of and integrated in the training process. logic programming. Of particular interest Vygotsky’s research on the role of tools in any student is unknown, so, the means to Computerized practices provided visual are the problems of human intellectual human mind development [25], Leontiev’s perform individual training are still absent. support of the learning material, a variety activity simulation in processing various works on mechanism of interiorization [26] Therefore, an important task is to reveal of tasks, monitoring performed works, and types of information. The laboratory works and those by Yakimanskaya concerned with and use common methods that initiate each detection of mistakes. The practice was also allow acquiring skills of writing and using this mechanism to form significant student’s activity in acquiring new ideas. developed on AdobeFlash platform. To checkout of programmes in Prolog language mathematical notions [27], Krylov’s research It requires revising the basic concepts and introduce the practice into training, Moodle to build up intellectual systems for different on methodical aspects of engineering using information environment to model virtual learning environment is used to purposes. education [28], Kudryavtsev’s works on something that will turn into every student’s integrate the developed live content by As a conclusion of reviewing the the structure of engineering thinking [29], internal intellectual structure in the process means of the SCORM standard. computerized laboratory complexes the Papert’s study dealing with the role of tools of interiorization.

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For this purpose, materialized simulated of problem. It is these solutions that should The number of problems solved correctly answers, it can be concluded that the model should be simple enough, thus, to be performed by an educator in terms of at a written test grew by 20%, whereas the effect of laboratory work on mastering the provide its flexibility and allow every student freedom degree given to a student [19]. As mistakes in problem solution of laboratory concepts is sufficiently higher than the effect to use his/her own internal interpretation – mentioned above, it should be sufficient works were twice as little as compared to of traditional multiple choice tests that was model should give intellectual freedom to implement his/her own ideas and not solving the problems without the support performed simultaneously with laboratory to students [19]. By no means, it cannot to direct the students’ activity towards the of laboratory work. Based on the students’ works. be based on rigid teaching methods that predetermined solution. On the other hand, make students, directly or indirectly, adjust if a model has too many free parameters, a to it. Vice versa, working with the model, a student has a possibility to experiment with student projects it to his/her intuitive ideas parameters that the educator has connected that can contradict substantial aspects of a with another problem. Hence, in the given concept securely fixed by the model, and example the model does not allow a student create a problem-based situation leading to to build non-deterministic machine. It can new knowledge formation be considered as a feedback contributing Let us enumerate the basic properties of to better students’ understanding of a set the models underlying laboratory models: problem. the first is flexibility of interpretation, the The limitation of model operating second is setup stiffness of substantial environment is not the only way to obtain the properties. It should be also noted that feedback. The key element of feedback is the the objects with these properties are possibility to check the experimentally-based called “boundary objects” in the theory of solutions using examples. information environment [33], by means of For example, a designed identification which communities exchange information machine can be verified by different input via information space. symbol string. It makes possible to react Laboratory work will mean a set of the to a particular solution. To check the final following elements: solution, the algorithm of equivalency „„ model of subject area related to the checking is used. concept under study; Thus, we are able to formulate the idea: „„ target setting defining students’ when developing supporting software of experimental-constructive activity; learning mathematics it is necessary to „„ tools of automatic evaluation of partial transfer pedagogical techniques, the most solutions submitted by students. appropriate for the set targets, to the new At first glance, it seems that if we have a environment. The goal of this transfer formal definition of a concept, the model of is to automate monitoring of students’ subject area is built automatically. However, productive activity providing them with it is far from being so, as user interface is of cognitive freedom consistent with the great significance, which has to limit student pedagogical task. actions to the extent that it should provide Experiment and Initial Results freedom in generating different solutions, but Based on the presented approach four in a strictly limited area. laboratory works were developed, each of Let us give an example of a model. The which included four problems of various problems of building finite-state automation complexities. The themes of works were are placed in the environment for graph “Logic circuits”, ”Finite-state automation constructing of finite-state machine. One of and regular expressions”, “Predicates the methodical problems that should be solved and quantifiers (Tarski’s world)”, “Turing in designing interface is to use a model of machine”. 3 student classes participated in non-deterministic or deterministic machine. the experiment – 20 student groups, about The choice of deterministic machine was 300 students. The experiment outcomes defined by the problem essence. However, were estimated in three ways: examination one can use the model of non-deterministic results, teacher evaluation, and students’ machine and check a determinacy as a part questionnaire.

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16. Mantserov D.I. Sreda Verifier-KD: verifikatsiya reshenii zadach po matematike [Verifi- REFERENCES er-KD environment: verification of problem solutions on mathematics]. Komp'yuternye instrumenty v obrazovanii [Computer tools in education]. 2006. № 4. – pp. 36–41. 1. Gavrilov G.P., Sapozhenko А.А. Zadachi i uprazhneniya po diskretnoi matematike [Prob- 17. Pozdniakov S., Posov I. Domain specific language approach to technology-enhanced lems and exercises on discrete mathematics]. Moscow: Fizmatlit, 2005. – 416 p. learning. RJMT. 2014. Vol. 3, № 1 (June). – pp. 106–116. 2. Lavrov I.А., Maksimova L.L. Zadachi po teorii mnozhestv, matematicheskoi logike i teorii 18. Bogdanov M., Pozdnyakov S., Pukhov A. Multiplicity of the knowledge representation algoritmov [Problems on set theory, mathematical logics and algorithm theory]. Moscow: forms as a base of using a computer for the studying of the discrete mathematics. Peda- Fizmatlit, 2004. – 256 p. gogika. 2009. Vol. 96. – pp. 136–142. 3. 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Razrabotka labora- [Computer tools in education]. 2012. № 1. – pp. 37–44. tornogo praktikuma po kursu «Nechetkie modeli diskretnoi matematiki [Development of 22. Bashmakov М.I., Pozdniakov S.N., Reznik N.А. Informatsionnaya sreda obucheniya laboratory practice on Fuzzy models of discrete mathematics] [Electronic resource] Sovre- [Information learning environment]. Saint-Petersburg: Svet, 1997. – 121 p. mennye problemy nauki i obrazovaniya [Modern problems of science and education]. 23. Teoriya i praktika produktivnogo obucheniya [Theory and practice of productive learn- 2012. No. 3. Available at: https://www.science-education.ru/ru/article/view?id=6439, ing]. Bashmakov М.I. (eds.). Moscow: Narodnoye obrazovaniye, 2000. – 284 p. (Accessed: 16.03.2017) (in Russ). 24. Wertheimer М. Produktivnoe myshlenie [Productive thinking]. Moscow: Progress, 8. Kirsanov М.N. Grafy v Maple [Graphs in Maple]. Moscow: Fizmatlit, 2007. – 168 p. 1987. – 302 p. 9. Alyaev Yu. А., Tyurin S. F. Diskretnaya matematika. Prakticheskaya diskretnaya matem- 25. Vygotsky L.S. Myshlenie i rech' [Thought and speech]. Moscow: Labirint, 1999. – 352 p. atika i matematicheskaya logika [Discrete mathematics. Practical discrete mathematics 26. Leontiev А.N. Deyatel'nost'. Soznanie. Lichnost' [Activity. Conscious. Personality]. Mos- and mathematical logics]. Moscow: Finansy i Statistika, 2012. – 384 p. cow: Politizdat, 1975. – 304 p. 10. Bogul’skaya N.А., Postnikov А.I., Isayev S.V. Diskretnaya matematika : ucheb. posobie po 27. Yakimanskaya I.S. Razrabotka tekhnologii lichnostno-orientirovannogo obucheniya tsiklu lab. zanyatii [Discrete mathematics]. Krasnoyarsk: Publ. SFU, 2008. – 147 p. [Development of techniques for student-oriented teaching]. Voprosy psikhologii [Ques- 11. Mikhailov D.V., Yemelianov G.М. Funktsional'noe i logicheskoe programmirovanie: lab. tions of psychology]. 1995. № 2. – pp. 31–42. Praktikum [Functional and logical programming]. Veliky Novgorod: Publ. 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Moscow: [Paradigm shift: children, computers, and fruitful ideas]. Moscow: Pedagogika, 1989. – 1С-Publishing, 2016. – pp. 204–206. 222 p. 13. Molchanov V.А., Novikov V.Е., Otryvankina Т.М., Pronin P.N., Firstov V.Е.. Sbornik tem 31. Polya D. Kak reshat' zadachu : posobie dlya uchitelei [How to solve a problem]. Tr. from kursovykh rabot po matematike (algebra, matematicheskaya logica, diskretnaya matem- English by V.G. Zvonareva, D.N. Bell; Yu. М. Gaiduk (eds.). 2-nd edition. Moscow: GIZ atika [Collection of themes for course papers on mathematics (algebra, mathematical MP RSFSR, 1961. – 208 p. logics, discrete mathematics)]. Orenburg: Publ. Orenburg State University, 2004. – 68 p. 32. Polya D. Matematicheskoe otkrytie. Reshenie zadach: osnovnye ponyatiya, izuchenie i 14. Rybin S.V. Sistema podderzhki distantsionnogo obucheniya s ispol'zovaniem internet- prepodavanie [Mathematical discovery. Problem solution: main concepts, learning, and tekhnologii [System of distance learning support using Internet-technologies]. Komp'yuternye teaching]. Tr. from English. Moscow: Nauka, 1970. – 452 p. instrumenty v obrazovanii [Computer tools in education]. 2007. № 5. – pp. 49–54. 33. Bannon Liam J. Constructing common information spaces / Liam J. Bannon, Susanne 15. Ivanov S. G. Rabota na urokakh matematiki so sredoi Verifier [The work with Verifier en- Bodker. ECSCW'97: Proc. Fifth Europ. Conf. on Computer Supported Cooperative Work, vironment at math lessons]. Komp'yuternye instrumenty v obrazovanii [Computer tools Lancaster, UK, 7–11 Sept. 1997. Dordrecht [etc.]: Kluwer Acad. Publishers, 1997. – in education]. 1998. № 1. – pp. 58–66. pp. 81–96.

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Designing ICT Education Programmes Based „„ listing competencies essential for We analyzed the content and structure of Specialist’s, Bachelor’s, and Master’s the professional standards and came to the on Professional Standards degree; conclusion that there is no unambiguous „„ designing engineering education correlation found between professional Tver State University programmes based on professional spheres and educational profiles. Therefore, I.V. Zakharova, S.M. Dudakov, I.S. Soldatenko standards. in FSES 3+ we have identified the “core” An attempt to resolve these tasks was made cultural and professional competences, The article describes experience of the Russian universities in designing education within the scope of the project “Scientific which are independent of particular programmes in the field of information and communication technologies based on and Methodological Support for Developing professional activities and programme professional standards. Exemplary Principle Professional Education profile. The “core” is the major part of the Programmes (EPPEP) for Different Profiles”. education programme, it is fundamental and I.V. Zakharova Key words: competence approach, engineering education, professional standards, federal The project stakeholders designed the unchangeable. The “optional” part should be state educational standards. exemplary principle education programmes focused on specific employment functions aimed at developing general and professional or professional activities, prescribed by the competencies within consolidated profiles professional standards (if there are any). This Bachelor’s, and Master’s Degree)” [1, 2]. The (UGSN). Professional competencies for Introduction part should be renewable and easily updated present paper describes the experience in the Bachelor’s and Master’s degree, UGSN In 2011, the third-generation federal state to cater the demands of labour market. sphere of Information and Communication 02.00.00 being revised, they suggested an educational standards were implemented in [6, 7] describe the exemplary principle Technologies (ICT) education. updated list of competencies with due regard Russia. One of the key particularities of these education programme for Bachelor’s Competency approach in education to particular profiles and mathematical new standards is competency approach to and Master’s degrees “Mathematical and The level of mathematical knowledge is education [5]. education, which means that the emphasis According to the methodological Natural Sciences” developed by the project an essential aspect of successful engineering has shifted from education content towards recommendations passed by the Ministry stakeholders within UGNS 02.00.00 and natural sciences education, since learning outcomes clear for all interested of Education and Science of the RF dated “Computer and Information Science”. This S.M. Dudakov mathematics is the key subject in engineering. stakeholders – employers, teachers, students. 22.01.2015, when designing principle programme comprises 6 profiles (both Learning outcomes are described in the form If the second-generation standards prescribed education programmes, universities and Bachelor’s and Master’s degrees): of competencies comprising knowledge, the disciplines to be learned and described institutes should take into account the relevant „„ Mathematics and Computer Science. abilities, and skills, professional experience the content, the third-generation educational requirements of the professional standards. „„ Fundamentals of IT and Information and personal qualities, which the graduate standards are a kind of framework. Every The professional standard is description Technologies. should develop and obtain. university is to select the disciplines to be of qualification which a graduates need to „„ Information Systems Software and At present, Russian universities should taught and define the number of credits, perform this or that professional activities. The Administration. develop education programmes, which which does not always ensure profound foundation of educational standards should We analyzed if the enhanced general meet the professional standards, and an mathematical and engineering education rest on professional competencies focused professional competencies (OOPK) comply adequate assessment system. In this regard, [3]. Some careless duty-holders thus get an on employment functions (professional with generalized employment functions (GEF) the experience of leading Russian university opportunity to reduce the number of hours activities), which are prescribed by the and employment functions (EF) connected can be rewarding: implementing the for mathematical disciplines taught within professional standards. with professional activities of Bachelor’s and I.S. Soldatenko Master’s degree programmes’ graduates. international project METAMATH “Modern ICT engineering profile and lower other Brining the sections of FSES HPE into Educational Technologies for Math Curricula To design the exemplary education parties’ sights. Today, universities should compliance with professional standards in Engineering Education of Russia” and One of the ways to enhance education programme “Mathematical and Natural be very careful in selecting the content the national scientific and methodological programmes and bring them into compliance Sciences” within UGNS 02.00.00 “Computer of mathematical disciplines and take into projects “Scientific and Methodological with the professional standards was and Information Science”, we selected the account future professional activities and Support for Developing Exemplary Principle suggested within the project “Scientific and professional standards and generalized tasks [4]. Professional Education Programmes Methodological Support for Developing employment functions (GEF) connected (EPPEP) for Different Profiles”, “Models When designing and implementing Exemplary Principle Professional Education with professional activities of programme’s for Harmonizing Professional Standards education programmes, one should stick Programmes (EPPEP) for Different Profiles”. graduates. The criteria were as follows: and Federal State Educational Standards to competency approach, which aims The project stakeholders designed the „„ type of professional activity described of Higher Professional Education (FSES at developing general, professional, and exemplary principle education programmes in professional standards; HPE) in Mathematics, Natural Sciences, personal competencies of higher engineering aimed at developing general and professional „„ level of qualification described in Farming Sector and Agricultural Sciences, school graduates. The competency approach competencies within consolidated profiles professional standards and correlated Social Sciences, Humanities (Specialist’s, implies: (UGSN) [6, 7]. with the academic degree;

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„„ requirements of employers whom the as OOPK-II (B_02) – an ability to design, tencies, the educational standards include „„ designing database back-up procedures, programme designers cooperate with. analyze, and implement algorithms to resolve professional competencies (PC) focusing „„ designing of database recovery Many IT professional standards contain professional tasks. on a particular type of activity. The idea procedures GEFs implying software design: Based on GEFs comprising EFs and of professional competency design is „„ in the professional standard “Database „„ POU integration and software testing; their components (knowledge, skills, approximately the same as that of general Administrator” correspond with project, „„ requirements engineering and and professional activities) one can split professional competency, but the professional production and engineering activities. software design (professional standard competency development into learning stages competency includes a smaller number Conclusion “Programmer”); and identify relevant learning outcomes. As of employment functions. For instance, In this paper, we have described the „„ design of software architecture options; an example, let us consider OOPK-II map tile the employment function “determining principle of competency design for IT „„ selection and assessment of a software (tabl. 1). probable types of every component” in the graduates, which is based on the professional architecture option; It is clear that education programmes professional standard “Software Architect” standards. „„ software implementation (professional should be provided with testing and corresponds with the research activity, while standard “Software Architect”); assessment tools, which enables evaluating the employment functions: „„ component-based software engineering the level of the competency development (professional standard “System [8-12]. Therefore, development of efficient programmer”). testing and assessment tools is another As a result, one of the suggested GPCs challenge for teaching community [13]. for Bachelor’s degree has been formulated Besides general professional compe-

Table.1. Enhanced general professional competency OOPK-II: map tile

Expected learning outcomes Stage (level) of competency development (indicators of relevant level)

Z (OOPK-II) –1: to know programming languages Z (OOPK-II) –1: to know basic algorithms First stage (level) of information processing Ability to implement basic REFERENCES algorithms into software U (OOPK-II) –1: to be able to use programming languages to implement 1. Zakharova I.V., Kuzenkov O.A., Soldatenko I.S. Proekt MetaMath programmy Tem- algorithms pus: primenenie sovremennykh obrazovatel'nykh tekhnologii dlya sovershenstvovaniya V (OOPK-II) –1: to be able to use software matematicheskogo obrazovaniya v ramkakh inzhenernykh napravlenii v rossiiskikh uni- for design versitetakh [MetaMath (Tempus project)]: up-to-date educational technologies to improve mathematical education for engineering students of Russian universities]. Sovremennye U (OOPK-II) – 2: to be able to design Second stage (level) informatsionnye tekhnologii i IT-obrazovanie [Modern Information Technologies and software packages Ability to design and analyze IT-Education], 2014, no. 10. – pp. 159–171. (In Russ.). software to resolve various tasks V (OOPK-II) – 2: to be able to analyze 2. Kuzenkov O.A., Ryabova E.A., Biryukov R.S., Kuzenkova G.V. Modernizatsiya programme software matematicheskikh distsiplin NNGU im. N.I. Lobachevskogo v ramkakh proekta MetaMath [Modernisation of programmes of mathematical disciplines of NNGU within the Meta- Z (OOPK-II) – 3: to know common Math project]. Nizhegorodskoe obrazovanie [Education in Nizhny Novgorod], 2016, measures of algorithm efficiency no. 1. – pp. 4–11. (In Russ., abstr. in Engl.). Third stage (level) 3. Zakharova I.V., Syromyasov A.O. Otechestvennye standarty vysshego obrazovaniya: V (OOPK-II) – 3: to be able to design and Ability to design new algorithms and evolyutsiya matematicheskogo soderzhaniya i sravnenie s finskimi analogami [Native enhance algorithms measure their efficiency standards of higher education: the evolution of the mathematical content and comparison V (OOPK-II) – 3: to be able to determine with the Finnish algirithms]. Vestnik Tverskogo gosudarstvennogo universiteta. Seriya: the level of complexity and measure Pedagogika i psikhologiya [Bulletin of Tver State University. Pedagogy and Psychology], algorithm efficiency 2016, no. 2. – pp. 170–185. (In Russ., abstr. in Engl.).

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4. Zakharova I.V., Yazenin A.V. O nekotorykh tendentsiyakh sovremennogo matematich- Towards the Issue of Quality eskogo obrazovaniya na primere analiza GOS VPO, FGOS VPO i FGOS VO po naprav- leniyu podgotovki “Prikladnaya matematika i informatika” [Current trends in mathe- of Engineering Education matical education: case-study of GOS VPO, FGOS VPO, and FGOS VO for “Applied Mathematics and IT” profile]. Obrazovatel'nye tekhnologii i obshchestvo [Educational National Research Tomsk Polytechnic University Technology & Society], 2015, vol. 18, no. 4. – pp. 629–640. (In Russ.). S.B. Mogilnitskiy, E.E. Dementeva 5. Zakharova I.V., Dudakov S.M., Yazenin A.V., Soldatenko I.S. O metodicheskikh aspek- takh razrabotki primernykh obrazovatel'nykh programme vysshego obrazovaniya [De- The article considers issues related to the quality assurance of higher engineering veloping exemplary higher education programmes: methodological aspects]. Obrazo- education, examines the global experience in this regard and ways to deal with vatel'nye tekhnologii i obshchestvo [Educational Technology & Society], 2015, vol. 18, the challenges. It is shown that one of the principal mechanisms to ensure and no. 3. – pp. 330-354. (In Russ.). assess the quality of education is a professional and public accreditation (PPA) of 6. Zakharova I.V., Dudakov S.M., Yazenin A.V. O razrabotke magisterskoi programmy po education programmes (EP). The purposes and objectives of the professional and S.B. Mogilnitskiy UGNS “Komp'yuternye i informatsionnye nauki” v sootvetstvii s professional'nymi stan- public accreditation, benefits for graduates of accredited programmes in the career dartami [On the development of curriculum on UGNS “Computer and Information Sci- development of a professional engineer are described. The practice and outcomes of ence” in accordance with professional standards]. Vestnik Tverskogo gosudarstvennogo the activities of the Association for Engineering Education of Russia (AEER) in the universiteta. Seriya: Pedagogika i psikhologiya [Bulletin of Tver State University. Pedago- accreditation of education programmes in the field of engineering and technology are gy and Psychology], 2016, no. 2. – pp. 84–100. (In Russ., abstr. in Engl.). presented. 7. Zakharova I.V., Dudakov S.M., Yazenin A.V. O razrabotke magisterskoi programmy po UGNS “Komp'yuternye i informatsionnye nauki” v sootvetstvii s professional'nymi stand- Key words: educational trends, professional and public accreditation, university rankings. artami [On the development of Master’s programme on UGNS “Computer and Informa- tion Science” in accordance with professional standards]. Vestnik Tverskogo gosudarst- vennogo universiteta. Seriya: Pedagogika i psikhologiya [Bulletin of Tver State University. Pedagogy and Psychology], 2016, no. 3. – pp. 114–126. (In Russ., abstr. in Engl.). Introduction Trend and tasks of Higher Professional 8. Kuzenkov O.A., Kuzenkova G.V. Biryukov R.S. Razrabotka fonda otsenochnykh sredstv One of the basic factors of sustainable Education E.E. Dementeva s ispol'zovaniem paketa Mathbridge [Mathbridge software for assessment tools develop- economic development is significant The following trends can by identified ment]. Obrazovatel'nye tekhnologii i obshchestvo [Educational Technology & Society], improvements in staffing the enterprises in Russian and foreign systems of higher 2016, vol. 19, no. 5. – pp. 465-478. (In Russ.). that are involved in developing and professional education: 9. Novikova S.V. Preimushchestva komp'yuternykh trenazherov pri izuchenii vychisli- implementing the breakthrough techno- The breaking down of the national tel'nykh metodov [Advantages of computer simulators in learning computational meth- logies. It is impossible to resolve this task borders: the increase in student and faculty ods]. Obrazovatel'nye tekhnologii i obshchestvo [Educational Technology & Society], without strengthening the entire system of staff mobility, development of international 2015, vol. 18, no. 2. – pp. 478–488. (In Russ.). higher professional education. Therefore, partnerships, participation of the 10. Novikova S.V. Problemy integratsii praktiko-laboratornykh modulei v distantsionnyi obu- a new approach aimed at solving the most international experts in thesis defense, the chayushchii kompleks sredy Learning Space [Distance learning in Learning Space: chal- serious problems faced by the mankind in growth in import and export of education lenges of lab modules integration]. Obrazovatel'nye tekhnologii i obshchestvo [Educa- the XXI century is being implemented. The services and research, emergence of global tional Technology & Society], 2014, vol. 17, no. 4. – pp. 543–553. (In Russ.). priorities of the sustainable socio-economic players on the Russian education market 11. Novikova S.V., Valitova N.L., Kremleva E.Sh. Osobennosti sozdaniya uchebnykh ob"ek- development of the society are as follows: and the risk of “education sovereignty” tov v intellektual'noi sisteme obucheniya matematike Math-Bridge [Designing learning improvement of citizens’ life quality, loss. The only way to survive for the higher objects on e-learning platform Math-Bridge]. Obrazovatel'nye tekhnologii i obshchestvo economic growth, science, technologies, professional education is to train graduates [Educational Technology & Society], 2016, vol. 19, no. 3. – pp. 451–462. (In Russ.) education, health and culture, ecology for a special niche or sector of economy, i.e. 12. Zakharova I.V., Kuzenkov O.A. Opyt realizatsii trebovanii obrazovatel'nykh i profession- and environmental management [1]. to take on the role of “an agent” of region/ al'nykh standartov v oblasti IKT v Rossiiskom obrazovanii [Educational and professional A new paradigm of engineering education sector development. standards for ICT education: experience of implementation]. Sovremennye informatsion- appears. Its main feature is that education Orientation of universities towards nye tekhnologii i IT-obrazovanie [Modern Information Technologies and IT-Education], has shifted the focus from knowledge the demands of the society and economy: 2016, vol. 12, no. 1–3. – pp. 17–31. (In Russ.). transmission to practice-oriented lifelong whole scale long-life learning, devaluation . education that rests on the fundamental of traditional diplomas, emergence of theories. In view of the above, Russian new assessment bodies (independent high school is currently facing the task certification agencies, standards of leading to assure high quality of Russian education companies (Microsoft certification)), gradual and succeed on the global educational privatization of higher education by business, market. building of new-type campuses (educational

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transfer centers), focus on team-building and and certain requirements imposed by the „„ to support in developing and enhancing training process in accordance with the spreading of project universities. society, personality, and the state. educational establishments and requirements of the public via the system of Changes in educational and scientific Analyzing global experience in implemented education programmes; quality assessment criteria. content: individual “unattended” education evaluating university performance, three „„ to protect educational establishments Precisely, the network interaction (educational fast-food) based on new basic approaches have been identified: from the interference into the teaching model between universities and enterprises approaches (individual study paths, all day reputational, result-oriented, and total. The process and infringement of academic has been actively introduced into the long learning – 24/7, simulators and virtual reputational approach involves experts freedom. training process over the past years. The education). to evaluate the quality of educational In higher education, there are various network interaction, being a flexible form Changes in the scientific research programmes and universities. Result- types of both state (performed by the of integration processes that may occur in procedure: projects aimed at preserving oriented approach is aimed at evaluating authorized governmental bodies) and education system, provides much wider scientific schools, self-assembly research quantitative values of university performance. public accreditation. It is worth noting that access to the most up-to-date learning tools teams, development of interdisciplinary The total approach rests on the principles professional and public accreditation is and technologies, allows piloting new forms research, dissemination of research of the Total Quality Management, TQМ increasingly popular in evaluating quality of teaching and content including e-learning outcomes (including those in public press), and requirements for the Quality Manage- of education programmes offered by and distance education [4]. Additionally, the growing number of scientific inventions ment Systems imposed by International universities. This type of accreditation is of the network interaction model inevitably for industries, research on the basis of virtual Organization for Standardization, ISO. The particular interest. It is proved by the fact leads to facilitating indirect contacts: on laboratories and cloud technologies. other approaches are, to various extent, a that within the framework of the Bologna the one hand, the number of contacts Development of new patterns to combination of the described methods. Declaration the development of professional and interactions is increasing, therefore, coordinate society: new approaches to Professional and public accreditation and public (non-state) accreditation is one of the results are becoming more qualitative evaluating university and its graduates’ of education programmes: goals and the key issues [2]. and efficient [5]. On the other hand, the performance, student scientific society Professional and public accreditation of question arises: what are the criteria to objectives as a platform for introducing new education programmes is basically defined as evaluate the efficiency of this model? What Let us take a closer look at the teaching tools, integration of student and a procedure aimed at evaluating the quality is the way to assess the quality of specialists’ reputational approach. Being one of professional associations, education aimed of a university performance in implementing training within a certain discipline and the most widely applied in educational at training teams capable of handling certain education progammes. It is designed the entre education programme provided community, this approach is primarily various tasks (the key competency of an to define a university status to show the public electronically? Many scholars and faculty based on the procedure of accreditation of educator – ability to make up creative that university has met and is maintaining members pose these questions, which, training process, in general, and education teams for solving various problems). high level of standards set by professional definitely, should be reflected in the criteria programmes, in particular. In line with the above, in order to communities (associations), experts- of education programme quality assessment. Accreditation is a system of education enhance competitiveness of the country in volunteers, specialists, representatives of Attending an accredited programme in the context of globalization, the Russian quality assessment which allows considering various industries (employers) and peer the field of engineering and technology can high school should tackle the strategic task – the interests of all stakeholders. It combines universities [3]. As a rule, a certain education mean for a graduate the first step into the to ensure high quality of Russian education both public and state forms of monitoring. programme undergoes accreditation. corresponding professional community with and its recognition on the global market. The main goals of accreditation are as Thus, professional and public accre- a further possibility to obtain appropriate The latter is impossible to reach without follows: ditation of education programmes is a professional licensure in the field and apply introducing effective quality management „„ to ensure advance in higher education non-governmental system of education for the international professional registration: systems. In this regard, the tools to evaluate quality; programme quality assessment and „„ International Professional Engineers the level of graduates’ training are becoming „„ to ensure efficient evaluation of incredibly important facet of high-quality Register. especially important. educational service quality, in general, specialists’ training. Such accreditation is „„ APEC Engineer Register. The quality of education is ensured and education programmes, in considered an effective tool to assure all „„ International Engineering Technologists by well-designed education programmes, particular; stakeholders of an education programme Register. qualitative teaching technologies and „„ to foster development of educational (school leavers and their parents, students, „„ International Engineering Technicians resources (including financial ones), the establishments and enhancement of employers, authorities, the public in general) Register. level of interaction with the strategic education programmes via continuous that it meets high standards of educational In Russia, the system of professional partners, efficiency of the implemented self-examination and planning; quality, i.e. is in line with their requirements certification of engineers is only beginning quality management system, and graduates’ „„ to guarantee the society that the and expectations. to take root. In western countries, the training quality. Hence, the education educational establishment or a certain Accreditation of education programmes certificate of the international professional quality assurance patterns developed education programme has adequate allows universities timely respond to the registration is absolutely essential for career by universities should correspond to learning outcomes and the ways to changes in business and labor market and growth both in the industrial and academic informational resources and facilities, staff, achieve them; foster development and enhancement of sectors. Additionally, being recognized as

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a specialist in a certain field, an employee Education in the Russian Federation”, AEER AEER is the only association in the programmes are in a high demand among can count on additional bonuses (social and is entrusted to conduct professional and Russian Federation, which is entrusted to employers and usually move up quickly the educational, insurance). Such specialists public accreditation of various education award education programmes a common career ladder. are in great demand, as highly-qualified programmes in the field of engineer¬ing quality label “EUR-ACE label” (bachelor’s For further development and advancement and skilled engineers significantly influence and technology. In compliance with this degree, master’s degree), as well as to sign of multi-level systems of education quality the company performance, i.e. winning law, such accreditation demonstrates to certificates of compliance to the requirement assurance, in 2014 the accreditation center various contracts (contracts on supply of the the public that students graduated from an of the Washington Accord (Specialist’s of AEER designed and implemented the equipment, technology development, etc.). accredited university are properly educated degree). The above-mentioned certificates criteria to accredit vocational programmes Obtaining an accredited degree is according to the standards of educational are regarded as international ones and are in the field of engineering and technology. absolutely beneficial for students, as well. quality agreed upon by professional experts, recognized in the signatory countries of The accreditation criteria and procedure In some countries, students who attend an labor market specialists, and representatives ENAEE and the Washington Accord. are set in compliance with the international accredited programme are the only one who of the corresponding industrial sector [7]. During the period from 2003 to 2016, standards [7]. The accreditation was piloted eligible for federal financial aid. These facts Compliance with the AEER criteria AEER accreditation center [8] accredited in Tomsk Polytechnic Vocational School, prove the validity and market weight of the would guarantee the quality and continuous more than 400 education programmes Tomsk Vocational School of Information accredited programmes [3]. advancement of education programmes offered both by Russian and foreign Technologies and Stary Oskol Technological In the course of professional and offered by universities. AEER accreditation universities (fig. 1). The representatives of Institute n.a. A.A. Ugarov (branch) National public accreditation, universities criteria and procedure have been developed the Ministry of Education and Science of University of Science and Technology are given the recommendations on with regard to the Bologna Declaration for the RF, international accreditation agencies “MISIS”. improving their education programmes. bachelor’s, specialist’s and master’s degree and professional communities were always University Ratings The recommendations are given by the programmes (the first and the second cycles) involved into the accreditation process. Despite all the drawbacks of the university experts who have gained vast experience [7]. When developing the accreditation More than 350 education programmes were ratings (the examples are illustrated in the in evaluating various educational esta- criteria, the association considers the world’s awarded EUR-ACE label (fig. 2). article by S.V. Ablamejko [9]), they provide blishments and obtained deep knowledge best practices in engineering education The education programmes accredited by not only subjective evaluation resulted from in education quality assurance [3]. This quality assessment. The programmes AEER accreditation center are offered by the the current university reputation, but also enables universities to enhance their accredited by AEER are registered in the leading Russian universities which take the a number of basic characteristics, such as competetivness, thus, the competitiveness Association, ENAEE (European Network for top spots in the national university ranking. highly-qualified faculty, qualitative training, of their graduates both on the national and Accreditation of Engineering Education), The data on most of accredited programmes up-to-date facilities and other parameters, international markets of intellectual labor. submitted to the Federal Education and are available in the annual reference book i.e. the level of university performance, Another important objective of Science Supervision Service, covered by the "Best Educational Programs of Innovative as a whole (though not always precise any national professional and public mass media and appeared on the sites of Russia”. The graduates of the accredited information). It is also believed that ratings accreditation is to maintain recognition of AEER and ENAEE. the programme quality at the international The criteria are set for learning outcomes level. To achieve this objective, it is required evaluation. The learning outcomes imply a Fig. 1. The number of programmes accredited by AEER to harmonize national accreditation policy combination of competencies, knowledge, with the similar foreign ones including skills, abilities, methodological culture 500 international associations and agencies in acquired by students upon completion 443 450 the corresponding field. of the education programme. They are All the above-mentioned factors designed in line with the requirements set for 400 significantly help professional and public graduates by the professional community. 350 accreditation contribute to assuring high An education programme can be accredited 300 267 standards of education quality. only if it meets all the above-mentioned 250 AEER Accreditation criteria. 200 166 One of the main activities of Association It an educational programme is suc- 137 159 150 of Engineering Education of Russia (the cessfully accredited, both bachelor’s and 110 118 Association, AEER) is professional and public master’s degree programmes are signed 2 cer- 100 75 34 34 38 43 50 23 29 accreditation of engineering programmes. tificates (AEER certificate and the EUR-ACE 21 17 9 20 16 13 The Association has developed and advanced Label certificate). Specialist’s degree prog- 0 the professional and public accreditation rammes may be awarded 3 certificates: AEER 1995-2000 2001-2005 2006-2010 2011-2015 2016 for all the time of education programmes since 2002 certificate, the EUR-ACE Label certificate, S B M total number of programmes [6]. According to the Federal Law “About and the Washington Accord certificate.

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Fig. 2. The number of programmes awarded EUR-ACE label Table 1. Relation of the number of accredited programmes to the university position in the national and international ratings

500 The proportion National of accredited 400 Rating QS World EECA Universities university BRICS programmes agency University University from project rating Rankings, (approximately, 300 “Expert Rankings, Rankings, “5-100” (Interfax), 2016 data are taken RA”, 2016 2016 2016 2016 from open 200 sources) 100 Higher 0 School of 6 6 411-420 62 35 0.55 Economics

2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 до 2002

National the number of accredited programmes EUR-ACE University of Science and 14 18 601-650 87 63 0.7 Technology NUST MISiS contribute to enhancing education quality in various national university ratings and due to sharpening competition on the federal programmes (project 5-100, “Staff educational service market. for Regions”, “Universities as Centers for Saint How often universities apply for Innovations”, etc.). Petersburg accreditation and whether there is any This group involves National Research Electro- not 22 36 121-130 110-120 0.57 dependence between the number of Tomsk Polytechnic University, National technical available accredited programmes offered by university University of Science and Technology University and its spot in the national ratings? To answer NUST MISiS, Higher School of Economics. “LETI” these questions, let us analyze the following Based on the comparison of the number examples. of accredited programmes offered by these All universities can be divided into three universities, let us analyze the proportion of groups: the accredited programmes relating to the Tomsk State 9-10 13 377 43 20 0.06 1. “Elite” universities basically need no positon of the university in various university University approval of education quality; however, ratings (Table 1). they take top spots in the national university 3. Finally, universities which ratings and have good reputation in demonstrate no interest in university ratings the international university educational and do not participate in the governmental Tomsk community. programmes. Polytechnic 9-10 8 400 64 45 0.63 Such universities include Lomonosov As it is obvious, the table demonstrates no University Moscow State University, National Research direct dependence of the university position Nuclear University MEPhI, Bauman Moscow in the national ratings on the number of State Technical University, and Saint- accredited programmes. However, this ITMO not 12 19 101-110 81 0.07 Petersburg University. issue requires more rigorous examination University available 2. The universities which are striving as it is quite complicated to undoubtedly to become leading ones in the academic identify the influence of this factor on community, they accredit education the university rating. The accreditation of programmes on a regular basis, participate education programmes is an absolutely

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important facet of university life, especially The professional and public of those universities which are interested in accreditation allows university authorities enrolling foreign students and offering joint timely to respond to the ever-changing programmes or double degree ones. requirements of business and labor market. Additionally, global ratings evaluate The accreditation criteria developed to university as a whole and, as a rule, they do assess the quality of education programmes not reveal the quality of certain education stimulate development and advancement of programmes (bachelor’s, master’s, and education systems in line with the demands post-graduate programmes), as well as of society. one can hardly learn from these ratings The basic benefits for the students how actively a university implements new attending accredited programmes were teaching technologies, for example, distance outlined. education. However, it is these issues that Thus, in line with the above and in order are of great interest for a potential enroller or to contribute to further enhancement of REFERENCES employer. Therefore, the ratings based on education quality, it is required: certain university activities or programmes „„ to continue accredit education 1. Ursul, A.D. Strategija nacional'noj bezopasnosti Rossii i obrazovanie dlja ustojchivogo are becoming more and more popular. programmes by international and razvitija [Strategy of national security of Russia and education for sustainable develop- Conclusion domestic professional and public ment]. Otkrytoe obrazovanie [Open Education]. 2009. No. 4. – pp. 63–73. (In Russ., In the context of global competitiveness, accreditation centers, including AEER; abstr. in Engl.) the quality of education becomes an „„ to make agreements between 2. Birnbaum, R. The life cycle of academic management fads. J. of Higher Education. essential factor that enables a certain person leading industrial corporations and 2000. Vol. 71, No 1. – pp. 1–16. or the entire society to achieve and maintain accreditation agencies of Russia; 3. Gerasimov, S.I., Shaposhnikov, S.O. Mezhdunarodnaja professional'no-obshhestven- the leading positions on the global market. „„ to consider the results of professional naja akkreditacija inzhenernyh obrazovatel'nyh programme [International profession- The world and its values are in constant and public accreditation of education al-public accreditation of engineering education programmes]. Saint-Petersburg: Publ. change, which means that education should programmes in the national university LETI, 2014. – 170 p. (In Russ.) also change (though not so rapidly) in order ratings; 4. Shifrin, M.B. Setevye formy realizacii obrazovatel'nyh programme [Network forms of to meet the requirements and expectations „„ to involve as more as possible education programmes]. Uchenye zapiski mezhdunarodnogo bankovskogo instituta of students who are definitely want to be in stakeholders in dealing with the issues [Academic notes of international bank institute]. 2014. No 9. – pp. 82–85. (In Russ., demand in the modern world. of engineering education quality abstr. in Engl.) enhancement. 5. Zubareva, T.A. Jeffektivnost' modeli setevogo otkrytogo vzaimodejstvija obrazova- tel'nyh uchrezhdenij kak resurs innovacionnogo razvitija [Efficiency of open network interaction of education institutions as a resource of innovative development]. Mir nauki, kul'tury, obrazovanija [World of science, culture, education]. 2009. No 5. – pp. 178–184. (In Russ., abstr. in Engl.) 6. Pokholkov, Yu.P., Chuchalin, A.I., Mogilnitsky, S.B. The national accreditation system for higher education institutions in Russia. Higher Education in Europe. 2002. Vol. XXVII. №. 3. – pp. 217–230. 7. Chuchalin, A.I. [i dr.] Kriterii i procedura professional'no-obshhestvennoj akkreditacii obrazovatel'nyh programme po tehnicheskim napravlenijam i special'nostjam [Criteria and procedure of professional-public accreditation of education programmes in the field of engineering and technologies]. Tomsl: TPU Publ., 2014. – 56 p. (In Russ.) 8. Akkreditacionnyj centr Associacii inzhenernogo obrazovanija Rossii Аккредитационный центр [Accreditation center of the Association for Engineering Education of Rus- sia] [Jelektronnyj resurs]. Association for Engineeriing Education of Russia: site. – 2003–2017. – URL: http://www.ac-raee.ru/ru/ac_aeer.htm, free (accessed: 15.03.2017). 9. Ablamejko, S.V., Gusakovsky, M.A. Uchastie universitetov v mirovyh rejtingah kak faktor povyshenija kachestva podgotovki specialistov [Participation in international university rankings as a factor of improving the quality of teaching and learning]. Vyss- hee obrazovanie v Rossii [Higher Education in Russia]. 2013. No 5. – pp. 124–135. (In Russ., abstr. in Engl.).

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Analysis of Evaluation Criteria for Thesis the research in a manner that is less effort- production, participate in diverse scientific consuming. and practical conferences (and the reports Tambov State Technical University The research is characterized as systemic containing reviews of research outcomes V.P. Kapustin, D.Yu. Muromtsev, Yu.V. Rodionov when a scientist, over a whole period should be approved), and publish papers in of study, takes into account as many as the open press and peer-reviewed journals The article addresses the problem of raising thesis quality. The authors specify what relevant factors as possible. The thesis is and issues recommended by VAK (the State scientific research is, determine its peculiarities, introduce the evaluation criteria for complete when the research outcomes are Commission for the Academic Degrees and thesis and provide a list of reviewers. implemented; there are recommendations Titles). Research outcomes implemented on how the results should be used or how in production are commonly regarded as Key words: search, thesis, evaluation criteria for thesis, Dissertation Council, Dissertation the research can be continued in future, unbiased. Council’s Commission, external reviewer, opponent. with a particular direction determined. Research results should always be V.P. Kapustin Logics is particularly important reproducible in order to be discussed and when scientists analyze theoretical and verified. This means that one should indicate At present, many scientists working on always be topical, consistent, systemic, experimental data obtained in the course the methods and techniques applied in the thesis are involved in development of new comprehensive, reliable, and unbiased, of the research. It is also essential when course of the research, as well as describe writing conclusion. The question “why did it testing conditions materials (nanomaterials); biofuels and should provide evidences, be complete happen?” is less important than the question Based on the research conducted, one lubricating oils for internal combustion and reproducible. These aspects are related “what is the relation between cause and can prepare candidate’s or doctoral thesis, engines; polymers for repair of tractors, cars, to the evaluation criteria for thesis [2, effect?”, in other words, the scientist as well as research report. The evaluation and harvesters; new crop varieties. A great p. 384-385]. should reveal the essence of the process or criteria for thesis are unified and given in the number of scientists conduct research in The research issue is considered topical phenomenon. It is obvious that the results Regulation on conferment of candidate’s or the spheres of seeds encapsulation, plant if the society is interested in this research obtained should be proved. doctoral degree passed by the Government production and technologies, intelligent outcomes and their implementation. “Learning without thought is labor lost; of the Russian Federation, dated September systems for automatic and automated Therefore, it is essential to prove that thought without learning is perilous” – 24, 2013, no. 842 (Regulation), GOST D.Yu. Muromtsev process control. However, it seems that more the research is feasible, timely, preferred Confucius. 7.32-2008 Research report. Structure and attention should be paid to environmental or desirable. In terms of economy, The research results are comprehensive submission guidelines, GOST R 7.0.11-2011 issues in order to ensure sustainable the investigation conducted can have if the author indicates the conditions Thesis and authors’ abstract, GOST 2.105-95 development for prosperous life today and customers, whose demands are directly under which the results were obtained, a Unified system of engineering docu- in future. connected with the research results and who parameter space, operational modes, etc. mentation. The organization where Laser technologies are widely applied are ready to implement research outcomes All this is particularly important for project the thesis was prepared and the in surface hardening and annealing in their production. The topicality should organizations involved in relevant devices organization-external reviewer, as well as treatment, surface alloying and embedding be based on policy documents, economic and technologies production. the Dissertation Council’s Commission, the in glass, developing different types of and industrial plans, scientific trends and For the research results to be reliable opponents, the Dissertation Council are coating, improving welded joints. Ultra- demand forecasts, as well as grants awarded and unbiased, the scientists should to check whether the text submitted meets high frequency apparatuses are used in the by different funds [3]. stick to indisputable and commonly general requirements to text documents, treatment of sick animals, milk and crop The research is regarded as consistent if accepted scientific doctrines, national and reviewers of author’s abstract and research Yu.V. Rodionov processing. the high-quality outcomes can be obtained international, widely-known and widely- report, Scientific-Technical Council of In any study field, there are many develop- in a way which is less time and effort applied techniques, programmes, GOSTs the department (laboratory) and Scientific ments to make people’s life prosperous. consuming than others. For instance, based and OSTs, cutting-edge devices and Council of the Institute. The objective of scientific research is a on the previous research one can propose equipment, including those designed in Table 1 shows the evaluation criteria for comprehensive study of the object, process, an issue and prove its topicality, determine the course of the research. It is also crucial thesis and author’s abstract review. or phenomenon, their structure, connections research direction, subject, object, aim, to conduct a sufficient number of tests, The data in the table indicates that the and relations by means of scientific methods objectives, theoretical foundation, testing secure concordance between theoretical quality of thesis, as well as reliability of and with appropriate devices and equipment methods and techniques, and also the proposals and experimental data, provide research results, are thoroughly monitored. applied. In addition, scientific research place or area, where the outcomes will be well-grounded conclusions, and make However, some thesis and author’s abstracts aims at obtaining and implementing the implemented. Considering the relevant sure that there is no contradiction between still have limitations, which deteriorate the outcomes, which will contribute to society published materials, the scientist can the results obtained and the relevant data value of research outcomes and decrease the [1, p. 79]. formulate a scientific problem or task and provided by independent sources. Every qualification level of the authors. The typical Scientific research, in contrast to other suggest a hypothesis. Following the way scientist should implement the research limitations are as follows: inaccuracies in types of investigation or testing, should described above, one reaches the aim of outcomes in educational process or thesis title; inappropriate aims, subject and

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Table 1. Evaluation criteria for dissertations 1 2 3 4 5 6 7 Evaluating the research outcomes in comparison Organization with other well-known + + + + Dissertation Author’s solutions and providing Dissertation Evaluation criteria where Council’s Opponent abstract supporting arguments, external Council thesis is Commission review P. 10 reviewer prepared Publication of key research outcomes, + + + + 1 2 3 4 5 6 7 P. 10, P. 25 Theme, P. 23 + + + Number of papers published in peer- + + + Topicality, P. 23 + + + + reviewed journals, P. 13 Theoretical statement References to the as scientific + + + sources of the borrowed + + + accomplishment, P. 9 materials, P. 14

Solution for scientific References to papers + + problem, P. 9 prepared individually and + + + (or) in co-authoring, P. 14 Well-grounded technical and other development + + Reliability degree of the solutions, P. 9 research outcomes, + + + + P. 16, P. 23 Solving tasks significant Scientific novelty for development of the + + + and practical relevance, + + + relevant field of study, P. 16, P. 24, P. 25 P. 9 Significance of scientific Providing new + + + + work, P. 16 scientifically-verified technical and + + Correspondence between technological solutions the thesis and the field of + + + + and developments, P. 9 study, P. 16, P. 18

Written by the author Completeness of the + independently, P. 9 information provided in + + + + papers published, P. 16 Consistency, P. 9, P. 10 + + Feasibility of scientific Providing unique statements, conclusions, research outcomes for the and recommendations + + + + + + relevant field of study, provided by the thesis, P. 10 P. 23 Meeting the criteria for Author’s personal input + + thesis provided by the + + + in science, P. 16, P. 25 Regulation, P. 1, P. 23 Data on implementation Meeting the deadlines for of research outcomes, + + placing announcement P. 10 on defense in the Internet and thesis and author’s + Giving recommendations abstract on the official on implementation of + + site of the Dissertation research outcomes, P. 10 Council, P. 1

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1 2 3 4 5 6 7 Table 2. Deprived scientific degrees: fields of study (2014–2015) Following the regulations on thesis submission and + defense, P. 26 Doctor of Sciences Candidate of Field of Study Paragraph Verified and well- (number) Sciences (number) grounded conclusion and + + + Law 1, 14, 38 3 recommendations, P. 23 Philology 1 2 Significance for science + + and practical usage, P. 10 Biology 11 1 Literacy of thesis Medicine 26 5 and author’s abstract + + Physics and Mathematics 26 1 (GOST 2.105-95) Economics 14 4 26 2 Pedagogy object of study; poorly revealed topicality, lation – 3 degree-seeking applicants 38 1 scientific novelty, practical implications, and (13.7%); History 38 1 results reliability; absence of or improperly „„ fail to meet the criteria for thesis, P. 1 executed documents proving implementation; of the Regulation – 3 degree-seeking Technical Sciences 26 2 clumsy conclusion; numerous spelling, applicants (13.7%); Total: 6 16 syntactical, and stylistic mistakes (failing to „„ inaccurate information on scientific comply with GOST 2.105-95). In general, publications provided in the author’s about 40–50% of the submitted thesis fail to abstract, P. 11 of the Regulation – 1 meet the criteria [4, p. 2356–2357]. degree-seeking applicant (4.5%). It is for the Higher Attestation Commission When interviewed, degree-seeking (VAK) to decide whether particular thesis and author’s abstract meet the relevant criteria. applicants claimed that thesis and author’s Table 2 provides the reasons why the abstract submission guidelines have never Higher Attestation Commission (VAK) does been explained to them. Scientific supervisors not approve the solutions of the Dissertation and consultants also support this statement. Councils on awarding candidate’s and More often than not, papers and guidelines doctoral degrees in different sciences [5, p.1-2; considering thesis preparation provide 6, p.3; 7, p.4; 8, p.5; 9, p.6; 10, p.11; 11, p. 10; information on how to choose the topic, make 12, p. 11; 13, p. 12; 14, p.13; 15, p.14; 16, a plan, work with literary sources and choose p. 15; 17, p.16]: the methodology, conduct theoretical and „„ not meeting the deadlines for placing experimental investigations, etc. They neither the thesis and author’s abstract on the suggest proper nor give examples of wrong official website of the organization, titles, do not describe how deeply investigated in which the Dissertation Council is, an issue is, do not provide enough evidences and announcement on thesis defense of the novelty and reliability of research, etc. on the official website of the Higher Therefore, at present, there is an urgent need Attestation Commission (VAK), P. 26 in introducing the discipline “Methodology of the Regulation – 10 degree-seeking applicants (45.4%); of thesis development and preparation” into „„ borrowing materials without references post-graduate programmes. Post-graduate to the author and (or) source, P. 14 students do need manual providing examples of the Regulation – 5 degree-seeking on different parts of thesis, which do meet the applicants (22.7%); criteria applied. Currently, one can hardly „„ upon the application of the degree- find a thesis which would meet 75–80% of seeking applicant, P. 38 of the Regu- quality requirements.

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O poryadke prisuzhdeniya uchenykh stepenei [Elektronnyi resurs]: posta-novlenie Pravi- 9. Ob otmene resheniya soveta po zashchite dissertatsii na soiskanie uchenoi stepeni kan- tel'stva Ros. Federatsii ot 24 sent. 2013 g. № 842 [The Regulation on conferment of can- didata nauk, na soiskanie uchenoi stepeni doktora nauk D 212.056.08, sozdannogo na didate’s or doctoral degree passed by the Government of the Russian Federation, dated baze Federal'nogo Gosudarstvennogo avtonomnogo obrazovatel'nogo uchrezhdeniya September 24, 2013, № 842]. Accessed in information and reference system “Kodeks”. vysshego professional'nogo obrazovaniya “Dal'nevostochnogo federal'nogo universi- 4. Kapustin V.P. Povyshenie kachestva podgotovki dissertatsii i avtoreferatov [Elektronnyi teta”, o prisuzhdenii uchenoi stepeni kandidata nauk i ob otkaze v vydache diploma resurs] [Improving quality of thesis and author’s abstract]. 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O lishenii uchenoi stepeni kandidata nauk: prikaz Minobrnauki ot 15 sentyabrya 2015 g. loma of candidate of sciences: the order by the Ministry of Education and Science, dated № 979/nk [Deprivation of the Candidate of Sciences degree: the order by the Ministry of May 20, 2015, № 460nk]. Byulleten' VAK [Bulletin of the VAK], 2015, no. 4. – P. 2. Education and Science, dated September 15, 2015, № 979/nk]. Byulleten' VAK [Bulletin 7. Ob otmene resheniya soveta po zashchite dissertatsii na soiskanie uchenoi stepeni of the VAK], 2015, no. 5. – P. 13. kandidata nauk, na soiskanie uchenoi stepeni doktora nauk D 001.036.01, sozdanno- 15. O lishenii uchenoi stepeni kandidata nauk: prikaz Minobrnauki ot 15 sentyabrya 2015 g. go na baze Federal'nogo Gosudarstvennogo byudzhetnogo nauchnogo uchrezhdeniya № 980/nk [Deprivation of the Candidate of Sciences degree: the order by the Ministry of “Nauchno-issledovatel'skii institut kardiologii”, o prisuzhdenii uchenoi stepeni kandi- Education and Science, dated September 15, 2015, № 980/nk]. Byulleten' VAK [Bulletin data nauk i ob otka-ze v vydache diploma kandidata nauk: prikaz Minobrnauki ot 20 of the VAK], 2015, no. 5. – P. 14. maya 2015 g. № 462/nk [Reversal of decision of Dissertation Council D 001.036.01 16. O lishenii uchenoi stepeni kandidata nauk: prikaz Minobrnauki ot 15 sentyabrya 2015 g. established in Research Institute of Cardiology on conferment of candidate’s degree and № 981/nk [Deprivation of the Candidate of Sciences degree: the order by the Ministry of withholding Diploma of candidate of sciences: the order by the Ministry of Education and Education and Science, dated September 15, 2015, № 981/nk]. Byulleten' VAK [Bulletin Science, dated May 20, 2015, № 462nk]. Byulleten' VAK [Bulletin of the VAK], 2015, of the VAK], 2015, no. 5. – P. 15. no. 4. – P. 3. 17. O lishenii uchenoi stepeni kandidata nauk: prikaz Minobrnauki ot 15 sentyabrya 2015 g. 8. Ob otmene resheniya soveta po zashchite dissertatsii na soiskanie uchenoi stepeni kan- № 982/nk [Deprivation of the Candidate of Sciences degree: the order by the Ministry of didata nauk, na soiskanie uchenoi stepeni doktora nauk D 208.073.04, sozdannogo na Education and Science, dated September 15, 2015, № 982/nk]. Byulleten' VAK [Bulletin baze Federal'nogo Gosudarstvennogo byudzhetnogo uchrezhdeniya “Rossiiskii kardio- of the VAK], 2015, no. 5. – P. 16.

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Quality of Further Professional Education: meet professional education requirements „„ centers for independent qualification and the qualification level; perception assessment in different economic New Trends in Assessment and Recognition of necessity in continuing professional sectors; development, which, in its turn, determines „„ professional and social accountability Kazan National Research Technological University professional goals, motives, position and accreditation of education prog- V.G. Ivanov, M.F. Galikhanov contributes to professional satisfaction; rammes. Pastukhov State Academy of Industrial Management absorption of professional culture [2]. Social accountability accreditation of N.N. Aniskina To get higher professional education institute or university, as one of the types of education recognition, is implemented The article deals with the technology of independent assessment and recognition does not mean to become a professional. Professional formation takes place in the in Russia by means of quality management of quality of further professional education. standards. Although the accreditation (ISO course of professionalization comprising V.G. Ivanov certification) is a voluntary procedure, it Key words: professional personality development, continuing professional development, CPD, further professional education, and becomes more and more popular in Russian education quality assessment, assessment tools. self-education. and abroad. We would like to emphasize a The logic is as follows: profound compensative role of further professional education (qualifications and competencies Rapid development of society and changes of professional development education. Further professional education is meeting particular requirements or technologies leads to new standards in trends. Turning-points imply setting new to fill the gap between education provided professional standards) results from high- education system. Today, any political or goals, introducing new activities, altering in secondary and higher education schools, quality education process, which is provided technological process is of interdisciplinary professional communication patterns, and on the one hand, and rapid development of by efficient performance of the educational nature, which stipulates further development sometimes, changing professional profile. the relevant industrial sector, on the other organization. of relevant sciences and practices, as well as CPD seems to be an efficient way to hand. The high qualification is determined Taking into account the ideas mentioned induces teamwork in reaching mutual goals. overcome a turning point, as it contributes by employers’ demand and described in the above, today it is important to develop all M.F. Galikhanov Although the educational and professional to professional adaptation and ensures form of essential knowledge, abilities, and three types of FPE independent assessment standards focus on a definite profile, development of professional skills thus competencies. and recognition: universities and the academic staff are improving the level of proficiency. The profound changes in ICT, new „„ independent assessment of staff free in designing an innovative education Moreover, CPD is also connected with priorities and forces on the educational professional qualities; process. For this purpose, they can use psychological state since it ensures so- service market have a strong impact on „„ professional and social accountability the best experiences of both national and called comfort zone: a person involved in further professional education (FPE) [3-5]. accreditation of education international experts with due regard to the CPD feels self-confident, knows the ways On the one hand, FPE is in demand, since programmes; systems of education quality assessment to overcome challenges and find solutions, lifelong learning is a commonly accepted „„ social accountability accreditation of provided by highly acknowledged which increases the work quality. concept. On the other hand, changes in educational organizations. organizations. In our research, we stick to the term the form of education (a shift from formal The main goals of independent Professional development after graduation “professionalization”. As a rule, it means to informal education) introduced new assessment of staff professional qualities are strongly depends on the activities. The term “the process of professional formation, ideas on assessment and recognition of FPE as follows: “professional personality development” which includes: choice of profession „„ to give objective and professionally N.N. Aniskina quality, which are based on a new model of means a conscious choice of professional with due regard to personal qualities and recognized conformity assessment, FPE quality comprising two major aspects – profile and professional activities, which abilities, learning professional rules and which is hold to determine that development of professional competencies a person devotedly performs. Professional regulations, professional development and professional’s qualification meet and independent assessment. personality development implies self-perception, personal contribution to manufacturing and business require- various stages in continuing professional professional profile, professional personality Although the issue of monitoring of ments prescribed by the professional development (CPD), in other words, lifelong development” [1]. There are also other professional competency development is standards; and learning, which starts with primary focus and definitions, however, professionalization more or less investigated, the question of „„ to verify the professional’s rights to career guidance providing basic information always implies lifelong learning and independent assessment of FPE quality is perform the definite activities no on future profession in early ages. professional personality development. still topical. Following the global trend, matter where, when, and how the At different stages of professional Professionalization means that a person Russia is involved in designing the system of qualification was acquired. personality development, there are turning- is continuously acquiring new knowledge independent assessment and recognition of The essential component of the points, i.e. short intensive transformations and developing new abilities and skills. learning outcomes, which currently includes independent assessment is adequate of professional mentality, rearrangements of This process includes several stages: starting three major constituents: assessment tools. professional activities and behavior patterns, professional activities; self-development to „„ professional standards; For instance, the procedure of

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professional testing can include several system of assessment tools designed for stages: certification of managers and auditors by „„ knowledge and skills assessment, the European Organization for Quality is the analysis of evidences proving inadequate to assess the qualification level of professional experience; engineers. The principle difference between „„ assessment of relevant professional the assessed skills makes it necessary to apply activity performance. an alternative assessment methodology. The assessment tools should be: In particular, to assess practical skills, „„ multifaceted: the tasks should provide Worldskills methodology is commonly integrative assessment of knowledge, applied. abilities, professional skills and Independent assessment is to ensure experience of the candidate; recognition of awarded professional „„ reliable: assessment methods and tools qualification, as well as estimation of should reveal all the aspects prescribed professional performance. by the professional standards, and The whole complex of tools should make assessment itself should be based on the qualification assessment results unbiased, unambiguous measurable criteria; reliable, and recognized by the professional „„ consistent: assessment results should unity (employers). This is particularly be adequate and reliable regardless important for FPE, which is not proved by of time, place, experts and candidates nationally recognized certificate and often involved; includes informal education. „„ relevant: the assessment tools should There are also other factors to be correlate with assessment goals (the considered: fidelity of organizations and tasks should be as close as possible individuals providing FPE; the regulations to professional activities within the and requirements to ensure competition and definite qualification). preventing abuse of right; moral and ethical Assessment tools can be different for criteria in the assessment of educational REFERENCES various profiles. For instance, an efficient organization performance. 1. Psihologicheskij slovar' [Jelektronnyj resurs] [Dictionary of Psychology]. 2009–2016. Pro- fessionalizacija [Professionalization]. URL: http://vslovare.ru/slovo/psihologicheskiij-slo- var//professionalizatzija (Accessed 29.12.2016). 2. Grishina E.S. Nepreryvnost' obrazovanija kak potrebnost' XXI veka [A formation continui- ty as requirement of the 21st century]. Voprosy kul'turologii [Issues of culturology], 2012, no. 1, pp. 61–65. (In Russ, abstr. in Engl.). 3. Anis'kina, N.N. DPO: nezavisimaja ocenka i priznanie kachestva [Additional fee-paid education: independent assessment and quality recognition]. Akkreditacija v obrazovanii [Educational accreditation], 2016, no. 1, pp. 52–54. (In Russ.). 4. Ivanov V.G., Barabanova S.V, Galihanov M.F. Novye tendencii gosudarstvennogo reg- ulirovanija sistemy podgotovki povyshenija kvalifikacii kadrov v Rossijskoj Federacii [New trends in government control over the system of continuing professional develop- ment in the Russian Federation]. In Inzhenernaja pedagogika [Engineering Pedagogy]. Moscow: MADI, 2015, pp. 23–31. 5. Ivanov V.G., Barabanova S.V, Galihanov M.F. Innovacionnye formy setevogo obrazo- vanija v obrazovatel'nom pole Respubliki Tatarstan [E-learning innovations in the Re- public of Tatarstan]. Setevoe vzaimodejstvie kak jeffektivnaja tehnologija podgotovki kadrov: sb. tr. Vseros. (s mezhdunar. uchastiem) nauch.-metod. konf., Joshkar-Ola, 30–31 okt. 2014 g. [Proceedings of the All-Russian scientific and methodological conference with international participation “Setevoe vzaimodejstvie kak jeffektivnaja tehnologija podgotovki kadrov”]. Yoshkar-Ola: Publ. Volga State University of Technology, 2015, pp. 52–57.

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Vocational Education and Training Schools (Rosstat), the number of working age 1.18% from the total number of students. employees is decreasing in Russia (Fig. 1). At the same time, the Russian universities in Terms of Student Migration in Russia: The working age population is predicted to had the total undergraduate enrollment decline by 14 million people in 2009-2025. of 5209, including 282.9 thousand of Challenges and Prospects The following objectives to attract international students (5.42%). Benefits National Research University “Higher School of Economics” migrants are stated in the State Migration to the RF economy from the international S.V. Dryga Policy Concept of the Russian Federation [1]: students increased 7 times and by the end Regional Public Organization “Migration Research Center” “Migration flows into the Russian Federation of 2015 reached 73 billion rubles. Thus, it D.V. Poletaev is one of the ways to increase the population can be stated that the education sector is not of the country in general and its regions in only cost intensive, but also export-oriented The paper considers social, economic, and demographic effects of attracting foreign particular, while the attraction of qualified [3]. It is worth noting that the number of S.V. Dryga students to vocational education and training schools in Russia. The authors investigate specialists and other foreign workers needed international students hosted by Russian challenges and prospects of increasing national share in the export of educational on the Russian labor market is an essential vocational training schools is rather small, services in this sector. part of sustainable development of the and the annual growth of its share in the total country”. The foreign students graduated number of students is slow (Fig. 2). Increasing Key words: student migration, vocational education and training schools, adaptation, from Russian vocational training schools, on global competition for international students integration. the one hand, would make good the deficit accounting for approximately 5.1. million of workers faced by the Russian economy people (according to the data of Institute over the past years, and, on the other of International Education) is one of the The article presents the findings of the providing qualitative educational services hand, would contribute to dealing with the trends that fosters national economies to research project aimed at investigating is high. In addition, student migration could demographic imbalance in the country [2]. develop international education. The share and evaluating social, economic, also contribute to increasing the number of The overall assessment proves that of Russian education on the global market and demographic effects of attracting skilled working age employees who are in there is certainly a high potential to grows slowly, therefore, the emphasis in D.V. Poletaev international students to vocational demand on the labor market and have been increase the number of international elaborating the strategies for vocational education and training schools in Russia as successfully integrated into Russian society. students enrolled in vocational schools. In education development should be made a part of the programme to increase nati- The possibility to establish certification 2014/2015, 24.9 thousand of international on the increasing number of students from onal share in the export of educational centers on the basis of vocational training students studied (full-time and part-time) the Commonwealth of Independent States services in the medium and long term. schools has not been adequately discussed at Russian vocational schools, representing (CIS) [4]. Priority of student migration development yet. These certification centers would is enshrined in the Concept of State conduct the procedures aimed at recognizing Fig. 1. Decline in working age population in Russia in 2009-2025 (Rosstat) Migration Policy of the Russian Federation and evaluating skills, knowledge, and for the Period until 2025. However, the competencies of migrants. It would be of 100 mechanisms to reach the migration priorities great demand on the domestic and global in vocational education are not effective market. Inclusion of Armenia and Kyrgyzstan -100 [1]. To address this issue, it is essential to into the Eurasian Economic Community -218 -213 investigate challenges and prospects of (EAEC) customs union in 2015 offers -300 -308 attracting foreign students into Russian additional opportunities for such retraining vocational education. This would permit a on the basis of international partnership. The -500 -497 more complete description of the status of position of Russia on the global education -597 Russian education on the global market of market has been strengthened over the past -700 -650 -698 vocational education services, which, in years. This is due to the steady increase in

its turn, is required to develop adequate the number of international students, which -900 -879

mechanisms for increasing and supporting is the result of the great project 5-100 aimed -961 -1013 -1013 competitiveness of the country on the at supporting leading universities of the RF. -1100 -1083 -1141 -1120 global market. We believe that the income Unfortunately, the same could not be said of -1143 -1175 -1235 from the flow of international students into vocational education. -1300 Russian vocational training schools (training Today, the Russian economy needs an 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020 2021 2022 2023 2024 2025 colleges, vocational schools, etc.) is rather influx of migrants. According to the forecasts 2009 insignificant, whereas the potential for from the Federal State Statistics Service Source: Rosstat data

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of particular importance in developing the of Russian professional education market Fig. 2. The proportion of foreign students in total student number in vocational migration policy oriented to the support of within the framework of the international training schools and universities from 1950 to 2015 in RSFSR/RF, thousand people. international student flow into Russia. This professional training standards. The main 6 focus is essential today given the current purpose of this research is to contribute to 5.42 state of the Russian education and science. an inflow of skilled workers and attraction of 5 The statistical book by A.L. Arefiev, F.E. She- investments into the vocational education [9]. 4.43 regi “Export of educational services in Russia” Therefore, despite the fact that it is far from 4 3.7 (2016) presents a large amount of factual being finished, the current research is rather 3.17 data and statistical information about student relevant and is of particular practical interest. 3.05 migration into Russia. It also includes data on Law enforcement practice: review 3 2.65 2.36 the number of international student enrolled The number of cases in which foreign 2.12 2.21 1.72 1.97 in Russian vocational training schools in citizens (students of vocational training 2 1.61 1.53 1995/1996–2014/2015 academic years. schools) are involved is insignificant. 1.18 0.73 0.77 0.96 1 0.78 In addition, the book outlines the courses According to the Consultant Plus legal 0.65 0.57 0.68 0.27 0.34 0.39 “Russian for Foreign Students” provided reference system, there were only 5 court 0.31 0.22 0.21 0.22 0.21 0.25 0.26 0.25 0.3 0.27 0.31 0 the Centers for Russian Science and Culture judgements as at February 2017, including and representatives of the Federal Agency a judgement by the Supreme Court of the for the Commonwealth of Independent RF, 2 judgements of the court of general 1950/19511960/19611970/19711980/19811990/19911995/19961996/19971997/19981998/19991999/20002000/20012001/20022002/20032003/20042004/20052005/20062006/20072007/20082008/20092009/20102010/20112011/20122012/20132013/20142014/2015 States Affairs, living abroad compatriots jurisdiction, and 2 judgments of Moscow Universities Vocational training schools [3]. The research presented in book “Study courts and courts of Moscow region. In all Source: [3]. migration from the Commonwealth of cases, legal proceedings were initiated to Independent States and Baltic States: challenge administrative court decisions The current research is predominantly students enrolled in such schools are potential and prospects for Russia” (2012) concerning illegal working. The court empirical and based on the interviews: beyond the scope of scientific interest. The is also noteworthy. Based on the large judgements were analyzed in accordance 40 expert interviews and 40 in-depth lack of research on this issue proves this fact. factual data, the authors have summarized with the procedure to monitor and maintain interviews with the international students Most of the studies which focus on student the trends in student migration into Russian law reinforcement, approved by the Decree studying at the vocational training schools migration basically concern higher education universities and outlined its prospects [6]. of the Government of the RF from 19 August, were conducted in Tomsk, Ekaterinburg, (Zh. Zayonchkovskaya, A. Aref’ev, L. Lede- The research carried out by D.V. Poletaev 2011 N 694, and the criteria developed and Moscow from March 2016 till August neva, O. Korneev, Mukomel’, etc.). There and S.V. Dement’eva also focuses on within the current research: 2016. The experts include scholars, is no research that investigates social, student migration and international student 1). Asserted claim. faculty members of vocational training economic, and demographic effects of adaptation at the universities of Moscow, 2). Violated/challenge right. schools, relevant authorities, and potential attracting international students to vocational Tomsk, and Krasnoyarsk [7 -9]. 3). Challenge decision, acts or omissions employers. The interview instrument was education and training schools in Russia. However, the findings of the above- of the officials against international students developed as a flexible guide, including Foreign scholars also state that the issues mentioned research are not sufficient enrolled in vocational training schools. sets of questions that cover various aspects of student migration within the vocational to provide complete description of the 4). The core of court judgement, i.e. of international student enrollment into the education and training programmes (VET, possibilities to attract international students whether violation has been found or not, the vocational training schools of the country. ISCED levels 3-4) have not been studied into Russian vocational training schools. claim has been sustained or not. The interviewed international students were well in comparison with that within other This is due to the fact that universities and 5). The revealed conflicts of law norms, basically from CIS: Kazahkstan, Kyrgyzstan, education programmes [5]. The existing vocational training schools train specialists mistakes of technical and legal nature, Tadzhikistan, Azerbaidzhan, Uzbekistan, research carried out by Russian scholars for different labor market segments, offer varying interpretations of law norms, Ukraine, and Armenia. basically focuses not on investigating different education programmes, and, as violation of judicial practice uniformity. The current state of research on practical aspects of and benefits from a result, have distinct niches on the global 6). Final evaluation and recommen- international student flow into Russian enrolling international students in Russian education market [ 9]. dations. vocational training schools education institutions, but on evaluating The main limitation of the discussed The list of the studied judicial acts The issue of international student flow scientific potential of the RF and the risk of research is that authors concentrate on this published in the Consultant Plus legal into Russian vocational training schools “brain drain”, i.e. the problems which are or that aspect of student migration within reference system is given at the end of the has not been adequately addressed yet. In peripheral to the issue of the status of Russia higher education instead of analyzing this article [ 10-12]. contrast to government-supported higher on the global education market. In addition, issue from the point of possible benefits As protection of foreign students’ rights education, vocational education in Russia these studies do not contribute to managing from the flow of international students into is of practical value, the judgement by the and precisely the number of international the existing facilities efficiently, which is country. This stipulates the investigation Supreme Court of the RF from 30 June, 2016

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N 78-AD16-30 is of particular interest. The Challenges and prospects for with Russian universities [3]. The similar that cost less, i.e. humanitarian programmes. Supreme Court sided with a foreign student stipulating international student migration cooperation pattern can be implemented However, most of them are not in demand enrolled in one of the vocational training into Russian vocational training schools within the vocational education. To bring on the labor market. Relating to this issue, schools. The current research has revealed that Russian vocational training schools onto the it would be essential to conduct career The Court found the third-year student Russian vocational training schools and the global education market, the embassies and guidance in the countries that are major guilty of having committed administrative whole system of vocational education are consular posts could possibly initiate shows senders of international students. The main offence under article 18.10, part 2, of the not ready to enroll international students. and conventions of educational programmes purpose of this career guidance is to explain Administrative Offences Code of the RF In order to sustain a strong market position offered by the Russian vocational schools. In the advantages of vocational education in “Illegal work by a foreign citizen or by a in the Commonwealth of Independent addition, the existing migration legislation terms of future employment in Russia. The stateless person in the Russian Federation”, States and the Baltic States, significant also poses significant challenges to the economy will always need skilled worker and imposed a fine of 5 000 rubles and investments in the sector of vocational vocational education in Russia. The even in a case of economic stagnation. The rendered the decision on administrative education, as well as development of interviewed experts expressed the opinion interviewed experts expressed the view expulsion of a student from the Russian a long-term target-oriented programme that the staff of vocational training schools that vocational education for international Federation. The defense objected to this “Promotion of international student mobility should also involve the position of a students can be both fee-paid or free. They decision and requested the Court to revoke within vocational education” are required. passport officer to register the international can study for free within the framework them and close the case. It was found In modern global society, migrants and students. Such a post is provided only in of the interstate agreements between the during the trial that the student, a citizen of their children can choose any country to the institutions which offer international Eurasian Union and the Commonwealth of Turkmenistan, was performing work without study. Therefore, the vocational education students campus housing. It is a great Independent States. In this case, education corresponding permits or patent for work in programmes offered at Russian training challenge for a vocational training school is free only for students, the country itself summer 2015. This fact served as a ground schools should meet the international to employ a person to register international will pay tuition fees for their citizens. The for bringing her to administrative liability. education standards. In addition, vocational students. Therefore, we believe that Russian question is whether the Russian Federation is The case file shows that she was a third-year training schools should be adequately vocational training schools are still not ready ready to pay tuition fees for the international student (full-time mode of education)) of equipped, have up-to-date facilities and to enroll a large number of international students who would return to their native the vocational training school in a specified skilled faculty members. Various preparation students. Another factor to be taken into land after graduation. This question period. courses including Russian language training consideration is that labor migrants also requires taking a reasonable decision at the According to par 1 article 13.4 and par should be available for international make money to pay for children's education. Government level. Despite the fact that the 6, 4 article 13 of Federal Law № 115-FZ students. The experts interviewed noted that Obviously, the education system of the RF majority of migrants from Central Asia come “On the Legal Status of Foreign Citizens in many vocational training schools are trying can count on this finance. However, the to Russia in search of work, there are certain the Russian Federation”, a foreign resident to enter the market of the Commonwealth main problem is that most labor migrants risks not to see concrete efficiency gains from who is undergoing general education course of Independent States and the Baltic States wish their children could receive a better the investments made. There is also another and reached the age of fifteen has the right independently without any support from job. They wish their children could work possibility to foster the influx of international to enter into employment agreement during the Government. However, most of them at offices and have a possibility of career students into the Russian vocational training vacation period without a work permit. are not on track to do so. Unlike vocational growth. On the one hand, this fact is in schools, i.e. to attract financial support In this proceeding, the Supreme Court education, higher education institutions line with the interest of Russia in qualified from the potential employers. However, the decided that there was no evidence of actively cooperate with the Commonwealth workers. Skilled labor jobs can pay well, employers are not willing to invest money illegal employment, and the administrative of Independent States. Most international even very well if an employee is constantly into training migrants, they are waiting charges against a foreign student were students studying in Russia are from the improving his/her qualification. On the support from the Government that will bring not proven. The defense’s complaint was Commonwealth of Independent States (the other hand, the career expectations that up new workers for the labor market of the satisfied, whereas the rights of the foreign situation is similar for vocational education), most migrants have for their children are far country. Thus, there is continuing tug-of-war student were restored. The increase in legal Kazakhstan being a major sending country from the reality. They are trying to help their between the Government and employers. competence among international students (roughly 1 in 4 international students children attain higher education, however, Therefore, it is reasonable to rely on the is noteworthy. The analysis of the cases has studying full-time or part-time in Russia having graduated from universities, these money of migrants themselves who save revealed that international students actively are from Kazakhstan). The standard-bearers international graduates could hardly find a for their children's education or retraining. defend their rights and seek advice and of the Russian education abroad are Joint job in Russia. This is due to that fact that the The main task is to convince them that to guidance from the relevant legal offices. The Slavonic Universities in Kirgizia, Belorussia, only niche for them on the labor market of invest money into vocational education remaining court judgements were not found Tadzhikistan, and Armenia. Over the past Russia is worker occupations and positions is economically reasonable as qualified in international students’ favor - a fine of three years, the Ministry of Education and of mid-level specialists. High tuition costs in workers are always in demand even in the 5000 rubles was imposed on students with Science of the RF has provided support polytechnic and sport colleges are of great current fragile economic environment. administrative deportation from the territory to these countries by implementing concern. This fact forces migrants to choose In this context, the opening of representative of the Russian Federation. development programmes in cooperation the degree programmes with tuition and fees offices of the vocational training schools

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abroad (similar to higher education when to new perspectives in finding job or even students study in their native country and applying for citizenship. Earlier and more REFERENCES have an opportunity to obtain Russian intensive career advice and guidance in the 1. Koncepcija gosudarstvennoj migracionnoj politiki Rossijskoj Federacii na period do university diploma) is rather promising. It countries which are the basic senders of study 2025 goda [the Concept of State Migration Policy of the Russian Federation for the is possible to count on money which labor migrants would, on the one hand, contribute Period until 2025] [Elektronnyi resurs]: approved by the President of the RF 13 June, migrants send back to their families in their to the increase in the number of in-demand 2012, available at the Consultant Plus legal reference system. (In Russ.). country of origin. A special attention should qualified workers on the labor market and, on 2. Bondarenko N.V. Rynok truda i professional'noe obrazovanie – kakov mehanizm be paid to dissemination of the information the other hand, assure additional financing to sotrudnichestva? [Labor market and vocational education – what is the way to inter- about Russian vocational education. A role the vocational training schools. act?] [Elektronnyi resurs] Monitoring jekonomiki obrazovanija [Monitoring of educa- of the Government, as a main coordinator 4. The challenges to be addressed in order tion economy]. Moscow: GU-VShE, 2007. № 8 (31). 104p. – URL: https://memo.hse. of economic development of the country, to attract the influx of international students ru/data/2011/05/19/1213863051/infbul31.pdf, free (accessed: 11.05.2017). is of particular importance. As known, into Russian vocational training schools: а) Recruiting talented specialists who will 3. Jeksport rossijskih obrazovatel'nyh uslug. Min-vo obrazovanija i nauki Rossijskoj Fed- economic development of the country eracii [Export of educational services in Russia. The Ministry of Science and Education depends on the qualified foreign workforce. be able to improve vocational training in accordance with the international education of the Russian Federation]. Мoscow: Sociocentr, 2016. Isuue 6. 408 p. (In Russ.). Priority of student migration development is standards. 4. Dannye Instituta mezhdunarodnogo obrazovanija [The data of International Education enshrined in the Concept of State Migration b) Enhancing the existing facilities of Institute][Elektronnyi resurs]. Available at: http://www.iie.org/Research-and-Publica- Policy of the Russian Federation. This fact is vocational training schools to guarantee high tions/Project- Atlas#.WM__mDvyiCg. (accessed: 05.03.2017). obvious for everyone, however, the theory quality of student teaching. This will require 5. Vocational education and training to counter social exclusion – stakeholder meeting is inconsistent with the real actions aimed serious financial injections. report [Elektronnyi resurs] SIRIUS network: [website]. – [S. l.]: SIRIUS Network, cop. at attracting international students to the c) Student internship should be regulated at 2017. – URL: http://www.sirius-migrationeducation.org/vocational-education-and- Russian vocational training schools. legal level so that vocational schools do not training-to-counter-social-exclusion-stakeholder-meeting-report,(accessed: To sum up, the most significant findings to face any challenges in its implementation 06.03.2017). emerge from this study are as follows: and reinforcement. 6. Gavrilov K.A., Yatsenko E.B. Uchebnaja migracija iz stran SNG i Baltii: potencial i 1. Based on the in-depth interviews with d) Receiving assurance from potential perspektivy dlja Rossii [Student migration from the the Commonwealth of Independent the international students studying at the employers or countries (both RF and native States and the Baltic States: potential and prospects]. Мoscow: Nasledie Evrazii, 2012. vocational training schools of the RF, social, countries of migrants) that the money spent 210 p. (In Russ.) economic and demographic aspects of on migrant education will be reimbursed. 7. Poletaev D.V., Dement’eva S.V. Innovacionnye strategii razvitija mezhdunarodnogo student migration were revealed. e) Similar to student migration in higher obrazovanija v rakurse uchebnoj migracii v vuzy Rossii [Innovation development strat- 2. The lack of research focused on social, education, it is required to develop an egies in international education in terms of student migration into Russian universities] demographic, economic, and humanitarian effective regulatory device that would Izvestija Tomskogo politehnicheskogo universiteta [the Bulletin of Tomsk Polytechnic benefits from the international student include a possibility of employer-sponsored University]. 2010. Vol. 316, № 6. pp. 128 – 134. (In Russ., abstr. in Engl.). flow into Russian vocational schools was education of migrants within the sector of 8. Dement’eva S.V. Social'no-pravovye aspekty uchebnoj migracii v kontekste reformy identified. Therefore, the approaches vocational training. rossijskogo obrazovatel'nogo zakonodatel'stva [Social and legal aspects of student mi- developed by foreign and Russian scholars 5. Many Russian vocational training gration in terms of Russian education legislation reform] Izvestija Tomskogo politeh- to analyze study migration within the higher schools are trying to enter the education nicheskogo universiteta [the Bulletin of Tomsk Polytechnic University]. 2011. Vol. 319, education from 2008 to 2016 were applied. market of the Commonwealth of Independent № 6 pp. 166–172. (In Russ., abstr. in Engl.) The foreign scholars also emphasize the States independently, without any support 9. Poletaev D.V., Dement’eva S.V. Zurabishvili T.Z. Potencial uchebnoj migracii v pro- fact that the issues concerning international from the Government, and have already fessional'nye obrazovatel'nye organizacii v kontekste novoj migracionnoj politiki [Po- students’ enrollment into vocational training gained certain experience. Assistance tential of student migration into vocational training schools in terms of new migration schools have not been adequately addressed. in advertising, promoting (shows and policy] 2014. Vol. 324, № 6. pp. 118–125. (In Russ., abstr. in Engl.) This makes the current study relevant. conventions of educational programmes) 10. Postanovlenie Verhovnogo Suda RF ot 30.06.2016 № 78-AD16 [Judgement by the 3. The research proved that the vocational Russian vocational education in the Supreme Court of the RF from 30.06.2016 № 78-AD16] [Elektronnyi resurs], available education in Russia is not ready for a great Commonwealth of Independent States by at the Consultant Plus legal reference system. influx of study migrants. Nevertheless, it the embassies and consular posts would 11. Postanovlenie Moskovskogo gorodskogo suda ot 20.02.2016 № 4a-100/2016 [Judge- is worth noting that the possibility to study significantly contribute to fostering student ment by Moscow Court from 20.02.2016 № 4a-100/2016]. [Elektronnyi resurs], avail- at Russian vocational schools has already migration into Russian vocational training able at the Consultant Plus legal reference system. become attractive for young migrants due schools. 12. Postanovlenie Moskovskogo gorodskogo suda ot 20.08.2014 № 4а-2138/14 [Judge- ment by Moscow Court from 20.08.2016 № 4a-2138/14] [Elektronnyi resurs], avail- The research is supported by the Russian Foundation for Humanities, 2016. № 16-03-00446 “The potential of Russian vocational education in terms of enhancing Russian position on the able at the Consultant Plus legal reference system. global education market”.

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Career Guidance and Counseling to Develop to S.V. Malin and A.Y. Kozevnikov, the To indentify professional intentions of postindustrial society is characterized by modern schoolchildren, we made a survey Engineering Education at School and University: the fact that a person manages his/her among schoolchildren of the ninth grade professional career, and the success criterion at schools in Naberezhnye Chelny, the Technologies and Models is a subjective value of personal awareness Republic of Tatarstan. 46 schoolchildren Elabuga Institute, Kazan Federal University of success, or “psychological success” [9, were interviewed, 24 girls and 22 boys, O.V. Shatunova, T.I. Anisimova p. 147]. There is no doubt that most school aged 15-16 years old. children dream of the job that would bring When asking “What are the most The paper deals with psychological and pedagogical aspects of engineering career them not only financial satisfaction, but a demanded jobs nowadays?”, we received guidance provided for pupils. It describes the experience of Elabuga Institute, Kazan moral one. They would like to be engaged the following answers: an engineer (76% of Federal University, where they efficiently implement career guidance activities and in the activities they like and succeed in. the interviewed), a doctor (48%), a lawyer O.V. Shatunova develop engineering education based on interaction between school and university. Very few of them would like to perform (22%), a teacher (22%), car mechanic (20%). One of the priorities is to involve pupils into research and technical activities through physical work, which is quite reasonable The answers show that the schoolchildren participating in innovation projects developed by the university. in the light of social values of the XXI in Naberezhnye Chelny assess the labour century. Thus, one of the important current market demands adequately. Key words: career guidance, engineering education, engineering professions. pedagogical goals is to prepare school We were also interested in personal children for future professional activity career choice of the interviewees. The of intellectual and creative character. question “Which jobs appeal to you?” was Nowadays, it is intellectual work that makes answered as follows: a psychologist (17%), It is becoming more and more essential necessitates considering new approaches to basic contribution to the prosperity of any a manager (15%), and an engineer (13%). in Russia that school leavers should choose career counseling management at schools developed country. A car mechanic, a journalist, a teacher, a engineering as a future career. The current in order to develop sustainable interest in Intellectual work is defined as a creative policeman, and a lawyer got 9% each. engineering education is intended not only engineering jobs with regard to real labour activity that requires intellectual energy to Although an engineering career is T.I. Anisimova to provide the required number of engineers market demand. treat information and create new knowledge considered to be in demand, it is not chosen for enterprises, but also to develop a special Career guidance is considered to be one relating to important social value or hi-tech by many schoolchildren. They explain it class of creators aimed at transforming an of the most important school pedagogical production [10, p. 212]. It follows that by the fact that this job is too demanding objective environment by implementing activities. Career choice can be an important only creative people with non-standard in terms of high intellectual skills, personal scientific and technical innovations [1]. condition of happiness and well-being of a thinking can be engaged in intellectual responsibility, accuracy and punctuality in Here we defined engineering education person; so, career guidance and counseling professional activity; they also should be task performing. as a specially organized educational and are in focus of research conducted in Russia well educated and smart. These features Our questionnaire contained the training process at all levels of general and other countries [3-8]. should be developed at schools; and following question: “Did “Handicraft” help education (including preschool one) and The most popular jobs in our society the school career guidance should be of you to know your abilities and choose your higher education. In this case, forms, methods have been a lawyer, an economist, and innovative nature. future professional career?”. Only 30% of and content of the educational activity aim a manager for a long period. Thus, a lot A school subject “Handicraft” aims the schoolchildren gave a positive answer, at developing trainees’ engineering thinking of school leavers aimed to get a degree in at facilitating professional choice of which proves that unfortunately, teachers of and their wish to become an engineer. these majors. A traditional career guiding schoolchildren; it allows them to know handicraft cannot be called efficient career As V.V. Putin sais, an engineer is a scheme “want-can-must” failed to work, more about different jobs and make future counselors. high-qualified expert who ensures not since “must” was omitted because neither plans [11]. Besides, these classes make it Thus, it should be noted that all the only maintenance of hi-tech equipment or students nor their parents were interested possible for children to develop creativity applied methods of career guidance and design modern facilities, but also construct in the demand for the jobs on the labour and productive skills, and acquire learning counseling are not efficient. For example, surrounding reality [2]. Thus, the quality market. No matter how motivating “want” and practical experience; these are the skills participation of senior schoolchildren in of engineering staff is a key factor of the and “can” might be, they did not guarantee that constitute the base for the key universal academic competitions does not always nation’s compatibility. The task of engaging proper employment. competencies required for any activity. facilitate their career choice. Successful the youth in engineering careers is important The modern postindustrial society However, as practice shows, the course school children have to participate in nume- for Tatarstan as well. Its economy is quite requires school leavers not only to know of “Handicraft” does not always prepare rous academic competitions, since teachers dynamic: new business projects are being textbook information and solve standard test schoolchildren for conscious choice of choose the most capable and responsible developed, the production capacity is tasks, but also to develop personal qualities future professional career. There are several children without taking into consideration growing. The lack of engineering staff that would condition successful teamwork, reasons for it, with one of them being poor their academic workload. As a result, instead may strongly impede the economical self-development, continuous improvement teachers’ awareness about modern labour of developing the strongest abilities of a development of the republic. This fact and professional mobility. According market demands. pupil, his/her aptitude” is torn into pieces”.

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This statement is proved by the result of and role plays, psychological trainings, group „„ Academic competition in drawing, 7-8 contributes to the promotion and the survey conducted among the participants discussions, disputes and debates, case- grades. development of robotics and technical of the regional round of the All-Russia study, brain-storming, etc. These methods „„ Scientific conference in mathematics creativity of teenagers, enhance prestige academic competition in “Handicraft”, allow the teachers to involve schoolchildren “Student + School pupil”. of engineers via technical workshop and Kazan’, 2015. 63 pupils of 10-11 grades, in the activity that develops goal-setting and „„ Scientific schoolchildren conference in scientific conferences for children. There schools of the Republic Tatarstan, were planning skills; communicative and social physics and mathematics “Mathematics is a mechanism that creates a motivating interviewed. competencies. and physics in modern information environment ensuring teenagers’ interest When asking the question “What Pedagogical universities can support environment”. in mechanics, mathematics, and science. other academic competitions apart from „„ Scientific schoolchildren conference in career guidance and counseling at schools. It also provides motivation for knowledge, “handicraft” did you take part?”, we received IT “Me and the Internet of the future”. For example, Kazan’ Federal University research and project activities, technical the following answers: biology – 28.6%, „„ National scientific schoolchildren (KFU), Elabuga Institute, provides a regular work and awareness of contemporary geography – 27%, physics and the Russian support and development of engineering conference “Biological sciences: past, technologies. Close integration of formal language – 23.8%, mathematics, history and education in the framework of the present, and future”. education (basic education programmes literature – 12.7% for each subject. The result model “University – school”. It regularly „„ Internet-competition for schoolchildren that implement the federal state education can be explained either by a wide range of organizes academic competitions, summer in IT. standards) and informal one (general and the schoolchildren’s interests, or by the fact and vacation schools, conferences, and The exhibitions of technical creativity professional programmes of additional that their teachers make them participate in educational courses for schoolchildren of of schoolchildren and students are held academic competitions in various subjects. 7-11 grades. every year on the base of engineering- education for deeper knowledge and The question “What competition do you Schoolchildren are engaged in research technological faculty. improved skills allows developing more consider to be the most interesting and work and engineering activities within the Thus, career guidance and counseling flexible and adaptive technologies of career useful for you?” was answered as follows: framework of the following projects: conducted by Elabuga Insitute (KFU), guidance and counseling. handicraft – 81%, physics – 47.6%, mathe- „„ University for children. matics – 33.3%, the Russian language – „„ Summer camp “Intelleto”. 27%, biology– 22.2%, geography – 20.6%. „„ Summer physics and mathematics These answers proved the fact that the school. schoolchildren participating in the regional „„ Center of educational robotics. round of handicraft competitions are mostly „„ Vacation school. focused on science. They can also have There are courses in drawing for 9-11 aptitude for technical subjects. grades, and preparation courses for United The teachers of “handicraft”, who were present at the competition, state that State Exam (USE) in mathematics and physics schoolchildren can really succeed in the for 10-11 grades. The university provides subject if they are highly focused on it. preparation for municipal and regional The competitions in handicraft differ very academic competitions in mathematics much from those in other subjects, since “Gifted children”. The participants of the handicraft requires not only intelligence, but regional and final rounds of the All-Russia also creativity and project skills, which is of competition in handicrafts are supported vital importance for a modern engineer. It and consulted. also should be highlighted that almost all Elabuga Institute (KFU) holds on an the participants do like performing project annual base the following events: work in handicraft (98.4%). Thus, to involve „„ Trans-regional scientific universiade schoolchildren in project activity, and to for schoolchildren, 9-11 grades, motivate them to develop their intellectual (handicraft, IT, physics, mathematics, and creative skills via academic competitions and biology). are an effective form of career guidance and „„ Open competitions in robotics. counseling at school. „„ Trans-regional competition in Besides, the interviewed teachers consider handicraft “Creative work of school- it useful to apply interactive educational children”. technologies that favour successful career „„ Project competition in technical work, choice. These technologies involve business 7-11 grades.

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Pre-University Engineering Training for Children Vyatka State University I.V. Vylegzhanina

The paper considers engineering training provided for children in terms of its objectives, content, methods, and ways of implementation. REFERENCES Key words: engineering education, additional education of children, organization 1. Kotova N.V., Osipov P.N. Stimulirovanie professional'nogo samoopredeleniya of training. shkol'nikov k polucheniyu inzhenernogo obrazovaniya [Stimulating engineering career choice of schoolchildren]. Obrazovanie i pedagogicheskaya nauka v modernizatsii ros- I.V. Vylegzhanina siiskogo obshchestva [Education and pedagogical science in modernizationof Russian society]. Moscow: Publ. ITIP RAO, 2012, pp. 330-336. (In Russ.) Recently, the interest in children’s From the standpoint of content, the 2. Putin V.V. Stenogramma zasedaniya Soveta po nauke i obrazovaniyu 23 iyunya 2014 engineering additional education has transformation stage of children’s additional goda [Transcript of the meeting of the Board on science and education, 23 June, 2014]. significantly increased. To develop engineering education is conditioned by http://www.kremlin.ru/events/ president/news/45962 (Accessed 11.05.16). children’s engineering abilities and bring intensive development of new technologies. 3. Dehaas J. Students like diploma-degree option at Guelph-Humber. The Maclean’s Guide up engineers and scientists of the new Thus, in January 2016, Klaus Schwab, the to Universities. http://www.macleans.ca/education/university (Accessed 14.08.2014). generation, innovative models of children’s Presidents of the World Economic Forum additional education are widely introduced. in Davos, made a report about the fourth (In Engl.) Among them: joining of Russia WorldSkills industrial revolution that had emerged and 4. Demoulin E., Murphy J. Representations temporelles et decision dans la relation de con- International and organizing centers for skill developed since the middle of the last century. seil en orientation scolaire. Lorientation scolaire et professionnelle. 2005, vol. 34, no 4, and competency development SkillsCenter, Its peculiarity is a fusion of technologies pp. 479-498. (In Fr.) participating in international competitions dissolving the initial boundaries between 5. Hughes K.L., Bailey Th.R., Karp M.M. School-to-work: making a difference in education. World Robot Olympiad and RoboTraffic, material, digital, and biological worlds. Phi Delta Kappan. 2002, no 4, pp. 272-279. (in Engl.) arranging children’s technology parks The first industrial revolution was based on 6. Razumova M.V. Proforientatsiya v Rossii: stanovlenie, problemy, perspektivy [Career “Quantorium”, etc. One can conclude that using water and steam power to save labour guidance in Russia: development, challenges, prospects]. Professional'noe obrazovanie additional education is taking a new turn and develop industry, while the second one i obshchestvo[Professional education and society]. 2014, no.3 (11), pp. 49-57. (In Russ., in developing children’s engineering and used electricity to increase the scale and abstr. in Engl.) technical creativity. development of mass production, the third 7. Tolstoguzov S.N. Opyt proforientatsionnoi raboty za rubezhom [International experience The goal of our research is to determine one rested on electronics and information in career guidance]. Obrazovanie i nauka [Education and science]. 2015, no., 1(120), the prerequisites of new stage in children’s technologies for production automation, pp. 151-165. engineering-technological creative while the fourth industrial revolution is aimed 8. Faizrakhmanova A.L. Formirovanie proforientatsionno znachimoi kompetentnosti u development, as well as to describe the at development of cyber-physical systems uchashchikhsya srednikh klassov obshcheobrazovatel'noi shkoly [Development of pro- trends in children’s general engineering based on big data technology, Internet of fessional valuable competency at secondary schools].Avtoreferat dis. kand. ped. Nauk training and training of future engineers as a things, virtual and augmented realities, [Dissertation theses]: 13.00.01. Ioshkar-Ola: Publ. Mariiskii gosudarstvennyi universitet, part of additional education. 3D-print, printed electronics. In scholars’ and 2014, 23 p. The system of extracurricular training and practitioners’ opinion, the latter will lead to 9. Malin S.V., Kozhevnikov A.E. K voprosu o spetsifike proforientatsii v postindustrial'nom education of various artistic profiles including enormous changes of economy and industry obshchestve [Career guidance in postindustrial society]. Teoriya i praktika obshchestven- engineering ones was intensively developed in the near term. The new economy needs nogo razvitiya [Theory and practice of public development]. 2010, no.3, pp. 144-148. during the Soviet era. A wide network of young staff with not only new engineering but also (In Rus., abstr. in Engl.) technicians’ clubs, technical art centers, local relevant communicative skills – users and 10. Bardina I.V., Zemlyanukhina S.G. Rynok intellektual'nogo truda v innovatsionnoi ekono- clubs, technical unions were organized. In creators. It is due to this fact that engineering mike Rossii [Intellectual labour market in innovative economy of Russia]. Vestnik Sara- N.N. Yartsev's opinion (dissertation of 2006), education development in Russia is now tovskogo gosudarstvennogo tekhnicheskogo universiteta [Vestnik of Saratov State Tech- the system of children’s engineering art has a strategic objective for Russian economic nical University]. 2010, vol.4, no.1, pp. 207-217. (In Russ., abstr. in Engl.) gone through the following stages: 1 stage: safety and development of human capital. 11. Demeshko L.V. Proforientatsionnaya rabota na urokakh tekhnologii kak sredstvo sotsi- (up to 1918) – syncretism; 2 stage: (1918- Engineering education originates in the alizatsii uchashchikhsya [Career guidance in “handicraft” classes as a means of social 1939) – development; 3 stage: (1940-1960) – childhood when acquiring natural-science adaptation of children]. Aktual'nye voprosy razvitiya obrazovatel'noi oblasti «Tekhnologi- maturity; 4 stage: (1961-1986) – boom; 5 and engineering knowledge is of particular ya» [Actual issues of subject area “Handicraft” development]. 2013, no.1, pp. 67-71. stage (1987-1992) – crisis; 6 stage: (1993 – significance from the standpoint of children’s (In Russ., abstr. in Engl.) present) – transformation [1]. age and psychological peculiarities. At the

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school age, children learn properties of items, Based on these tasks, the model of The problem-research methods focus a technicians, inventors) on engineering study and construct mechanisms with great children’s additional engineering education teacher on: development; interest. At primary school children’s visual may consist of two concepts: general „„ creation of problem training situation; „„ production (industrial) machinery: and logic thinking is intensively developed. engineering training and future engineers’ „„ pupils’ stating the experimental mineral extraction and processing At the middle school, more attention is paid training. problems; (mining, organic synthesis), processing to learning natural science and physics- From the standpoint of content, children’s „„ team discussion of possible approaches (metallurgy), material treatment mathematical subjects. general engineering training includes such to an engineering problem solution; (mechanical, chemical), other industries Goals and objectives of engineering profiles as: „„ introduction of changes in a scheme or (machine-building, communication, education are defined in the National Doctrine „„ transport: surface and underground model construction. electronics); of Advanced Engineering Education. On (railway and road), water and The artistic methods are aimed at „„ power machinery: thermal power the one hand, it is mass training of children underwater, air (aerostatic, arrangements of: (thermal plants), electrical power plants and youth in using innovative and modified aerodynamic, airplanes, helicopters), „„ pupils’ individual artistic ideas on (energy transition and production); devices and technologies in life and job, on space; developing projects of engineering „„ reduction of adverse effect of the other hand, extraordinary professional „„ building and road building machinery: objects; engineering progress: water pollution, competencies of those capable of generating digging machine with steam engine, „„ intensive search for the ways of solving soil and air pollution, its impact on flora engineering ideas, taking engineering excavators, caterpillar machines, inventive and artistic problems. and fauna, crucial disturbances in the decisions, developing, producing, and carrying and lifting equipment, mixing The general engineering lessons are planet ecosystem. maintaining the competitive engineering facilities cranes, elevators, piling delivered both in the classrooms and outside When studying these trends, it is constructions. Whereas the solution of hammers; the classrooms. At home or in the street, necessary to connect research with physics the first problem aims at increasing the „„ military machinery: infantry and fire pupils watch the operation of domestic, sections (mechanics, bases of kinematics, level of engineering culture of the society, weapon, battleships, tanks and armored building, and road machinery, then construct bases of dynamics; bases of electrodynamics the second one is focused on formation cars, naval engineering, military and design automated and robotic models. and electrostatics, etc.), informatics of science and technology elite for new aircrafts, etc; Children participate in the events aimed at (programming, simulation, and social industrialization of the country and „„ equipment used in everyday life: stove, promotion and development of children’s information). At the lessons, the most significant reinforcing the role of Russian engineers refrigerator, washing machine, iron, engineering art: days of science, festivals, thing is artistic activity that makes children on the world market [3]. coffee maker, steam cooker etc; exhibitions, competitions, workshops, etc. „ think. It is always connected with creation Within the period of per-university „ communication technology: telegraph, The main purpose of these events is not only telephone, radio station and radio of something new, discovery of new thing, education children are involved in engineering competitive, but also motivating. receiver, phonograph, gramophone, and new abilities in oneself. Besides, artistic design through additional education that Children learning this field cannot telecommunication etc.; activity strengthens positive self-assessment, includes clubs, centers, unions, research choose engineering job in future, but they „„ technical development at different increases ambitions, and results in self- labs, technology parks, design bureaus, will become more sensitive and prepared historical periods. confident and satisfaction with the achieved research teams, events held in technology for using engineering and technological and engineering sphere functioning on the The content of these topics is briefly results. The role of adults is also very innovations in everyday life and at work basis of general educational, secondary reviewed, the main operation principles are important. They become helpers, organizers, place. General engineering classes become a professional education institutions and considered, the models are designed and and tutors providing assistance in cognitive place where children show their inclination universities, as well as additional educational tested. Both traditional construction sets and activity that enables to turn a pupil from an to engineering art, develop their engineering institutions. robotic, electronic, radio electronic, printing object to a subject, transit to self- and mutual thinking, get interested in future engineering The advantage of children’s additional 3D technologies can be used for modeling. education and self-development. Parents, education is implementation of flexible The plan of lessons should give more job. teachers and tutors of additional education educational programmes that allow for possibilities for children to creatively develop The second part of engineering education can and should help a child to reveal his/her maximal support to and development of their activity of learning new laws, concepts, model in the condition of additional creative potential, show his/her best qualities, children’s interest in new knowledge and categories, and phenomena. This can be education can be referred to as “Future and maximally realize potentialities. activities in the sphere of technology and provided by prevalence of problem-research engineers’ training”. In this case engineering An important stimulus for engineering art engineering. Children get an opportunity and artistic methods over reproductive ones. education involves specialized work with at a higher level is children’s training and to acquire positive social and personal The reproductive methods in engineering children showing engineering creativity, as it participation in competitions, Olympiads, experience. In the condition of children’s education suggest: is through the abilities’ development that a contests of different levels: from local education one can identify the two main „„ delivery of knowledge; person reaches the high level in professional educational to All-Russian and international tasks of engineering education: „„ assembly of engineering models from and individual growth. events. There are competitive and artistic 1) To increase the level of children’s ready details using samples, pictures, The content of future engineers’ training is constituents in such events. The artistic general engineering culture. descriptions, or instructions; defined by the following trends: constituent implies initial setting the problem 2) To reveal and support children talented „„ making experiments and model „„ impact of scientific discoveries and and evaluation criteria. Based on the in the engineering sphere. observation. practical artistic thought (designers, problem the participators develop an idea

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independently, define the goals and objectives classes and workshops by enterprise experts. of their project, and suggest the ways of Children can observe both operation of problem solution. Within the competitive definite machines and mechanisms and the constituent the problem is defined by the entire production at the excursion. An insight organizers, whereas participators should find in the real production process guides the the most efficient way of its solution. pupils towards engineering profession. The examples of locally-distributed An important area of work with future engineering events are as follows: engineers is professional guidance of „ „ Russian research social programme for senior schoolchildren assisting to choose youth and pupils “Step into Future” engineering profiles at educational institutions (www.step-into-the-future.ru); of secondary and higher education. This area „„ All-Russian Robotic Festival “Robofest” implies professional guidance meeting with (www.russianrobofest.ru); authorities, teachers, students, graduates „„ All-Russian Robotic Olympiade http:// robolymp.ru; of these institutions as well as workshops, „„ All-Russian competitions IKaR and competitions, and festivals (table 1). IKaRenok (Engineering staff of Russia) Hence, future engineers’ training over www.ikar.fgos.rf, etc. the pre-university period has content and One more trend of future engineers’ methodical potentials in the condition of training is cooperation with industrial children’s additional education. Nevertheless, enterprises, which can be arrange via resource base and teaching staff for classes excursions to enterprises, supervision of of engineering art require to be supported by children at their project work, delivery of government, business, and society.

Table 1. Models of children’s additional education

Children’s additional engineering education

Trends General engineering training Future engineers’ training Target audience Users Creators To increase children’s level of To revealing and support children Key objective general engineering culture gifted in engineering REFERENCES Engineering development in Effect of scientific discoveries different historical periods. on engineering development, 1. Yartsev N.N. Stanovlenie i razvitie sistemy detskogo tekhnicheskogo tvorchestva v uslovi- Transport, building, road reduction of adverse effect of yakh dopolnitel'nogo obrazovaniya (na primere Samarskoi oblasti): diss. … cand. ped. Content building machinery, domestic engineering progress. Production Nauk [Emergence and development of children’s engineering art system in the condi- equipment, telecommunication (industrial) facilities, power tion of additional education (by the example of Samara Oblast). Ph.D (Pedagogy) Thesis]. etc. engineering Ulyanovsk, 2006. – 297 p. 2. Evans D. Internet veshchei. Kak izmenitsya vsya nasha zhizn' na ocherednom vitke razvi- Prevalence of problem-research tiya Vsemirnoi seti [Elektronnyi resurs] [Internet things. How our life changes at the turn Methods and artistic methods over Artistic method of Global network development]: Gruppa razrabotki internet-reshenii Cisco dlya biznesa reproductive ones (IBSG). [Cisco IBSG, сор. 2011.]. 14 p. URL: http://www.cisco.com/c/dam/global/ru_ru/ Motivation for learning – days Showing achievements – assets/executives/pdf/internet_of_things_iot_ibsg_0411final.pdf. Accessed: 06.01.2017. Events of science, festivals, exhibitions, competitions, Olympiads, contests 3. Pokholkov Yu. P. Natsional'naya doktrina operezhayushchego inzhenernogo obrazovani- competitions, workshops etc. of different level ya Rossii v usloviyakh novoi industrializatsii: podkhody k formirovaniyu, tsel', printsipy [National Doctrine of Advanced Engineering Education in Russia in the condition of new industrialization: approaches to formation, goals and principles]. Inzhenernoe obrazovanie [Engineering education]. 2012. № 10. – pp. 50–65.

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Foreign Language for Engineering Students particular, is only possible if the training the key aspect of foreign language training content is composed in the context of is communicative situation or topic, both of (Aircraft and Helicopter Industry): integrative and communicative approaches which should be profession-oriented. These with traditional and particular educational model situations are profession-oriented and Systemizing Training Content principles applied (significance for of communicative nature, therefore, they are Nizhny Novgorod State Technical University named after R.E. Alekseev and orientation to future profession, called profession-oriented communicative S.E. Tsvetkova interdisciplinary connections). situations [8, p. 66]. National Research University “Higher School of Economics” The integrative approach to foreign Alteration of some aspects within I.A. Malinina language training conforms to the communicative approach, as well as educational technique with the focus on syllabus analysis and testing, led to the This paper deals with particularities of content of foreign language training provided the content, i.e. content-based language changes in the syllabus content. S.E. Tsvetkova to aircraft and helicopter engineering students. The educational information input is instruction (D.M. Brinton, M.A. Snow, New syllabi “3+” contain the goals suggested to be systematized with regard to learning stages. The authors consider M.B. Weshe, J.W. Oller et al.). Considering of foreign language training provided to types of linguistic skills and relevant training methods aimed at effective acquisition this technique, N.L. Uvarova suggests using Bachelor’s degree students. However, of the input information. the term “content-learning”, since the particularities of aircraft and helicopter meaning is “learning based on the subject engineering students (the absence of Master’s content” and the term itself reflects the degree, a doubled number of academic Key words: foreign language training, foreign language competency in profession-oriented concept of integration. “Content-learning” hours – 576 hours in comparison with 288 communication, content, input information, types of linguistic skills, training methods. means a foreign language and a particular hours of Bachelor’s degree programme) subject being taught simultaneously, as well necessitates considering specific aspects as the goals of teaching both subjects being of foreign language training provided for integrated [6, p. 215-222]. Master’s degree students. Let us enumerate International contacts and two-level In terms of pedagogical theory, the As a result of investigations in methodo- the specific aspects formulated and detailed system of higher education implemented in input foreign language information is I.A. Malinina logy of teaching foreign language, scholars by E.N. Baranova when developing the Russia stipulated new requirements to the systematized and updated to meet the agreed that one of the strongest motivations foreign language syllabus for Master’s quality of foreign language training provided Federal State Educational Standards of to learning foreign language is future degree programme. According to the author, to engineering students. Higher Professional Education (FSES HPE) profession (I.V. Petrivnyaya, N.L. Uvarova, graduates with Master’s degree should Introduction of competency-based [2]; on the basis of exemplary programme L.P. Klobukova, E.P. Komarova, Zh.V. know: approach resulted in new standards of higher “Foreign Language for Students from Non- Perepelkina, Z.I. Konnova, V.F. Aitov, O.G. „„ linguistic units, which are most education, and today the content of foreign Technical Majors” [3]; “Foreign Language” Krasikova, Yu.N. Karpova, L.P. Kistanova, frequently used within a particular language training, which is provided to syllabus designed for Aircraft and Helicopter M.V. Daricheva, O.A. Mineeva et al.). professional profile (terms and aircraft and helicopter engineering students, Engineering Students (160100.85) [4]; Thus, O.A. Mineeva, taking into consi- nomenclature of profession-oriented should be revised and updated. The present “Aircraft and Helicopter Engineering deration students’ ideas and suggestions texts); paper deals with training content and (24.05.07)” curriculum [5]. on the educational course content, came „„ phenomena significant for a particular systematization of the input information, in The exemplary programme dated 2009 to the conclusion that “...education within professional profile and characteristic particular. is used due to the fact that it was designed supplementary training should be focused for social and cultural, scientific and Training content is the bulk of knowledge, within competency-based approach and on future profession and the knowledge industrial spheres of the countries skills, and activities ensuring effective is focused on developing foreign language should be acquired to resolve professional where the learned language is official; individual performance in different spheres communicative competency. As for FSES tasks” [7, p. 99]. „„ standards of linguistic behavior and of life [1, p. 77]. HPE and the curriculum, they were passed The communicative approach implies cultural particularities typical for Therefore, the content of foreign language in 2010 and 2011, respectively. that the communicative function is an native speakers in social and cultural, training is the content of the educational According to the curriculum, the essential function of language, which is used scientific and industrial spheres [9, information input, and this information discipline “Foreign Language” focuses on as a tool for human activities. p. 189]. acquired, one develops profession- developing general cultural competency M.V. Daricheva pointed out that foreign Let us turn to the principles of selecting oriented foreign language communicative OK-5, which means “an ability to write language training provided to design students and systematizing input information at the competency (POFLCC). On the other hand, and revise profession-oriented texts, an should be based on communication, and first and second educational stages (I, II the training content is communicative ability to use a foreign language for business the goal of training is development of semesters) within Aircraft and Helicopter abilities and skills, which, taken together, communication” [5]. communicative skills to ensure effective Engineering programme. This course is characterize the level of the competency Developing OК-5, and its foreign profession-oriented communication in remedial and focuses on revising and development. language component (POFLCC), in foreign language. M.V. Daricheva noted that acquiring profound knowledge about social,

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cultural, and academic communication, the basis of receptive skills and relevant as well as revising and systematizing activities – reading and writing based on Table 1. Systematization of input information at 1-2 stages of foreign language grammar. a model text. Therefore, speaking can be training Therefore, in terms of pedagogy, in regarded as an outcome since it indicates the first semester, it is essential for the the acquisition of information within the Communication number Stage Topics (situations) syllabus to include information on student’s scope of a particular social and cultural sphere of hours communication and lifestyle, university topic. However, elements of speaking are education, native town, life in megapolis, certainly trained when dealing with texts, for 1. Student and Student’s Lifestyle and environmental issues. instance, doing question-answer tasks and Social In the second semester, students are discussions based on the social and cultural and Cultural 2. City, Megapolis, Environment 36 supposed to get acquainted with the topic reflected in the text. semester 1 Higher Educatio in the RF, information about the country where Reading and writing based on a model Academic the language is naturally spoken, with a text, as receptive language skills, are in the NNSTU n.a. R.E. Alekseev particular emphasis on the education system. focus of foreign language training since the Prepositions. Grammar 36 However, we suppose that the emphasis more a student reads and writes, the better Auxiliary verbs, present tenses on the education system is more suitable for he/she speaks. the syllabus designed within programmes in Reading is both method and tool in 1. Country Where the Language Is Spoken: Pedagogy. foreign language training. Different ways Industry, Political System, Traditions and 20 Taking into account the FSES HPE and the of reading (skimming, scanning, intensive), Social Culture goals of Aircraft and Helicopter Engineering which serve different purposes: for instance, and Cultural 2. Business Trip: in the airport, in the programme, we suggest adding social and to get acquainted or to drill various language 18 semester 2 airport, in a cafe cultural topics. For instance, the engineer, phenomena (foreign thesaurus, grammar when on a business trip, can face different forms, etc.), estimate the level of students’ Profession of Engineer. Current Trends in Professional 12 everyday life situations, so, studying such acquisition. Technology Development topics as “In the Airport”, “Hotel”, “In a Cafe” Writing based on a model is quite helpful Grammar Tenses, Modal Verbs 18 will allow the engineer to quickly adapt in for reading and preparing monologues. an overseas environment and successfully Such writing can be based on one or perform his/her professional activities. It is several texts and implies substituting some Let us systemize the input information learning terminology and developing skills noteworthy that developing communicative text paragraphs by particular information, at the third and forth stages (semesters 3 of information search, interpretation, and skills in the context of the above-mentioned for instance, that connected with student’s and 4), when foreign language training is processing within the scope of a certain situations is based on the principle of using lifestyle. Preparing short reports in area profession-oriented. professional profile. professionally significant information. studies (for example, a topic on Great In accordance with the exemplary It seems to be well-grounded to provide Another particularity of educational Britain) implies identifying key information programme “Foreign Language for information on famous scientists and information input is introducing topics on in the relevant text and compiling it in the Students for Students from Non-Technical outstanding personalities in aircraft and future profession and modern trends in form of a summary. Majors”, the content should comprise aviation through reading for gist (skimmimg). technological development based on the Reading and “model” writing tasks are information on future profession, famous The key principle to select and systemize principle of using profession-oriented and used to ensure acquiring foreign thesaurus, scientists and outstanding personalities information at the current stage is using understandable information. monitor understanding and information in aircraft and aviation [3]. However, this interdisciplinary connections between It is clear that social, cultural and processing within the scope of a particular programme is examplary and only provides foreign language and professional disciplines everyday life information content topic. recommendations on how to structure (“Aircraft (Helicopter) Construction”, focusses on immediate and non- Writing as a productive language skill the educational content for Bachelor’s “Mechanical Equipment Systems”, “Aircraft formal communication. While learning, is connected with such tasks as filling degree students. This means that there Flight Dynamics”, “Aircraft Armament communicative skills are developed in in templates (CV, template letter “My can be some amendments proposed by Systems”, etc.). the forms of monologues, dialogues, and University”), writing personal e-mail letters, the teachers involved in foreign language It is worth noting that the suggested short reports, which can be performed preparing project tasks (mini-presentation training. model of content-learning can be correlated within creative and interactive tasks about the city or the country whether the In terms of profession-oriented foreign with a type of “topic-based teaching” [10]. (roleplay, mini-presentation, discussion). foreign language is spoken). language training, it is reasonable to use This model works for any non-linguistic Oral speech, which is naturally used in Table 1 shows particularities of the integrative approach with an emphasis programme since the topics can be selected the social and cultural context of everyday information input at the early stages of on acquisition of professionally significant to meet the interests and needs of students of life, as a language skill is developed on university education. knowledge of foreign language, in particular, any professional profile.

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The content of profession-oriented In accordance with the FSES HPE, the simulating negotiations on new equipment situations, and participation in a roleplay. foreign language training does not revise, graduate should be able to apply foreign and including such points as price, discount, Productive writing implies writing personal but deepens and updates the content of the language knowledge in correspondence, terms and conditions of delivery and CV, cover letter, and business letter relevant professional discipline, broadens negotiations, preparing business documents, payment. It is worth noting that this content containing information on the leading local the mind and professional worldview of as well as possess well-developed is understandable and useful not only for aircraft company (the topic “Company”). future aircraft engineers. communicative skills to discuss professional future engineers, but for Bachelors of any To sum up, the content of foreign language Profession-oriented foreign language texts issues in foreign language [2, p. 14-15]. professional profile. training is selected and systematized relying are difficult enough to comprehend, contain According to the exemplary “Foreign Table 2 shows the topics within the on the principles as follows: consistency, a lot of complex syntactic constructions, language” programme, business section, business section. succession, continuity, orientation to terms, and professionalisms. The main goals which comprises several modules (“Company Business communication skills are future profession, ease of understanding, of working with such texts are exploratory Presentation”, “Business Trip to Foreign developed through all four types of activities: interdisciplinary connections, and cross- reading and writing, in particular, identifying Country”, “Business Correspondence”), is reading, writing, listening, and speaking. subject links. and presenting the key information introduced in the third semester. However, Business communication is simulated by (summary, abstract, plan, key words). to ensure profession-oriented learning and means of short reports, roleplays, and Theoretical and practical value of the Such work is particularly fruitful when efficient monitoring, it is more reasonable to business games. For instance, the business present paper comes from updating and preparing mini-presentation and reports. It distribute the topics of the business section game “Post-Appointment” implies the systematizing the input information used for is clear that oral speech is challengeable for over the two semesters (3 and 4), with 72 analysis of CVs, which can be used as foreign language training in the context of students; therefore, to ensure professional and 68 hours, respectively. templates for student’s CV. traditional and specific principles; the case- communication in classroom, it is better Thus, in the third semester the teacher Writing based on a model text is study materials can be used for teaching to select the most significant information, should provide relevant information on connected with identifying key information Aircraft and Helicopter Engineering students which can be reproduced in the talk and the topic “Company”, which includes (company structure), playing out particular in any higher technical school. built up without text. such aspects as company structure, world- The topics of the professional section are know companies and the history of their given in table 2. development, the leading aircraft company The requirements that specialist’s degree in the city. graduates should meet imply introduction of In the forth semester students should “business section”. practice business communication,

Table 2. Systematization of content at 3-4 stages of foreign language training

Communication number Stage Topics (situations) sphere of hours

Profession-oriented information (classification of aircrafts); aircraft construction; helicopter; Professional 42 REFERENCES famous scientists and outstanding personalities in aircraft and aviation 1. Markova S.M. Pedagogicheskoe proektirovanie v usloviyakh nepreryvnogo mnogou- semester 3 Company: company structure, world-know rovnevogo professional'nogo obrazovaniya [Course and curriculum design within con- Professional companies and the history of their tinuing multi-stage system of professional education]. N. Novgorod: VGIPI, 1999, – 12 and Business development, the leading local aircraft 88 p. company (letter to a potential business partner) 2. Ob utverzhdenii i vvedenii v deistvie Federal'nogo gosudarstvennogo obrazovatel'no- Systematizing Complex grammatical structures, sequence go standarta vysshego professional'nogo obrazovaniya po napravleniyu podgotovki 18 Grammar of tenses (spetsial'nosti) 160100 Samoleto- i vertoletostroenie (kvalifikatsiya (stepen') “spetsi- alist” [Elektronnyi resurs]: prikaz Min-va obrazovaniya i nauki Ros. Federatsii ot 24 Profession-oriented information: flight velocity dek. 2010 g. № 2054. [Passage and implementation of the federal state educational Professional and altitude, aircraft flight dynamics (jet 56 standards of higher professional education for professional profile 160100 Aircraft and semester 4 aircraft); aircraft flight control systems Helicopter Engineering, Specialist’s degree programme: the order passed by the Min- Professional istry of Education and Science of the Russian Federation dated December 24, 2010 Negotiations on buying new equipment 12 and Business № 2054]. Accessed in information and reference system “Kodeks”.

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Quality Management Competency as an Essential Component of Professional Qualification of Engineering Graduates

Saratov State University named after N.G. Chernyshevsky S.B. Venig, S.А. Vinokurova

The authors focus on developing quality management competencies conducting the case study of education programme “Materials Science and Technology of Materials”. The authors consider the skills of quality management to be crucial for today’s engineering graduates and suggest enhancing Bachelor and Master of Engineering S.B. Venig 3. Ter-Minasova S.G. (ed.) “Inostrannyi yazyk” dlya neyazykovykh vuzov i fakul'tetov curricula with practice-oriented disciplines, modules, and practices, with relevant [Elektronnyi resurs]: primer. progr. [“Foreign Language” programme for students from examples given. non-technical majors: exemplary programme]. Moscow, 2009, – 23 p. URL: http:// www.vgsa.ru/facult/eco/kaf_cgd/doc/language_pr1.pdf (Accessed 17.12.2016). Key words: quality of education, engineering education, quality management, competency 4. Baranova E.N., Lazarevich S.V., Gnenik M.E., et al. Rabochaya programma distsipliny development, curriculum design, engineering education programmes. “Inostrannyi yazyk” po spetsial'nosti “Samoleto- i vertoletostroenie” 160100.85. [“For- eign Language” syllabus designed for Aircraft and Helicopter Engineering Students (160100.85)]. Registered in Education Directorate, registration number 1601001–13, dated 10.03.2012. N.Novgorod: NNSTU, 2012, – 42 p. In the past decades the issues of in curriculum, their content and volume, 5. Rabochii uchebnyi plan podgotovki diplomirovannogo spetsialista. Napravlenie engineering education have been actively a set of competences produced by each podgotovki (spetsial'nosti) 24.05.07 «Samoleto- i vertoletostroenie». Spetsializatsiya discussed. Among these issues methods and definite subject) is performed by graduate «Samoletostroenie». Ochnaya forma obucheniya [Elektronnyi resurs]: odobren UMS tools of its quality enhancement as well as departments of university. Leaving some sub- S.А. Vinokurova vuza 19.09.2011, protokol № 1. [Curriculum for Specialist’s degree programme. Pro- ways of their implementation into university jects beyond the curriculum and transfer to fessional profile 24.05.07 “Aircraft and Helicopter Engineering”. Specialty – “Air- functioning are particularly debated. It the competence-oriented education, on the craft Engineering”. Intramural form of study: Affirmed by Uniersity Education Board is commonly agreed not only in Russia, one hand, facilitated the work of graduate 19.09.2011, record № 1]. N. Novgorod: NNSTU. 13 p. URL: http://www.nntu.ru/sites/ but also in the world that development of department, on the other hand – complica- default/files//file/svedeniya-ob-ngtu/its/obrazovanie/och/spec/24.05.07-sivs/ss/Ucheb_ only special professional competencies ted. Historically, the graduate departments plan_24.05.07sivs_ss_19.09.11.pdf, (Accessed 17.12.2016). does not meet employers’ requirements are mainly focused on inclusion of mostly 6. Uvarova N.L. Gumanitarizatsiya professional'nogo obrazovaniya gosudarstvennykh for engineering graduates. In our opinion, field-specific subjects in the curriculum sluzhashchikh sredstvami lingvisticheskoi podgotovki. Dis. d-ra ped. nauk. [Human- one of the competencies necessary for a when developing engineering curricula, as ization of professional education of government officials through language training. Dr. graduate engineer is a competence of quality they are responsible for training students for Sci. (Pedagody) diss.]. Kazan, 1999, – 402 p. management. This article considers the their main professional activity (application 7. Mineeva O.A., Krasikova O.G. Formirovanie professional'no-inoyazychnoi kom- question of this competence development of knowledge about materials, research munikativnoi kompetentnosti budushchikh inzhenerov v vuze. [Developing profes- using the example of students of “Material methods, testing and diagnostics of materials, sion-oriented foreign language competency of engineering students at university]. N. Science and Technology of Materials” products, processes of their production, Novgorod, 2011, – 196 p. profile. skills of engineering process modeling, etc.). 8. Daricheva M.V., Krasikova O.G. Obuchenie professional'no-inoyazychnomu obsh- In 2011, when universities started stu- In addition, some professional competencies cheniyu budushchikh spetsialistov v oblasti dizaina [Foreign language communication dents’ training including engineering ones, are acquired in reduced and generalized training provided for design students]. N. Novgorod: VGIPU, 2009, – 179 p. in accordance with the State Federal Educa- form, as a part of more significant, in the 9. Baranova E.N., Pankratova E.N. Modifikatsiya tselei i soderzhaniya inoyazychnogo tional Standards of Higher Education, the graduate department’s opinion, subjects. obrazovaniya v magistrature tekhnicheskogo universiteta. [Revision of goals and con- universities and departments gained large This approach leads to very superficial tent of foreign language syllabus within Master’s degree programmes at higher tech- discretion in designing both curricula and knowledge of “non-major” subjects and nical school]. Innovatsionnye tekhnologii v obrazovatel'noi deyatel'nosti: sb. tr. Vse- syllabi of the subjects. In doing so, it was results in problems of engineers’ adaptation ros. nauch.-metod. konf. (N. Novgorod, 3 fevr. 2016 g.) [Innovative technologies in necessary to ensure students’ cultural and in the workplace. Therefore, the graduate education: Proceedings of the national scientific and methodological conference (N. professional competencies. This trend is departments face the daunting task: despite Novgorod, February 3, 2016)]. N. Novgorod: Publ. NSTU, 2016, – pp. 186–192. supported by the educational standards of the established tradition, to design curricula 10. Brinton D.M., Snow M.A., Wesche M.B. Student-based second language instruction. the latest generation FSES 3+. As a rule, the and syllabi to acquire the entire set of Newbury: Newbury House Publishers, 1989, – 10 p. design of curricula (i.e. inclusion of subjects competences registered in the standard.

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At the moment, the issues of quality FSES 3+ in detail for the “Materials „„ ability to use methods of modeling, namely, clearly defined means and methods management are of key importance, as Science and Technology of Materials” optimization, standardization, and of control, management, and improvement industry, on the one hand, should timely profile. In the education standard of the certification to assess and predict of production quality. It should also be noted respond to the changes in consumer demand considered profile, both for Bachelor’s material properties and efficiency of that the priority of a university is to give under the condition of continuous reduction and Master’s degrees, among the fields of technological processes. students a sound academic background, in time between innovative development professional activities there is as follows: b) Production and project constituents: i.e. satisfaction of interested parties with and its implementation and, on the other “processes of producing materials, parts, „„ ability to use standards and instructions education service. In our opinion, the hand, should manufacture zero-defect half-finished parts, details and items, as of engineering production, quality, interests of the parties mentioned could be products (which is of special importance, for well as managing their quality in different standardization, and certification of equally accommodated: students; state or instance, for the space and defense-related spheres of engineering and technology”. products and processes in technological company investing in education; employers spheres) and meet consumer’s expectations. Moreover, as a part of professional activity processes and operations. hiring the university graduates; parents’ Development, implementation, and support the standards of both levels (Bachelor and c) Management constituents: committee; university itself; society [5]. of quality management system have become Master) determine “methods and techniques „„ commitment to implement production Therefore, it is essential not only to comply a necessary condition of competitiveness and of quality management of materials, films quality management system in the with the formal requirements of educational cooperation with domestic and international and coverings, half-finished products, parts sphere of engineering activity. standard and “fill in” the curriculum with partners for many enterprises. Moreover, the and tools” and “normative-engineering Thus, there is a clear necessity of due important, from the graduate faculty’s point international standard ISO/IEC 15288:2002 documentation and certification systems attention to the disciplines training in quality of view, disciplines, but also take into (and corresponding national standard RF of materials and products, engineering management at the level of education account the real employers’ demands for an GOST R ISO/MEK 15288-2005) defines the processes of their production and treatment” standards. However, along with inclusion engineering graduates’ competency. processes of life cycle of any system produced [3, 4]. Let us turn our attention to some of these disciplines into curriculum, it is The educational standards of the latest by a man including engineering one only important as well to consider their content, competence constituents which a Bachelor generation include definite requirements by 40% as those related to engineering focus on learning definite application of of this profile should have taking into for classes intended for profile training, activity, the other processes being referred quality management means and methods account the type of professional activity at for example, for engineering profiles the to project and business management (50% as well as examples of quality management which Bachelor curriculum aims [3]: number of lecture hours, as a rule, should not of both forms of processes) and contracting system (QMS) implementations. a) Research and analytical constituents: increase 30-50% of other forms of classes. (10%) [1, 2]. Hence, the requirements for It should be also noted that FSES „„ commitment to apply modeling We suggest the general issues of quality engineers’ relevant skills are sure to result competences of “Materials Science and methods in standardization and certi- management to be studied independently, from the standards. It turns out that modern Technology of Materials” profile for fication of materials and processes; but the curricula of the corresponding economy needs a graduate who is not just Bachelor and Master degrees are focused „„ commitment to make complex research disciplines should be focused on practical technically competent specialist, but an on different aspects of quality management. engineer-manager, and potential research- and tests when studying the materials For example, future Bachelors are to have application of studied theoretical concepts. engineer in future. Based on the mentioned and products including standard and the ability defined as “be ready for activity Using an example, let us show above, the engineering profiles referred by certified ones. related to production quality management”. possible content of disciplines developing the Education Ministry Order to the priority b) Production and project constituents: For future Masters this ability increases up competencies of quality management taking ones are largely focused on inclusion the „„ commitment to apply technical means to participation in processes of production into account specific engineering activity. issues related to production quality and of measurement and control necessary quality management of a company. This fact As a result of theoretical training, a skills of corresponding document design in for standardization and certification of should be taken into account in designing Bachelor should acquire: the training process. materials; discipline content, particularly that of Master „„ general knowledge about approaches Most standards of engineering profiles „„ ability to apply knowledge about curriculum. to quality assurance at an enterprise include, in various contexts, the issues of technical production preparation, In case of inclusion of the discipline with due consideration of specificity quality (metrological assurance production quality, standardization, and developing quality management compe- in different production life cycle stage: service, paperwork and participation in certification of products and processes tence into the curriculum, it is often management of communication with quality management system functioning, in industry using economical analysis. tempting to maximally decrease the number consumers, design and development, etc.). Besides, it should be noted that in the c) Management constituents: of credits or hours and generally outline purchase, production, and service; third generation education standards great „„ ability to use principles of production the principles of quality management, ISO „„ the concept of process (including attention is paid to graduate’s commitment and personnel management. 9000 standards, algorithm of certification technological and production), essen- to participate in certification of processes, For Masters of the same profile, for both materials, processes and QMS. tial parts of the process; engineering tools etc. the following competencies (or their Nevertheless, when an engineering graduate „„ idea of enterprise (company) function Let us consider the former version constituents) are detailed [4]: starts to work at an enterprise, he/she has in the form of process network (so of the Federal State Education Standard a) Research and analytical constituents: to practically acquire quality standards, called process approach);

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„„ information about main tools of quality It is suggested to separate a section related Thus, on the one hand, the list of questions (or their sections) and internship enabling management; to development of students’ knowledge on the given theme is given to the students development of quality management „„ knowledge of bases of metrological about production quality management to study independently. It includes the competence into the curriculum of production assurance; system and skills of implementing this system relative normative documentation, which Bachelors and Masters as well as identified „„ awareness of competent standar- as a part of internship. In our opinion, it is allows the lectures to be delivered on the the potential ways of achieving this goal. dization and certification of materials useful for students to acquire knowledge, basic professional issues. On the other hand, It should also be noted that the research and processes. including theory, necessary for developing engineering documents are mastered by the problem implies further development of As for practical training, along with relevant skills and competencies, or its part students at one of classes, which allows a necessary educational technologies and application of described theoretical before the internship. Therefore, firstly, teacher to check their independent work methods that, on the one hand, make knowledge in practice, it is not of less it is appropriate to define one or more and a student to monitor and test their skills information easier for the students and, on importance to acquire skills in production disciplines or their units in the curriculum in real production condition. the other hand, develop students’ quality quality management, and, consequently, preceding the internship and containing Hence, we have grounded the necessity management competence. application of statistical methods to assess relevant theory (for instance, “Metrology, to include practice-oriented disciplines production quality, process control, standardization and certification”, “Bases accuracy analysis, manageability and of quality management” etc.). Secondly, sustainability of the processes (for instance, before the internship the students have assessment of checklists and various charts) review lectures and their level of theory and methods used on selected production knowledge in the sphere of quality quality management. management is tested. After that, a company In our opinion, according to the with appropriate science and technology competencies, Bachelor or Master of structure and using the methods of material science also needs, perhaps in production quality management (preferably the form of internship, to learn a really with QMS) is chosen for internship. Thus, functioning QMS at a definite company of thus internship would contribute to acquiring relevant industry (including the possibility both professional engineering skills (the REFERENCES of visiting this company, examining some main part of practice), and skills in quality documentation, participating in workshops management of a given industry (the section 1. ISO/IEC 15288:2002. Systems engineering – System life cycle processes / ISO/IEC/JTC 1/ held by quality service representatives suggested by us). As a result, students can SC 7. Geneva: ISO/IEC, 2002. – 90 p. and students’ independent design of some develop the most complete idea of both 2. GOST R ISO/MEK 15288-2005. Informatsionnaya tekhnologiya. Sistemnaya inzhener- documents). Moreover, at the internship local engineering processes, equipment, iya. Protsessy zhiznennogo tsikla sistem. [GOST R ISO/MEK 15288-2005. Information Masters’ attention should be focused on material properties etc. and global issues of technology. System engineering. Processes of system life cycle] Moscow: Standartinform, studying management and other processes production, functioning and organization 2006. – 57 p. resulting in the increase of production with due regard of quality assurance. At the 3. FGOS VO po napravleniyu podgotovki 22.03.01 “Materialovedenie i tekhnologii mate- quality. end of internship one can test theory again rialov” (uroven' bakalavriata) [Elektronnyi resurs]: utv. prikazom Min-va obrazovaniya In our opinion, it is important that having to define the effect of practical skills on the i nauki Ros. Federatsii ot 12 noyab. 2015. № 1331. [HE FSES in the profile 22.03.01 practical skills in quality management, future level of students’ training concerning the ‘Material Science and Material Technologies’ (Bachelor degree)]. fgosvo.ru: portal engineer would quickly adapt to the real quality issues. Federal'nykh gosudarstvennykh obrazovatel'nykh standartov vysshego obrazovaniya. production conditions where he/she would The key aspect related to the quality of Moscow, 2017 fgosvo.ru. – 22 p. URL: http://fgosvo.ru/uploadfiles/fgosvob/220301.pdf, be involved in improvement of production, production is documents of engineering (Accessed: 29.12.2016). processes etc. processes. Therefore, we suggest students’ 4. FGOS VO po napravleniyu podgotovki 22.04.01 “Materialovedenie i tekhnologii mate- Hence, to meet the requirements of mastering knowledge on process engi- rialov” (uroven' magistratury) [Elektronnyi resurs]: utv. prikazom Min-va obrazovaniya modern industrial society, we believe it neering and quality as a part of profile i nauki Ros. Federatsii ot 28 avg. 2015. [HE FSES in the profile 22.03.01 ‘Material Sci- is necessary to include practice-oriented discipline related to the study of engineering ence and Material Technologies’ (Master degree)] № 907. fgosvo.ru: portal Federal'nykh disciplines, parts of disciplines and practices material and structures. In this case the gosudarstvennykh obrazovatel'nykh standartov vysshego obrazovaniya. Moscow, 2017 in Bachelor’s and Master’s curricula to skilled mentioned above are suggested to be fgosvo.ru. – 24 p. URL: http://fgosvo.ru/uploadfiles/fgosvom/220401.pdf, (Accessed: endow students with quality management acquired at seminars or laboratory works. 29.12.2016). competencies. For example, one of the laboratory works (or 5. Venig S.B., Vinokurova S.A. Analiz trebovanii zainteresovannykh v obrazovanii storon Let us consider implementation of the one of practical tasks at seminar) can partially dlya obespecheniya ego kachestva [Analysis of requirements of education stakehold- statements mentioned above using the or completely include description of the ers to ensure its quality]. Vektor nauki TGU [Vector of TSU Science]. 2011. № 4. – example of Bachelor students training. GOST format for engineering documents. pp. 500–502.

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Cluster Approach to Engineering Training in modern system of professional education train logisticians. in Russia. Branches of technical universities A government programme for education for Machine Building Industry are being established in small industrial development contains the idea of the cluster towns; vocational training schools are being approach to engineering and technical in a Single-Industry Town integrated with higher education institutions; training. It is approved by the document “On the staff training process is being reformed. the concept of engineering training in Russia” Zelenodolsk Branch of Kazan Innovative University named after V.G. Timiryasov (IEML) A new model of interaction between issued by the RF State Duma. According to T.A. Chelnokova enterprises and educational institutions is the document, “ it is of special importance Zelenodolsk Institute of Engineering and Information Technologies (Branch) of Kazan historically grounded. The model aims at for engineering universities to reconstruct National Research Technical University named after A.N. Tupolev – KAI training staff of new generation, and is based such training systems that would ensure Kh.R. Kadyrova on the idea of the educational cluster. The regional enterprises’ influence on the content T.A. Chelnokova The article describes a cluster approach to engineering training for enterprises of a notion “cluster” is applied in many spheres and quality of engineering training to provide single-industry town; the case study is a branch of the oldest Kazan technical university. of human activity and defined by a number them in the future with specialists of required competencies and skills” [4]. The education The cluster strategy is implemented via integration of educational institutions and of researchers both Russian and international ones (G.B. Kleiner, M.A. Mirganyan, M. Por- cluster becomes a renovated form of a social industrial enterprises. ter, D.Yu. Trushnikov, T.V. Tsikhan, et al.) partnership that is developed with account According to M. Porter: ”Clusters are geogra- of the new requirements to the vocational Key words: engineering complex, cluster approach, single-industry town, educational phic concentrations of interconnected training system (for example, the employers cluster, integration, principle of historicism, social partnership. institutions and companies from a certain participate in education programme domain. Clusters consist of a group of related development to define the competencies to industries and other important entities from be acquired within the training period; they Modern machine building industry of The analysis of the past reveals the a competitiveness point of view. These assess the learning outcomes of the graduates; Russia involves more than twenty branches correlation of production and educational include, for example, specialized input (such they take part in certification procedures, and sub-branches, with the enterprises being processes that are locally restricted by the as components, machines and services) etc.). Kh.R. Kadyrova located in different regions of the country. The same area. This functional dependency should suppliers or specialized infrastructure The Tatarstan government adopted “The machine-building complex of the republic of be studied in terms of current situation, and suppliers” [1]. concept of education cluster development” Tatarstan includes large and medium-sized can be a base to solve the problem of single- Education clusters started to be (2006) and the programme “Development enterprises relating to this industry (machine- industry towns. The development of single- established in the 90-s of the 20 century. The and distribution of the productive forces building, compressor-building, aircraft industry towns, which are economically law support of the cluster policy at the federal based on the cluster approach for the period construction, shipbuilding, tool production, dependent on one factory or industry, is a level (the RF Government orders of 2006 and until 2020 and 2030” (Cabinet of Ministers etc.). challenge of the national level. To deal with 2008) facilitated the development of cluster decision No. 763, dated 22 October 2008), The development of machine building it, the Single Industry Town Development development in the education system. T.I. which contributed to the establishment of production correlates to the development of Fund (SITD) was established in September, Shamova, who was among the first proving the education clusters in the Republic, since vocational and engineering education system 2015. Two towns from Tatarstan, one being the necessity of the cluster approach in industrial clusters induced the development in the republic. The history of Zelenodolsk Zelenodolsk, were included in the list of education, underlines its capacity in self- and of the education clusters focused on training clearly represents this close relation. The the towns with the most difficult social and inter-development of the cluster subjects [2]. the staff for particular industry needs. foundation and development of such economic conditions. Complex approach A.V. Smirnov distinguishes such characteristic The vocational education clustering enterprises as the publicly held company used to discover new sources for the regional of the education cluster as a set of vocational is supported by industrial enterprises that (PHC) “Zelenodolsk plant named after development implies assessing educational, training institutions that are united by their promote establishing branches of universities A.M. Gorky” and machine building company methodical and scientific potential of the professional areas, and their partnership with in different towns of Russia. For example, named after Sergo Ordzhonikidze (POZIS) local educational institutions. the enterprises [3]. the branch of Kazan National Research are closely linked to the history of vocational Historical review allows revealing The partner relations between enterprises Technical University named after A.N. schools no. 25 and 22, the shipbuilding characteristic features of the relations and training institutions play a special role Tupolev (KNRTU-KAI) founded a branch in school (founded in 1944) and the mechanical developed between the enterprises and in the development of both stakeholders. Zelenodolsk in 2000, which resulted from technical school (established in 1939). These educational institutions of Zelenodolsk in Their proximity ensures fast response on the the staff demand of “POZIS”. The company’s enterprises were also involved in patronage the distant and recent past, considering their partner’s social needs. Rapid response is of management established the branch of the of some secondary schools of the city. interaction patterns, and understanding the special value for problem solving in such higher education institution based on the POZIS has been mentoring schools no. 4, historic conditions that determined the ways kind of towns. Thus, the development of an local vocational technical school, and stayed 14, and 11 for several decades. Schools of staff training. industrial and logistic area became one of in close contact with the newly founded no. 1, 3, and 9 are under the patronage of The same principle can be applied to the ways to modernize Zelenodolsk. This fact institution. In 2008 the branch received “Zelenodolsk plant named after A.M. Gorky”. understand the current changes taking place conditioned a new education programme to the status of institute and has become

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Zelenodolsk Institute for Machine-Building graduates; the product of scientific activity funded additional training courses in physics have internship in the Training center of and Information Technologies (ZIMBIT), is research and development works (“know and mathematics at school to help the pupils “Zelenodolsk plant named after A.M. Gorky” which is KNRTU-KAI’s branch. how”) done with the help of the students. enter technical universities. These classes are starting with the second year of study. The clustering process has resulted in A multifunctional lathe machine, a mani- held not only by school teachers but also by During the internship the students visit all diverse models of education clusters. The pulator, developed with participation of the faculty of ZIMBIT KNRTU-KAI, which the shops and departments of the plant and cluster approach is the base for interaction ZIMBIT KNRTU-KAI students and faculty, allows enhancing career advice service for communicate with the managers. In the third of vocational educational institutions located were offered to be introduced in the potential students and adjusting students year of study, the students are distributed in the close proximity of each other (for production in “Zelenodolsk plant named after to the university requirements more easily. in different shops and departments with example, there is a scientific and educational A.M. Gorky”. Close collaboration between The cluster approach in engineering regard to their wishes and interests for further cluster relating to trade, hospitality and the university and the company allows training system aims at reducing the disbalance internship and course paper work. This service industries; it unites a number of higher reducing the demand of the local companies between the employers’ expectations from distribution is a career star for most of the schools and schools of vocational training, for qualified specialist of new formation. young specialists and the real competency students. including Kazan Innovative University Scenarios for development of educational level of the graduates. According to The interaction model implemented in A. Shmarov, A. Adreyenkova, and I. Glinkin, named after V.G. Timiryasov (IEML)). The clusters have much in common; however, collaboration of ZIMBIT KNRTU-KAI and universities often have little understanding cluster approach is also a base for internal they have their particularities that are POZIS has the idea of a dual training system. conditioned by specific features of a local of what are the employers’ requirements development of most of the universities in Based on mutually developed training Tatarstan. Thus, KNRTU-KAI and its branches industrial structure. Thus, the foundation of for graduates’ mobility, adaptability, and programme, new work places are created is a developed educational net integrated in ZIMBIT KNRTU-KAI was actively supported professional self development [5, p. 6]. for the students to put their theoretical a united educational environment, with its by POZIS. The education programmes The vertical and horizontal cluster net of knowledge in practice during the internship. structural units being vocational institutions, were firstly focused on machine building KNRTU-KAI can significantly increase the Another way to train future employees is scientific research institutes, and training industry. The demand for qualified staff in graduates’ mobility, since the production to attract leading specialists of the companies centers founded in industrial enterprises the ship building industry led to the changes companies are active parties of the net. to the training process. Such interaction in Tatarstan. Clustering ensures a vertical in the structure of ZIMBIT KNRTU-KAI. It Within the programme of vocational training educational net with KNRTU-KAI in its center. integrated with the Shipbuilding technical students can acquire a working speciality is practiced between ZIMBIT KNRTU-KAI It provides systematic and continuous training school, which was supported by the company and practice it during their internship. and JSC “Zelenodolsk Company “ERA”. of staff to meet the demand of particular “Zelenodolsk plant named after A.M. Gorky”. There are different models of interaction Our own experience in implementing local industrial enterprises. However, the This school had provided the company with between ZIMBIT KNRTU-KAI and employers. the cluster approach proves its high KNRTU-KAI educational cluster is not only highly qualified workers for many decades. For example, those students who do a relevance and value in the education system the system of vertical links. The development Its integration in the environment of the special vocational course in “ship building” and single-industry town development“. of branches is the development of horizontal higher education institution, with its high relations between the subjects of integration. scientific and methodological potential, REFERENCES The members of the horizontal educational brought positive changes to the training net are parties located within the municipal process at the technical school. The 1. Porter M.E. Mezhdunarodnaya konkurentsiya: Konkurentnye preimushchestva stran [Inter- entities of Tatarstan Republic. The integration integration resulted in development of new national competitiveness: Competitive advantage of nations]. Moscow: Publ. Mezhdunar. of their interaction aims at their efficient training areas and professional profiles of Otnosheniya [International relations], 1993. – 895 p. functioning. the education programmes implemented by 2. Shamova T.I. Klasternyi podkhod k razvitiyu obrazovatel'nykh sistem [Cluster approach Thus, “Zelenodolsk plant named after ZIMBIT KNRTU-KAI. to the development of education system]. Vzaimodeistvie obrazovatel'nykh uchrezhdenii A.M. Gorky” used scientific and pedagogical Cluster approach applied in education i institutov sotsiuma v obespechenii effektivnosti, dostupnosti i kachestva obrazovaniya experience of ZIMBIT KNRTU-KAI to train focused on needs of modern production regiona: materialy 10 Mezhdunar. obrazovat. Foruma [Interaction of educational institu- skilled workers, which is a renovation and contemporary methodological ideas (for tions and social institutions to ensure effective, available and well-qualified education in of “vestibule training” model, once had example, the idea of continuous training), a region: Matherials of the 10th International education forum]. Belgorod, 24–26 October existed. With participation of the branch, implies dialectical development of the 2006. Belgorod: Publ. BelGU, 2006, vol.1, pp.24–29. the advanced training for the vocational previous experience and traditions. The 3. Smirnov A.V. Obrazovatel'nye klastery i innovatsionnoe obuchenie v vuze [Educational instructors involved in staff training was companies’ patronage of the secondary cluster and innovative training at universities].Kazan': Publ. RITs “Shkola”, 2010. – 102 p. organized. In its turn, ZIMBIT KNRTU- schools is a valuable experience in conti- 4. O kontseptsii doktriny podgotovki inzhenernykh kadrov v Rossii [Elektronnyi re- KAI has a possibility to use the equipment, nuous engineering training for machine surs] [On the concept of the doctrine of engineering training in Russia]. Analit. vestn. facilities and specialists of the company for building industry in Zelenodolsk. [Analytical vestnik], 2012. Iss. 5, – 34 p. URL: http://iam.duma.gov.ru/node/8/4921, training the students, the future engineering A modern form of such patronage of (Accessed: 09.12.2016). staff of the industry. school No. 4, 11, 14 is the foundation of 5. Shmarov A., Adreenkova A., Glinkin I. Vuzy i rabotodateli o vypusknikakh i reforme vyss- Clustering facilitates product promotion special classes “Engineers of the future”, hei shkoly [Universities and employers about graduates of the reform of the higher school]. in the net. The product of education is which were initiated by POZIS. The company Moscow: Publ. Rusal, 2005. – 49 p.

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A Practical Example of Professional Standards article discloses the opportunity to integrate competence model that illustrates interaction professional standards into the educational between professional and educational Integration Into the Educational Process process in cases, when the description of standards within the study process (fig. 1). requirements towards learning outcomes As can be seen from the scheme on of a National Research University stated in FSES does not fully correspond fig. 1, study process is focused on learning National Research University of Electronic Technology “MIET” to the requirements set by the professional outcomes, which form knowledge and E.V. Omelyanchuk, O.P. Simonova, A.Yu. Semenova community. A practical example of this skills needed for professional activity. approach is presented further. It has The descriptions of Soft Skills, General The article focuses on the issue of aligning HEI study programmes with the present- been executed in a study programme on Professional Competences, and Specific day circumstances. A problem of major discrepancy between the higher education “Informational and communicational Professional Competences are strictly standards and the requirements of professional community has been indicated. The technologies and communication systems” declared by FSES; however, in order to E.V. Omelyanchuk article justifies as the problem solution the implementation of additional competences of National Research University of increase the efficiency of study process which should guide graduates to carry out work functions introduced by professional Electronic Technology in line with a Plan authors see the need to provide descriptions standards. for Development and Approval of Study of certain sub-competences of the Specific Programmes for Higher Education [3]. Professional Competences, as well as Key words: сompetences, educational standards, professional standards, learning Development of a study programme to introduce Extra Competences using outcomes. begins with designing graduate’s the descriptors of industry’s professional competence model, which appears as a standards. comprehensive integral image of the final Level of learning outcomes’ achievement result of education and is based on the idea (i.e. level of competences formation) should A shift of priorities in the development of However, this approach only allows partly of a “competence” [4, p. 8]. Realization of a correspond to the approved descriptors of hi-tech and strategically important sectors meeting the demand in specialists even competence model is aimed at achievement competences determined by the Professional of Russian economy requires updating of within one enterprise. of the expected learning outcomes, which Standards. A list of competences of study study programmes, majors and specialties in As a different solution the Ministry O.P. Simonova have to correspond to the requirements set programmes future graduate, as well as accordance with the approved professional of Education and Science of the Russian for a graduate by professional communities. the area, objects and types of graduate’s standards. At the same time, representatives Federation proposes to introduce Professional Authors propose a structure of graduate’s professional activity are determined, on of the professional community remark Standards (PS). At the same time aligning the the discrepancy between learning out- Federal State Educational Standards (FSES) FIg 1. Approximate structure of graduate’s competence model introduced comes after graduation and employers’ and the Professional Standards leads to new to the study programme on “Informational and communicational technologies and requirements. It is said that over 65% of difficulties, first of all, in the organizational communication systems” of National Research University of Electronic Technology employers prefer to provide extra training process of developing study programmes or retrain their workers on the basis of their and designing curricula. own educational departments [1, p. 14], According to the paragraph 11, part 7 which indicates the gap between the of the Federal Law on Education in Russian contents of educational standards of higher Federation No. 273-FZ of 29 December Learning education and the requirements towards 2012 new state educational standards Outcomes A.Yu. Semenova learning outcomes demanded by the real should be formed based on the existing economy that are stated in the professional professional standards; thus, the developers Competences standards. This problem is topical for training of study programmes face the need to take Descriptors Requirements of Professional engineering workforce. into account the requirements of the PS. Soft Skills, General Professional Community In order to assure study programmes However, at the moment, only guidance Competences, Specific Professional competitiveness it should indicate such materials for the designers of educational Competences, Extra Competences learning outcomes that clearly state standards have been developed [2]. With an FSES knowledge, skills and attitudes demanded aim to provide efficient teaching and guiding Expected Competences Requirements by the economic sector of graduate’s future activities the current study programmes of a Graduate employment. have to be updated in line with the trend of One of the traditional approaches introducing PS into FSES. Area, Objects and Types to narrow the gap between HEIs’ and Based on the practice of designing of Professional Activity employers’ view on a future graduate is study programmes in National Research to introduce industry-based departments. University of Electronic Technology the

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the one side, by FSES requirements, and that graduates should be able to perform 8. The means for evaluation of specific competences and work functions directly. on the other side – by the requirements are determined. professional and extra competences Tables 2 and 3 present the examples of professional community formulated as 3. Further, learning outcomes of a study should undergo expert assessment with of complying work functions and sub- work functions and work actions of the programme are formulated in terms of soft participation of representatives from the competences/extra competences formed corresponding Professional Standards. skills, general professional competences professional community. within disciplines of the “Informational As a rule, concordance of FSES and PS and specific professional competences 9. In case of positive expert assessment and communicational technologies and terminology is respected as shown in the corresponding to the type (types) of of means for competences’ evaluation they communication systems” programme. table 1. professional activity of the SP’s focus. can be introduced to the study process. Feedback from representatives of the The authors propose an algorithm 4. If needed, the competences are split It should be noted that specific professional community on the first stage for integration of professional standards into sets of the so-called sub-competences, professional competences are described of the algorithm’s introduction is collected to the educational process for specialty which present a competence in a form of more very broadly by FSES. At this, when fostering during students’ industrial internships by “Informational and communicational particular learning outcomes formulated these competences it is possible to split gathering and analyzing employers’ reviews technologies and communication systems” through sub-competences’ descriptors that a particular competence in line with a set on students’ performance during internships of National Research University of Electronic correspond to the professional standards’ of professional tasks that should be carried and the results of employers’ survey, which Technology. It should be noted that the descriptions. out by a future graduate. Thus, splitting reflects level of employers’ satisfaction with proposed approach can be mostly used when 5. If the descriptions of learning out- competences to sub-competences allows students’ level of professional training. executing applied study programmes for comes corresponding to the chosen type specifying a particular competence and training engineers. Though higher education of professional activity do not fully meet creates an opportunity to execute individual While the educational standards of supposes fundamental training and scientific the requirements of professional standards, learning paths while fostering one or another the next generation are still in the process character of the knowledge gained, strict educational institution can supplement the element of students’ competences. of development, higher educational abidance to the requirements of professional list of learning outcomes by introducing It seems viable to formulate sub- institutions, in particular National Research standards may lead to the loss of scalability extra competences. competences and extra competences Universities have the authority [9] to start and flexibility in the choice of professional It seems viable, first of all, to formulate while focusing on the corresponding work an active process of integrating professional area of a graduate [6, p. 31]. more broadly the learning outcomes in the functions from Professional Standards [7, standards requirements to the educational It is proposed to comply with the terms of extra competences through work 8] in the field of professional activity that process. This is essential, first of all, in order following order of actions: functions determined by a corresponding complies with the study major. for today students of higher professional 1. Types of professional activities for professional standard, and further to specify The distinction in the approaches to educational programmes to be demanded students’ acquisition are chosen from them as a set of sub-competences based on development of PS and FSES lead to the fact on the labor market not only in the near corresponding educational standards the requirements towards work actions. that it is not always possible to comply sub- future, but also on a remote prospect. based on the analysis of labor market 6. Links between the fostered compe- demand, scientific and research resources tences and disciplines or modules are Table 2. Example of complying work functions with sub-competences and material and technical facilities of a established. department. 7. In line with the curriculum, work prog- 2. In line with the chosen type (types) rams of each discipline are developed, as FSES competence Sub-competence (Discipline) Work function (Code) of professional activity, professional tasks well as means for competences’ evaluation. Ability to create technical Pre-project build-up Table 1. Concordance of the Russian Federation Federal State Educational Standards decisions on a communication and development of and Professional Standards terminology [5, p. 3232] object or system a systemic project (telecommunication system) and for communication Ability to design project and its components (Architecture object (system), Terminology of PS Terminology of FSES technical documentation, to and software for network telecommunication draw up final design-and- infocommunicational devices) system (A/01.6) Generalized work function Type of activity engineering projects in line Ability to design technical with norms and standards Design of a technical Work function Professional competence documentation using systems of (specific professional and work project competence No. 10) automated design for drawing Work action Practical expertise for communication up documents in accordance object (system), Skill Skill with the requirements of telecommunication Engineering and Computer system (A/02.6) Knowledge Knowledge Graphics

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Table 3. Example of complying work functions of PS with extra competences

Work function Extra competence Discipline (elective)

Ability to design Software radio mathematical models 3. Poryadok razrabotki i utvergdeniya obrazovatelnoi programmy vysshego obrazovaniya of infocommunicational Methods of simulation (bakalavriat i magistratura) (Order of Design and Approval of Educational Programmes of devices and systems and optimization in Higher Education (Bachelor and Master Degrees) [Electronic resource]. Approved at Na- and their realization with Mathematical and computer infocommunicational tional Research University of Electronic Technology Academic Board meeting on 15 June regard to available elements simulation of radioelectronic systems 2016 / Ministry of Education and Science of the Russian Federation; National Research devices and systems with University of Electronic Technology. – Moscow, 2016. – 40 p. – URL: https://www.miet. an aim to optimize (enhance) Systems on a chip ru/upload/content/Uchebny_process/Poryadok_razrabotki_i_utverjdeniya_OP_VO_ their parameters Readiness to use programme for telecommunication (bakalavriat_i_magistratura).pdf, free. – Tit. from the screen (usage date: 12.12.2016). software and ability to 4. Azarova R.N. Razrabotka pasporta kompetentsii: metodologicheskie rekomendatsii apply it for creation of new dlya organizatsii proektnykh rabot I professorsko-prepodavatelskogo kollektiva vuzov telecommunication systems MATLAB mathematical (Development of Competences Passport: Methodological Recommendations for Organi- and nodes simulation zation of Project Work and Faculty of Universities) / R.N. Azarova, N.M. Zolotareva. – Moscow: Research center of problems on quality of specialists training, Coordination Board of Teaching and Methodological Associations and Scientific and Methodological Boards of Higher Schools, 2010. – 52 p. 5. Tarasova T.N. Teoreticheskie aspekty integratsii FGOS i professionalnykh standartov (Theoretical Aspects of FSES and Professional Standards Integration) [Electronic resource] // University complex as regional a center of educational, science and culture: Proceeed- ings of All-Russian Scientific and Methodological Conference, Orenburg, 3-5 February 206 – Orenburg: Izdatelstvo OGU, 2016. – pp. 3227-3233. 6. Senashenko V.S. O sootnoshenii professionalnykh standartov i FGOS vysshego obrazo- vaniya (On the Correlation between Professional Standards and Federal Educational Stan- dards of Higher Education) // Vysshee obrazovanie v Rossii [Higher Education in Russia]. 2015. – No. 6. – pp. 31-35. 7. Ob utvergdenii professionalnogo standarta “Ingener-proektirovshchik v oblasti svyazi (telekommunikatsii)” (On Approval of Professional Standard “Design Engineer in the Field REFERENCES of Communications (Telecommunications)”) [Electronic resource]: Order of the Ministry of Labour and Social Protection of the Russian Federation No. 316n of 19 May 2014 // 1. Strategiya razvitiya systemy podgotovki rabochikh kadrov i formirovaniya prikladnykh GARANT.ru : informational and legal portal. – Moscow: Garant-Service, 2016. – URL: kvalifikatsii v Rossiiskoi Federatsii na period do 2020 goda (Strategy for development of http://base.garant.ru/70697874/#ixzz4LkakqaK1, free. – Tit. from the screen (usage date: workforce training system and formation of applied qualifications in Russian Federation 12.12.2016). until 2020) [Electronic resource]. – Moscow, 2013. – 58 p. – URL: http://xn--80abucjiibh- 8. Ob utvergdenii professionalnogo standarta “Ingener-radioelektronshchik” (On Approval v9a.xn--p1ai/media/events/files/41d4701a6bfda8ac356e.pdf, free. – Tit. from the screen of Professional Standard “Radioelectronics Engineer”) [Electronic resource]: Order of the (usage date: 12.12.2016). Ministry of Labour and Social Protection of the Russian Federation No. 315n of 19 May 2. Metodologicheskie rekomendatsii po aktualizatsii deistvuyushchikh federalnyikh gosu- 2014. – Available from reference legal system “KonsultantPlyus”. darstvennykh obrazovatelnykh standartov vysshego obrazovaniya s uchetom prinimae- 9. Razyasneniya razrabotchikam osnovnykh obrazovatelnykh programme, realizuyushchim mykh professionalnykh standartov (Methodological recommendations on actualization of federalnye gosudarstvennye obrazovatelnye standarty (Clarification for the Developers of the current federal state educational standards of higher education in line with the incom- Main Educational Programmes that Execute Federal State Educational Standards) [Elec- ing professional standards) [Electronic resource]. Approved by the Ministry of Education tronic resource]: updated on 09 January 2014 // Altai State University: website. – Barnaul, and Science of the Russian Federation of 22 January 2015 No. DL-2\05vn. – Available 1999-2016. – URL: http://www.asu.ru/education/struc_edu01/questions/development, from reference legal system “KonsultantPlyus”. free. – Tit. from the screen (usage date: 12.12.2016).

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Modern Models of Training sustaining adequate level of living on At this, it is relevant to address the opi- Earth” [4, p. 60]. The training should start nion of a modern philosopher, N. Krylova, a Professionally-Mobile Specialist at school. who stated that “to focus the training In most cases modern pre-university process only on subjects and disciplines is to Tyumen State University training is focused on “cramming” enrollees support Scientists, who considered physics T.A. Fugelova on courses that are field-specific for applying and mathematics as “role-model sciences” to a certain university. Enrollees that choose and encouraged to build other sciences The main reasons hindering the establishment and development of professional mobility engineering majors get enrolled based upon those, whereas culture inherits of a future engineer in the socio-cultural educational space of a technical HEI are: on the results of the Unified State Exams. polysystemic ways of action [6, p. 21]. the orientation of technical universities to the previously established model of training Career guidance of high school students Fallacy of the Scientists’ (from lat. scientia – future engineers and the underdevelopment of the content of future engineers’ should develop an informed professional science) concept is triggered by the fact that T.A. Fugelova training. A student has to learn the logic of the development of science, learn how self-awareness and foster the emergence of scientific and technological progress cannot to get knowledge, and get engaged in real professional activities within the learning motivation for studying. automatically lead to dissolution of all process of a university. Many prestige world-known educational complex problems and sharp contradictions institutions, such as Oxford, Cambridge, of social life. Key words: professional mobility, continuous education, engineering education Harvard and other universities seek for The existing unsound practice of model. enrollees with non-standard and flexible Russian university enrollment by results thinking. Enrollees send test results and short of the Unified State Exams puts enrollees’ bios to the admission offices. Additionally, an emphasis on entering any budget-funded The swiftness of transitions that occur in encourage amplification and deepening of interview can be held in order to evaluate the major outside of their interests and desires. the society “demands” specialists, who are future specialists’ professional opportunities level of enrollee’s fundamental knowledge, It turns to be a deliberate exclusion from able to analyze changes in country’s socio- [2]. his/her reaction to unconventional questions, axiological prevalue of a profession [7, economic living conditions and to find Besides everything mentioned above, the wittiness, personal and psychological p. 20]. untypical solutions for industrial problems, key trend of innovative training is training qualities, motivation for studying. The Problems also occur on a stage of which, overall, integrates into the idea of elite engineers that have the competence for closing arguments for the enrollment can professional training at an HEI. Thus, the “professional mobility”. broad thinking based on a system of meta- be: grades in school diploma, third-party analysis of curricular, programmes and The issue of training specialists, who are knowledge [3]. recommendations, extracurricular activities, study books indicated that engineering able to react to the societal changes and can Engineers with such level of training hobbies and proactive attitude of enrollees training does not have succession between forecast remote shifts in the professional should be masters of their profession and be [5]. study courses. They barely navigate future activity, is highly topical for modern familiar with other sciences. They need to And another example. Students enroll specialists to conduct creative search, to professional education. have a deep understanding of information for a number of majors at Tyumen Industrial foster reflection, readiness for innovations In the Concept for Long-term Socio- technologies and be ready to communicate University based on the results of a creative and changes in professional activity, etc. Economic Development of the Russian and cooperate within an international group. competition for best inventions. As a rule, The mandatory cultural components lack Federation until 2020 a task is set to foster For any engineer it is important to be this competition coincides with the Day of not only the ability to forecast and design, professional mobility relying on continuous familiar with any sphere of modern culture, Russian Science and is held in a form of a but also the ability to understand, interpret education and professional retraining. to have high moral standards and to be scientific and educational marathon. Future and integrate theoretical and practical This allows workers to increase their own tolerant, to know well the history of his/ enrollees conduct a series of unconventional activities, as well as to organize professional competitiveness on labour market, to realize her country and the mankind as a whole, to experiments in HEI’s laboratories under activity. their work potential in the most dynamically understand human psychology and social the supervision of university teachers. For The Standard does not have any developing sectors of economy [1, p. 57]. processes, etc. instance, they diagnose break-gear system disciplines that focus on professional self- The authors agree with the point of The level of personal skills of an determining the toxic level of hazardous development and career planning and view that engineering HEI graduates’ engineering HEI graduate, firstly, has to substances emissions or design a pipeline. development. competitiveness on labour market and their meet “… the requirements of specialist’s Based on the results of such lab works Detachment and isolation of the strength are being currently built upon new adaptation to the modern-day pace of students are awarded with diplomas of knowledge acquired is particularly eminent “untypical characteristics”, rather than just scientific and technological progress and “Inventor – Investigator”. Authors of the most in the process of interdisciplinary project upon their high level of professional training. inconstant environment of labour market, interesting ideas receive recommendations development. Such characteristics include possession and, secondly, (should allow) him/her for university enrollment. However, even in Having analyzed the activities of of extra professional qualities and skills to harmonize own professional activity such a case, the main requirements towards graduates, authors can draw a conclusion that are not fostered within the basic study with global challenges of civilization, enrollees are still the results of Unified State that a future engineer, who has a high grade, programmes, but, at the same time, that with the issues of preserving and Exams on physics and math. for instance, on “Economics” is not able

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to apply this knowledge in his/her and ending with a role of a secretary or a activity with emphasis on ethics, social and are in Russian, but an intensive course on professional activity. Besides, more than treasurer. Teams demonstrate their work environmental responsibility, as well as professionally-oriented English language is 70% of final-year students regularly note that through portfolios. sustainable development. executed at the same time. professional training does not correspond to During the second semester students Aalborg University (Copenhagen, Den- Study classes are conducted in natural the real professional activity. conduct an engineering project, prepare a mark) has developed an educational model conditions (field practices, work at The authors attempted to find a solution presentation and a report. that is based on solving practice-oriented paleontological and geological museums, of this problem by investigating expertize In the third semester students are tasks. Students solve proposed tasks in internships at industrial petro-physical of foreign and domestic training of engi- suggested to participate in “open” projects, project groups under the supervision of a laboratories of JSC “TomskNIPIneft”). The neering workforce [8]. Thus, the theory and i.e. projects that do not have an unambiguous teacher – a facilitator. University has a unique first year ends with a 7-week industrial practice of engineering pedagogy at foreign solution. Students propose an engineering environment for the development of both internship in departments of oil and gas HEIs actively relies on problem-oriented solution, create and demonstrate a working professional and universal competences of producing partner companies. and project-based learning (C. Benjamin, model. future engineers. The second year (training is mainly in E. de Graaff and others). Students learn to solve typical engineering École Centrale Paris (ECP, France) works English) includes mostly theoretical courses At the same time, problem-oriented problems within this course and then they on the implementation of teaching and (lectures, practices, tests, exams) and method allows students to focus on solving turn to the development of “open” projects. learning methods aimed at the development work (during spring semester) on personal a clearly defined problem situation, which This technology fosters the formation of key competences that are typical for projects. motivates them to acquire knowledge of professional (use of not only the European engineers, such as leadership, An important role in training specialists is needed for problem’s solution and stipulates fundamental knowledge, but also skills efficient communication, readiness and devoted to their involvement in scientific and their independent “search” for knowledge of engineering design and research) and ability to work in teams, creativity in research work. Master students get included from various areas with an aim of further universal competences required for project designing modern industrial production, into group projects on requests from oil application of it in the process of solving a management. The emphasis is on the and social responsibility. and gas companies. In interdisciplinary particular production task. development of social competences rather Students get involved in the development teams students try on different functions Project-based learning, including than only technical ones. of a project “Leadership and Engineering”, (project developers, geologists, geophysics, teamwork, is a “prototype” of future Curtin University of Technology master a course “Challenges of the XXI extraction engineers, and, of course, engineering activity. Students get experience (Australia) executes an innovative course Century” aimed at understanding the role of practical specialists on drilling, etc.). Thus, of comprehensive work of engineering design “Engineering Foundations: Principles and an engineer in solving problems of the XXI they widen and deepen their competency. that intends not only allocation of work Communication” that assures fostering of century, foster abilities to solve production When presenting their group projects each functions, but also sharing of responsibility students’ communication competences tasks in the context of uncertainty, work on student defends the results of his/her own between team members. The key part of while developing technical projects. a group project that is focused on solving part. project-based learning is the development Project design requires students to have a particular topical engineering problem Students, who successfully graduate of abilities on student’s cooperation within communication skills, because being in a in modern spheres: energy, environment from a Master programme by defending a group. role of a client intends that they propose protection, modernized biotechnologies, both group and individual projects, receive These methods are widely introduced as different alternative solutions to each other. public healthcare, information, regional degrees from two universities: TPU and innovations in the majority of foreign HEIs. Students foster the following abilities: to development and mobility, and economics Harriot-Watt University. Thus, Faculty of Engineering of Leuven analyze situations, to write a report, to and management. Introducing students to practical problem- Catholic University (KU Leuven, Belgium) prepare a project, to formulate conclusions Course work starts with a three-day oriented activity, as well as to individual provides bachelor students with a course on work results. workshop that concerns topical problems of work on solving real problems (including “Problem Solving and Engineering Design”. Grenoble Institute of Technology the XXI century. Students prepare individual “open” engineering problems), facilitates While studying the course students get (Grenoble INP, France) conducts training reports and then participate in conducting a acquiring the experience of fundamental involved in real engineering practice, team of graduates, who are ready to do group project aimed at finding a solution for knowledge practical application: conducting work (6 to 8 students) on interdisciplinary project work based on consideration and the identified problem. Each of the tasks is joint workshops together with industry projects, learn to solve engineering problems comprehensive assessment of the influence evaluated. representatives, developing and designing that require integration of knowledge on of engineering solutions on society and In cooperation with Heriot-Watt Uni- projects proposed by companies, including a number of disciplines. The main aim of environment. During a semester master versity (Great Britain), Tomsk Polytechnic projects executed on premises of enterprises, the course is to foster technical and social students participate in a project focused University (TPU, Russia) created a Center for inviting experts for project mentorship and competences. on responsibility in engineering decision Training and Retraining of the Oil and Gas assessment, allocating students’ internships In the first semester a website is created making. Sponsor industrial companies Specialists. at industrial companies to get to know their to illustrate the problems chosen by students. evaluate students’ work. In the framework During the first year of Master corporate culture. Within the first week students can try on of the project students foster competences programmes students study courses of the Training system developed in Tomsk different roles starting from project manager needed for professional engineering 7th (Fall) and 8th (Spring) semesters. Courses Polytechnic University covers education

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from high school to higher education students’ self-learning under the supervision who are interested in the process of economic at Bauman MSTU. The specific nature of and professional development and ensures of teachers [9]. and cultural development in Russia. the Faculty resides in the integration of continuous training of elite specialists. Focusing on the principle of continuous Membership in the Community gives engineering and humanitarian training in For more than 20 years the university education as on a fundamental pillar “an opportunity to communicate with like- the field of economics and management. runs a Polytechnic Lyceum (for students provides enhancement of the form of minded people - with those, who have Trained managers and engineers- of 10th and 11th grades). Training process education acquisition. Interlinking of human already become professionals in their managers are able to solve problems of on a number of courses in the lyceum is forces and abilities is the topical issue for field. And this is important for personal production management and organizational supported by the leading professors of TPU. professional pedagogy. It allows focusing on development” (N. Denisov-Vinskiy – PhD management of companies with different Together with mass training of students social partnership. student of Power Engineering Faculty, forms of incorporation. starting from 2004 TPU has been executing Aligning interests of an HEI, employers, employee of the Center for Innovation When graduating the university young a system of Elite Technical Education that business leaders and science in terms of Infrastructure and Youth Entrepreneurship specialists face a choice: to work as an covers 4 stages: 1) 1st and 2nd years of adjusting curricular, organization and of Bauman MSTU), “a wide ground for self- employee, to engage in creative work, bachelor programmes – stage of fundamental contents of scientific and research training realization, for acquiring new knowledge” including research activity, or to become an education; 2) 3rd and 4th years – professional of HEI students is the leading direction for (Yu. Chekhov), “an opportunity to create entrepreneur. It is not a mere coincidence training, where students learn economics enhancement of social focus of the modern a “City of the Future”, that is firstly built that the Faculty has a Department of and management of innovative projects, market economy. for those, who are involved in innovative Entrepreneurship and International Activity. disciplines connected with entrepreneurial According to “Kommersant. Dengi” activities” (N. Denisov-Vinskiy). Bauman graduates know that success in the thinking, conduct problem-oriented journal, Bauman Moscow State Technical The key idea that Futurussia members modern society can be assured if engineering projects in groups; 3) 5th and 6th years University (MSTU) is the leading university in face today is to simulate a building Skolkovo skills are supplemented with knowledge on (specialist and master programmes) – special the ranking of universities, whose graduates city and to live in it. There are several areas economics and basics of entrepreneurship. training. are highly demanded by the labour market. of work here. Each member chooses an areas Many students acquire second higher Students are involved in group practice- High competitiveness, as well as high that is close to him, for instance, business, education degree at the Department of oriented projects. Selection process for demand for Bauman students is secured education, e-administration and information Entrepreneurship and International Activity the Elite Technical Education system (ETE by thorough fundamental training and environment, programmes for marketing and in parallel with their first degree. TPU) is based on an additional testing that good knowledge of real industry. The sociologic research and Skolkovo products Objectives related to understanding determines intellectual abilities and creative quality of education is achieved by means promotion on specific markets, etc. the need for creation and development of potential of students. of integrating science, education and In order to create modern power professional mobility of a future engineer Competitive advantages of the Elite innovative activities, which is supported machines it is essential to receive a thorough can be achieved only by perceiving a Technical Education programme reside by traditions of the university, systematic fundamental field-specific training both student as a subject of educational process. in the fact that integration between joint high-end research together with in the specific field and in the areas of It is essential to note that education, fundamental knowledge and professional enterprises, and indispensable attraction of economics, psychology and management. being a subject’s function, is proportioned focus is achieved within the study process. leading specialists of industry and science For this very reason, students of the Faculty to his individual life course and experience, Tomsk Polytechnic University among for teaching. study management, marketing, consulting, to specifics of coping with critical moments the first universities in Russia (from 1995) Starting from 3rd and 4th years students along with learning fundamental disciplines. of professional development, and is together with leading foreign universities take part in scientific research of Bauman Students can get diplomas of Bachelor, determined by the socio-cultural experience conducts training on eight master MSTU. Expectedly, MSTU participates in a Specialist and Master levels at the Faculty, and historical past of the professional programmes within 10 centers of excellence. state project – “Skolkovo Valley”, similar to as well as continue their education at PhD community that he belongs to. These master students are notable for the American Silicon Valley. Skolkovo is to level. “I like the creative style. Bauman Hence, future engineers should be their innovative thinking, creativity, become the biggest “shooting ground” for School is not only the knowledge; it is a involved in the activities on designing forms, ability to integrate research, project, and new economic policy in Russia. Specific wonderful and very useful school of life” methods and contents of education that entrepreneurial activities. They have a grip conditions for research and development, (Aleksandra Saydikova, graduate of Power correspond not only to the actual culture, on the methodology for group design of including the development of energy and Engineering Faculty). but also to the opening horizons for future complex systems, they are able to work in energy-efficient technologies, nuclear, The Faculty of Engineering Business creativity and professional development. interdisciplinary teams, and they are fluent cosmic, biomedical and computer and Management operates successfully in professional English. Master students have technologies, are introduced on a specially an opportunity to receive two diplomas: a allotted territory. diploma of Tomsk Polytechnic University The idea of Skolkovo creation served as and a diploma of a partner university. a basis for the development of Futurussia The university has a person-centered community – an international community educational environment with emphasis on of talented scientists, engineers, innovators,

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Generation of Macroregional Network Innovation- and Educational Cluster in the North Caucasian Federal District

Dagestan State University of National Economy M.Kh. Abidov, S.E. Savzikhanova, L.A. Borisova

This article validates the generation practicality of the network innovation- and educational cluster, which would combine leading universities of the macroregion, research- and infrastructure entities and the business community. The main difference between the proposed model of the cluster generation and the existing ones is that M.Kh. Abidov originally the initiative of cluster establishment comes from entrepreneurs, who are interested in investments in the development of innovation- and educational activity of the macro-region, and the North Caucasian Federal District (NCD) in particular. This REFERENCES article also proposes patterns of networking cooperation of the cluster participants, in order to optimize expenses in the course of cluster creation and operation. 1. Ob utverzhdenii Kontseptsii dolgosrochnogo sotsialno-economicheskogo razvitiya Rossi- yskoy Federatsii na period do 2020 goda (On Approval of the Concept for Long-Term So- Key words: innovation- and educational cluster, synergy effect, network cluster, cluster cio-Economic Development of the Russian Federation until 2020) [Electronic resource]: policy, networking cooperation, infrastructure of innovation activity. Russian Federation Government Decree of 17 November 2008 No. 1662-p. – URL: http:// www.ifap.ru/ofdocs/rus/rus006.pdf, free. – Tit. from the screen (usage date: 04.09.2016). 2. Naumkin N.I. Metodicheskaya sistema formirovaniya u studentov tekhnicheskikh vu- zov sposobnostey k innovatsionnoy inzhenernoy deyatelnosti (Methodological System Currently, the creation of integrated overcome territorial and country restraints, S.E. Savzihanova for Preparation of the Students of Technical Universities for the Innovative Engineering interactive network educational space is and achieve a higher synergy effect in cluster Activities) / N.I. Naumkin. – Saransk: Mordovian State University, 2008. – 172 p. one of the major tasks of education system cooperation. 3. Varnavskikh E.A. Tvorcheskaya inzhenernaya aktivnost spetsialista i realizatsiya metodik modernization. This can be implemented Approaches to the definition of clusters ee formirovaniya u studenta v tekhnicheskom vuze (Creative Engineering Activity of a if comprehensive information- and have significantly altered. While in the Specialist and Realization of the Methods for Its Formation for Students of Technical HEIs) communication system with broad and in XX-th century territorial vicinity of its [Electronic resource] // Pedagog. – 1999. Iss. 7. – URL: http://www.altspu.ru/Journal/ped- some degree unique functional capabilities participants, which defined the essence agog/pedagog_7/a07.html, free. – Tit. from the screen (usage date: 15.09.2016). is in place. New technologies create the of the cluster, played an important role, 4. Lozovskiy V.N. Fundamentalizatsiya vysshego tekhnicheskogo obrazovaniya: tseli, idei, potential for sustainable development of in the present interpretation common praktika (Fundamentalization of Higher Technical Education. Goals. Ideas. Practice) / cluster formations in the research- and ideas, goals and their joint achievement V.N. Lozovskiy, S.V. Lozovskiy, V.E. Shukshunov. – SPb: Lan, 2006. – 128 p. educational system of higher education. with the application of resource-, 5. Naumkin N.I. Osobennosti podgotovki studentov natsionalnykh issledovatelskikh uni- This process generates missing links of the informational- and financial potential of versitetov k innovatsionnoy inzhenernoy deyatelnosti (Special Aspects of Training market infrastructure, including distributed cluster participants is the key element of the Students of National Research Universities for Innovative Engineering Activities) / virtual research- and educational structures. the cluster cooperation. In this regard, the L.A. Borisova N.I. Naumkin [et.al] // Integratsiya obrazovaniya (Integration of Education). – 2013. – At present, numerous policy papers authors define the network cluster as a Iss. 4. – pp. 4-13. indicate the importance of development of group of independent commercial and (or) 6. Krylova N.B. Kulturologiya obrazovaniya (Culturology of Education) / N.B. Krylova. – territorial clusters in various forms. non-commercial entities, which are united Moscow: Vysshaya Shkola, 2000. – 184 p. Catering to the needs of the post- at the resource level in the technological 7. Karmin A.S. Kulturologiya (Culturology) / A.S. Karmin. – SPb: Lan, 2003. – 928 p. industrial paradigm of global development, network to implement a common idea. 8. Chuchalin A.I. Kachestvo ingenernogo obrazovaniya (Quality of Engineering Education) / economic systems change. The cluster This technological network provides for the A.I. Chuchalin. – Tomsk: Tomsk Polytechnic University Publishing House, 2011. – 124 p. policy of leading economically developed achievement of synergy effect sufficient to 9. National Research Tomsk Polytechnic University [Electronic resource] : [official web- countries also changes. It is reflected in the produce competitive products or services in site]. – Tomsk, 2002-2017. – URL: https://tpu.ru, free. – Tit. from the screen (usage date: transformation of approaches to the cluster the course of innovation-oriented activity as 10.10.2013). concept. Interactive cooperation forms of part of the integrated space [1]. 10. Moscow State Technical University [Electronic resource]: [official website]. – Mos- innovation parties, network cooperation From this definition one can see that cow, 1997-2016. – URL: http://www.bmstu.ru, free. – Tit. from the screen (usage date: forms of cluster participants begin to cluster participants preserve their inde- 12.12.2016). play a more significant role. This helps to pendence and combine resources as part

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of the specific technological network to costs and makes it possible to involve best unsolved. From 2007 to 2014, the Federal Advanced counries achieve their high achieve a common goal. A special focus is specialists from different countries in this and regional budgets allocated 684.4 level of innovation namely through the made on the availability of synergy effect. project. billion roubles on infrastructure innovation. active integration of higher education- Moreover, it is stated that this effect would To create and develop the innovation- It included 92.1 billion rubles to support and research organizations in business be sufficient to produce competitive and educational cluster (IEC), one needs small- and medium business programmes, processes of regions. The direct dialogue products or services. Significantly, the economic strenth, high level of human 281.1 billion rubles for the capitalization of between regional authorities, research- and authors do not consider geographic capital, and also a certain degree of development institutions, 67.7 billion rubles business community is required. Cluster proximity as one of the major motivating infrastructure development of innovation for the generation of innivation infrastructure development with network technologies has factors of cluster generation, although the activity. Infrastructure development of in the Russia, 243.5billion roubles for state been recognized as the most efficient form scientific literature has made a primary focus innovative activity is declared as one of the guarantees and guarantee funds [4]. of this cooperation throughout the world. on this. It is considered, that currently it is main priorities of Russia’s innovation system. In the course of these efforts, a “chronic In this regard, the establishment of the not a major factor, but more importantly, [2]. Since the beginning of the 1990-ies, the disease” of public-private projects has been networking inter-regional North Caucasian cluster participants perform their activities Russian Federation has created more than revealed, when significant government Federal District innovation- and educational as part of common information- and 1,000 infrastructure objects of innovation spending was not supported by planned cluster seems pertinent. communication space, which ensures activity, including 5 special economic zones extrabudgetary funding, and the increase In the proposed model of the multi-core networking cooperation at the cutting-edge of technical innovation, 10 nanocentres, 13 in costs was not accompanied by proper networking innovation- and educational level. The factor of innovation orientation is prototyping centers, 16 certification centers increase in revenues from innovative cluster (fig. 1), each “bunch” symbolizes also an important distinguishing feature of and testing laboratories, 29 centers of infrastructure projects and their contribution the innovation system of the region, which the cluster, because clusters are generated information- and consulting infrastructure, increase in Russia’s economy. One might includes leading universities, companies where breakthrough advancement in more than 50 engineering centers, which as well say that the issue of reaching the and organizations, regional governments, science, technology with further entry into combine 28 regional engineering centers, innovation infrastructure self-sufficiency has financial institutions, development insti- new market niches is expected or performed. 20 engineering centers as part of leading not been resolved. tutions, venture capital funds and elements of The distinctive feature of the innovation technical universities, 9 engineering In our opinion, the issue is not only that innovation infrastructure. The above entities, networking cluster is that all participants, centers of pilot innovative regional clusters, Russian clusters are created by the front- implementing online cooperation within that are located in different regions or etc and others, 114 technology transfer office decision, but also in the development its regional segments, have an additional countries, and united via telecommunication centers, 160 industrial parks, 200 business priorities of clusters. Oftentimes, clusters opportunity to establish efficient networking systems, are engaged in the implementation incubators, 300 centers for collective use. align themselves with prestigious industries cooperation at the interregional level. This of the common innovation project at various Russia established infrastructure objects of and interests of major companies, that is allows to accumulate resources in most stages of its life cycle. It means that within innovation to ensure the development of why it limits development prospects of important areas of regional econony and to one cluster, all participants of the innovation science. It includes the Advanced Research these clusters and impairs their efficiency. involve most competitive professionals and process unite and cooperate with each Foundation, the Federal Agency for Scientific Not in every instance are the interests of experts to perform innovation projects, and other from the birth of an innovative idea Organizations, the Russian Found for small and medium-sized businesses taken significantly reduce all transaction costs of to its commercialization and market entry. Research, 2 national research centers and 14 into account. It is clear from the structure cluster participants. At that, territorial concentration does not science cities. The system of development of cluster governing bodies, which are This model of macro-regional networking play a key role. institutions is in place, and covers Rosnano often managed by either State government innovation- and educational cluster proposes The majority of existing innovation Corporation, Skolkovo Innovation Centre, agencies or State-owned companies. Thus, to generate a unified information- and clusters in Russia are primarily generated on the Russian Venture Company (RVC), it does not create a sustainable platform for communication environment for all macro- the geographic principle. In order to convene the “Web-innovations” Foundation and internal cooperation and development. regional innovation participants. In fig. 2, all participants in the same area within one others. The organization of more than It is very important to establish the this environment is arbitrarily highlighter region, the Federal government spends 200 regional clusters has been initiated, efficient management system within in blue. It means that each macro-regional enormous financial resources on the cluster including 26 pilot innovative regional clusters focused on the interests of cross- innovation cluster is included in the infrastructure. At the same time, advanced clusters, supported by the Federal budget sectional participants, on harmonization of proposed system, and its members have an economies depart from the above principle and 35 technology platforms, which also programmes and development strategies of opportunity to cooperate both regionally and focus all their efforts on the ultimate belong to the innovation infrastructure [3]. cluster participants. and interregionally. This would give the goal, optimizing costs on the development As indicated in the Strategy of Innovative The authors propose to establish the impetus to previously generated projects of innovative projects through the use of Development of the Russian Federation until networking innovation- and educational and expedite the creation of new ones. innovative organizations resources from the year 2020, achieving self-sufficiency cluster, which would unite leading The information- and communication various regions and even countries. This has been a fundamental challenges of universities of the macroregion, research-, system of macro-regional networking significantly increases the competitiveness infrastructure development of recent infrastructure organizations and innovative Innovation- and Education Cluster creates of innovation projects, reduces transaction innovation efforts, and this issue still remains entrepreneurship. integrated information- and communication

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Fig. 1. Model of regional networking multi-core innovation- and educational cluster Fig. 2. Cooperaton diagram of macro-regional universities in education and research of the North Caucasian Federal District under networking innovation- and educational cluster of the North Caucasian Federal District

LOCAL LOCAL ADMINI-

STRATION

INFRA- LOCAL Researcher FINANCIAL FINANCIAL ADMINI STRUCTURE STRUCTURES

INNOVATION INNOVATION -STRATION Researcher CORE CLUSTER UNIVERSITY INFRA- LOCAL LOCAL ENTREP- RESEARCH UNIVERSITY RENEURSHIP FINANCIAL Lecturer STRUCTURE Innovation STRUCTURES infrastructure INNOVATION University PMENT SUPPLIERS Lecturer AND EQUI- Innovation RAW MATERIAL RAW MATERIAL infrastructure University CORE CLUSTER learning Distance UNIVERSITY Student

Student LOCAL ENTREP- RESEARCH LOCAL LOCAL ADMINI- UNIVERSITY

STRATION RENEURSHIP

INFRA- PMENT STRUCTURE FINANCIAL FINANCIAL INNOVATION INNOVATION STRUCTURES SUPPLIERS AND EQUI- CORE CLUSTER RAW MATERIAL UNIVERSITY LOCAL LOCAL ENTREP-

RESEARCH UNIVERSITY RENEURSHIP Researcher PMENT LOCAL LOCAL SUPPLIERS ADMINI- AND EQUI-

STRATION RAW MATERIAL RAW MATERIAL

INFRA- FINANCIAL FINANCIAL STRUCTURE STRUCTURES INNOVATION INNOVATION Researcher CORE Lecturer

Innovation CLUSTER University infrastructure UNIVERSITY LOCAL LOCAL ENTREP- LOCAL LOCAL RESEARCH ADMINI- UNIVERSITY RENEURSHIP STRATION

PMENT SUPPLIERS AND EQUI- Lecturer Innovation Student infrastructure RAW MATERIAL RAW MATERIAL

University INFRA- FINANCIAL FINANCIAL STRUCTURES STRUCTURE INNOVATION INNOVATION CORE CLUSTER UNIVERSITY Student LOCAL LOCAL ENTREP- RESEARCH UNIVERSITY Videoconferences RENEURSHIP

PMENT SUPPLIERS AND EQUI- RAW MATERIAL RAW MATERIAL Researcher LOCAL ADMINI equipment of research

-STRATION Implementation INFRA- Lecturer Innovation

FINANCIAL University infrastructure STRUCTURE STRUCTURES INNOVATION LOCAL LOCAL ADMINI-

STRATION Researcher CORE CLUSTER

INFRA- UNIVERSITY Student FINANCIAL FINANCIAL STRUCTURE STRUCTURES INNOVATION INNOVATION Start-ups CORE CLUSTER

UNIVERSITY LOCAL ENTREP- Lecturer Innovation RESEARCH infrastructure UNIVERSITY LOCAL LOCAL University ENTREP- RENEURSHIP RESEARCH UNIVERSITY RENEURSHIP PMENT PMENT SUPPLIERS AND EQUI- RAW MATERIAL RAW MATERIAL SUPPLIERS AND EQUI- RAW MATERIAL Student Researcher Lecturer

space of the networking cooperation of the and staff of these organizations must be Innovation University infrastructure entire operation of this cluster. To intensify involved in the network environment of the their efforts under the information- and cluster. To achieve this, participants must

education cluster, both management have a corporate network environment Student

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for all employees to be able to work on modernization of the macro-region based on project, professional social network has an all-Russian online community of college the networking basis. Most importantly, implementation of networking educational been created and is in operation. It provides graduates and a system identification- and this internal network environment must be programmes, e-learning, distance learning a unique identification of the network support of individuals with outstanding adapted to the cluster network environment. technologies and remote operation. participants. The project also involves a abilities. The application of the proposed pattern The network approach to the global innovation- and educational portal, of networking cooperation of micro-regional development of the North Caucasian Federal universities is also possible under previously District universities is currently a topical generated educational clusters. In particular, issue and it requires careful consideration. “North Caucasus” Scientific and Educational Participants of the interregional innovation- Medical Cluster of the North Caucasian and educational cluster of the North Federal District, which was created pursuant Caucasian Federal District cooperate by the to the order of the Russian Federation distributed virtual networking organization, Ministry of Health № 844 as of 26.11.2015 which combines traditional and electronic “On arrangement of work on generation of forms. scientific and educational medical cluster” The competitive development of [5], would operate more efficiently if its universities of the North Caucasian Federal members used networking information District is possible if the system of open system of the innovation- and educational education is in place. It is namely open cluster. Networking cooperation can provide educational technologies, networking the following advantages for the cluster: cooperation between universities, academic „„ shared library of information resources; mobility and introduction of distance „„ distance learning of students; learning in education that represent major „„ organization of online lectures of tendencies of universities development. professors at several universities The infrastructure of information- simultaneously; and communication system within the „„ implementation of modules, which information- and educational cluster will could help students choose professors also make it possible to reform university REFERENCES in particular courses of study in one of management system and to ensure the universities of educational cluster; transparency of management activities. 1. Savzihanova, S.Je. Rol' klastera v razvitii jekonomiki regiona i povyshenii ego konkuren- „„ possible involvement of therapeutic- Networking cooperation will promote tosposobnosti // Rossijskoe predprinimatel'stvo. – 2014. – № 15. – pp. 95–102. and clinical centers in the educational more speedily interaction of the Board of 2. Nauchno-metodicheskoe obespechenie innovacionnogo razvitija obrazovatel'nogo process (e.g., live video feed of Rectors of universities of the North Caucasus klastera v uslovijah integracii nauki, obrazovanija i proizvodstva (dlja rukovoditelej, complex operations); Federal District and could assist in holding prepodavatelej i masterov proizvodstvennogo obuchenija uchrezhdenij sistemy profes- „„ possible selection of clinical sites for conferences and meetings in the remote- sional'nogo obrazovanija, nauchnyh rabotnikov i aspirantov): nauch.-metod. posobie / medical resident’s practice. and protected format. R.S. Safin, A.R. Masalimova, R.G. Zjaljaeva, E.L. Matuhin; pod nauch. red. G.I. Ibragimo- This is an incomplete list of benefits Thus, the inter-regional innovation- and va. – Kazan': Danis, 2014. – 109 p. that the scientific- and educational medical educational cluster acts as an institutional 3. Sistema menedzhmenta dlja upravljajushhih kompanij innovacionnyh territorial'nyh cluster of the North Caucasian Federal resource, which helps to upgrade klasterov Rossijskoj Federacii [Jelektronnyj resurs]: otchet / OAO RVK, NIU Vyssh. shk. District would gain, if it were involved organizational and economic system of the jekonomiki, CSR “Severo-Zapad”. – [M.: b. i.], 2014. – 250 p. – URL: http://www.rvc. in the proposed model of networking North Caucian Federal District universities ru/upload/iblock/946/201403_management_companies_clusters.pdf, svobolnyj. – Zagl. innovation- and educational cluster. All the and to enhance efficiency of the innovation s jekrana (data obrashhenija: 11.11.2015). above- mentioned competitive advantages system of the regional economy. 4. Povestka razvitija innovacionnoj infrastruktury v RF [Jelektronnyj resurs]: rezjume dokl. of networking cooperation of regional The results of this study facilitate the Min-va jekon. razvitija i OAO RVK / A.E. Shadrin, E.B. Kuznecov, V.N. Knjaginin i dr. – universities within the cluster are applicable realization of the project of generation of [B. m.: b. i., b. g.]. – 25 p. – URL: http://www.engineering-info.ru/wp-content/up- not only to health cluster, but also to all the distributed innovation- and educational loads/2015/09/Povestka_razvitia_innovacionnoy_infrastrukturi.pdf, svobodnyj. – Zagl. s universities of the North Caucasian Federal cluster of the North Caucasian Federal jekrana (data obrashhenija: 11.03.2016). District. District. The cluster in question provides for 5. Ob organizacii raboty po formirovaniju nauchno-obrazovatel'nyh medicinskih klasterov Networking innovation- and educational a distributed fourth generation-technopark [Jelektronnyj resurs]: prikaz Min-va zdravoohranenija Ros. Federacii ot 26.11.2015 g. cluster of the North Caucasian Federal District and a virtual business incubator. In total, № 844. – URL: http://stgmu.ru/userfiles/depts/cluster/Prikaz_844.pdf, svobodnyj. – Zagl. s jekrana (data obrashhenija: 11.03.2016). creates favorable conditions for education the project is 90% complete. Under the

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Engineering Modeling: 1. Novelty. not only future engineers but also specialist 2. Distinguishing features of analogues of any profile [18-19]. Educational Practice Analysis programmes. The next complexity level comprises 3. Time consumption (the number of the programmes of “computer modeling Tver State University hours). and robotics” group. The target audience O.N. Medvedeva, O.V. Zhdanova, I.S. Soldatenko 4. Programme extension. of these courses includes also a wide age 5. Conditions. range of both pupils and students. These The paper studies a wide variety of additional education programmes and courses 6. Target audience. courses are implemented at the Centers of in engineering modeling ranging from radio technical simulation and robotics to 7. Programme content. Children’s and Youth’s Creativity, open mathematical modeling. It provides a detailed analysis of the courses according to 8. Forms and methods of programme distant education platforms, and at colleges some particular criteria. It proves that the programme implementation at different outcomes. and universities, as they are of a wide range O.N. Medvedeva education levels depends on specific features of the institute and target student 9. Materials and equipment, technical and now are in great demand. The extension audience. means. of the given education programmes can also 10. Availability of distance-learming be long enough – from 14 days to 4 years. Key words: engineering modeling, design, mathematical modeling, 3D-modeling, programmes. The considered courses are aimed robotics, additional education. 11. Expected outcomes of the at pupils’ acquiring basic knowledge in programme. fundamental electrical engineering and 12. A criterion defining a choice of this robotics as well as developing 3D-models The courses are provided by the additional or that course is open access to programme and their visualization. Pupils are taught Introduction education centers and students’ universities content. It is impossible to estimate its to make radio-controlled and programmed Training highly-qualified staff in the communities, such as “School of Young relevance to our research without this factor. robots independently, plot 3D-models for sphere of engineering modeling and design is Physicist”, “School of Young Technician” The programmes included in the sports various fields of science and engineering. a complicated and long process. Therefore, etc., to promote engineering professions, and radio-engineering modeling group The creative skills and design competencies it is of great importance to lay down the O.V. Zhdanova attract schoolchildren, and improve their are the first stage in learning engineering are efficiently developed. Some analyzed firm theoretical foundation as soon as awareness in career choice, increase modeling and are usually implemented at courses imply a transition from modeling possible to improve engineering educational the quality of professional engineering Centers of Children’s and Youth’s creativity, (copying the suggested model) to design programmes, i.е. to train future professional education thanks to earlier professional Yong Technicians’ Centers, Centers of (creation of individual operational staff as early as at school. However, based guidance. There are also courses offered by Children’s and Youth’s Engineering and contraction using specified parameters). on the school curriculum it is impossible various commercial educational centers and other similar organizations. The target However, this approach requires serious now to implement engineering components those provided within the additional general audience of such courses covers a wide methodical preparation, search for a without updating the curriculum and educational development engineering age range, from 7 to 18. The programmes balance between classes and independent introducing additional specific disciplines. programmes held at Centers of Children’s of primary engineering modelling intended work. One needs to take into account As a result, development of engineering and Youth’s creativity. for young school age children have not been group diversity not to lose pupils’ interest design programmes is possible on the basis The analyzed education programmes investigated within the given research, but in the training outcomes, for example, at of additional education. Hence, search for can be grouped into the following profile they lay the foundation for further effective multiple playback of simple models or and analysis of most efficient educational categories: acquisition of educational engineering “bogging down” in individual project, for I.S. Soldatenko techniques and practices of teaching „„ sports and radio-engineering modeling programmes. completion where the acquired skills are engineering design disciplines is a topical [1–4]; In terms of time consumption of the given not enough to complete the task. Different task. „„ computer modeling and robotics courses, they are the longest – from 1 year to kinds of competitions, which are a logic Analysis results and discussion [5–11]; 4 years, 72–216 hours each. completion of such courses, are a basis for The performed analysis of existing „„ courses on specialized software The analyzed programmes are focused developing leadership, independent work, engineering design curricula and programmes products [12–15]; on development of engineering thinking, and teamwork skills. for senior schoolchildren has made possible „„ mathematical modeling [16–17]. inventive skills, visual and spatial thinking The universities implement the given to distinguish several categories of the This classification allows covering all as well as design competencies. It should courses as a part of the main curriculum given profile programmes implemented at existing engineering design educational be underlined that due to the absence of within profile engineering training and various educational institutions. These are programmes on the open access and drawing discipline in the school curriculum, allow students to acquire design and additional courses which are taught at school arranging them by “simple-to-complex” these courses allow acquiring the necessary research competencies. It should be noted in the form of elective computer modeling principle. To perform comprehensive skills of individual drawing, developing that profile-related subjects are not included courses as a means to increase efficiency analysis of programme and course data, the combinatorial thinking and is a source of in the research scope, but they demonstrate of teaching math, physics, and biology. following criteria were used: developing spatial images which is basic for the courses continuity at different education

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levels. Thus, it is obvious that effective the distinguishing features of the courses natural-mathematic sciences – all these education taking into account specialization training of qualified engineering staff is a taught, i.е. their specificity in comparison are developed when learning engineering of institution. The practice-oriented rather long and multi-aspect process. with analogues. Hence, one can conclude modeling and can be practically used in approach promotes better understanding The category of “courses on specialized that on the whole the course designers do any sphere and are in demand in any job. of theory; clear illustration of the theory software products” is a subsequent stage not always possess sufficient competencies The competencies acquired contribute to a knowledge acquired and is a foundation in engineering training, which presents of methodical programme description. conscious choice of future profession [19]. for developing competencies or further a higher and more complicated level of As a result of engineering modeling Conclusion mastering the disciplines within the profile knowledge. The target audience of the programme popularity, the target It is shown that engineering design engineering training at universities. given courses is diverse, but they are mostly audience is of wide age range from junior courses are implemented at different level of experienced specialists in the sphere of schoolchildren to university graduates and engineering design and modeling who specialists working in this sphere. Therefore, need to learn this or that specific software it is necessary to consider engineering or sufficiently improve their skills. These modeling programmes and courses for programmes are mostly designed for senior senior schoolchildren as a constituent of REFERENCES schoolchildren [20–21], rarely for other general engineering training system, since groups. As a rule, the programmes are an engineer is learning all his/her career 1. Tatarintsev M.I. Radiotekhnicheskoe konstruirovanie: dopolnitel'naya obshcheobrazo- implemented at commercial educational long. To present a holistic vision, the analysis vatel'naya obshcherazvivayushchaya programma tekhnicheskoi napravlennosti [Radio- centers or specialized additional vocational additionally includes the programmes engineering design: additional general educational developmental programme of techno- education centers of universities. It is intended for different target groups, not only logical profile]. Tomsk: MAOU DO DTDiM, 2016. – 17 p. necessary to note that this category includes for senior schoolchildren. 2. Yegorov N.B., Ksenofontov V.А. Aviatsionno-sportivnyi modelizm: dopolnitel'naya ob- the most number of engineering modeling One of the key criteria is classroom shcheobrazovatel'naya obshcherazvivayushchaya programma tekhnicheskoi napravlen- programmes with distant learning. In terms technical equipment. According to the nosti [Aviation-sportive modeling; additional general educational developmental pro- of time consumption, these programmes are analysis, the level of technical base in the gramme of technical profile]. Tomsk: MAOU DO DTDiM, 2016. – 25 p. the shortest, from 1 to 5 days or from 16 to institutes is very diverse. The content of 3. Fomina Е.В. Avtomodelirovanie: dopolnitel'naya obshcherazvivayushchaya programma 40 academic hours. curricula shows that some institutions use [Aeromodeling: additional general educational developmental programme]. Moscow: The most complex programmes to a sufficiently wide range of specialized GBROU KS № 54 ОP-11, 2015. – 36 p. learn are referred to the “mathematical equipment, materials, and software in 4. Aslanyan А.М. 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Vvedenie v 3D modelirovanie i proektirovanie: dopolnitel'naya obshcheo- More deep insight into these disciplines is of similar profile with limited resources brazovatel'naya (obshcherazvivayushchaya) programma [Introduction to 3D modeling given at Master and highly qualified staff appear to be at a particular disadvantage. and design: additional general educational (developmental) programme]. Saint-Peters- training courses. Within the given group Training of highly qualified engineering burg: GBNOU SPb GDTU, 2015. – 13 p. 2 programmes were analyzed. The target staff should be performed from the 7. Kucher S.Е. 3D modelirovanie: dopolnitel'naya obshcherazvivayushchaya programma audience is Bachelor students. The time childhood – a period when substantive [3D modeling: additional general educational programme]. Gatchina: MBOUDOD GC- consumption is from 144 to 216 hours. knowledge, skills and abilities are formed DOD, 2015. – 13 p. 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Integrated Laboratory System

Kirovograd State Pedagogical University named after Vladimir Vinnichenko N.V. Anisimov 11. 3D modelirovanie: rabochaya programma distsipliny [3D modeling: curriculum]. Kazan: Puble KNRTU named after A.N.Tupolev, 2013. – 32 p. This paper presents an integrated laboratory system, which enables to conduct 12. AutoCAD 2015: uroven' I (Essentials) (Bazovyi): programma kursa [AutoCAD 2015: level laboratory work in “Electrical Engineering with the Basics of Industrial Electronics”, I (Essentials)]. Moscow: ANO DPO SoftLine Education, 2015. “Electronics”, “Electrical Work” and others in the course of teaching complex electrical 13. Model'no-orientirovannoe proektirovanie: programma kursa [Model-oriented design: and electronic professions. The design of the system enables to perform physical course programme]. Moscow: ANO DPO SoftLine Education, 2015. simulation of laboratory work by intgrated plug-in units and also electronic simulation 14. 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Katanova [Bulletin of Khakassia State University named after N.F. Katan- of engineers. On the one hand, there are a large range of equipment to perform ov]. 2012. 2. – pp.103-110. № inconsistencies between rapid technological laboratory work in electrical- and radio-

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engineering disciplines. Some authors, software to support training process. This such as A.I. Bashmakov, A.P. Balashov, system enables to perform laboratory Fig. 1. Perfboard with integrated laboratory equipment sockets I.T. Bogdanov, A.I. Bugayov, M.I. Zhaldak, and practical work, and also to conduct B.T. Kaminsky, S.S. Kizim, D.I. Panfilov, simulated and practical activities, both in D.Ya. Tamarchak propose to use in their small and large classrooms using multimedia studies foreign software of electronic equipment. Since it is an integrated system, versions of laboratory equipment. it can be used to execute work in various Almost in all the laboratory equipment disciplines [4, p. 7-18; 5, p. 17-35; 6, the principle is the same. To perform the p. 5-13]. During production of multimedia specific group of laboratory work, there exists versions, copyright software products were a physical test bench, on which this activity developed. is executed. For example, one test bench is Tablets of laboratory benches, being used for the subject "Electrical Equipment", original development, belong to the basic section “Direct Current”, another test bench laboratory equipment [3, p. 189; 8]. A slo- is used for section “Alternating Current”, etc. ping panel, which is a tablet, with the slope [1, 2, 7, 8, 9]. angle of 70° to the horizon, is mounted to Purpose of the article. the top cover on the left-hand side of the Justification of the existing technology bench [3, p. 189]. state of laboratory equipment for complex The colour range of the bench, removable electrical- and electronic professions and elements, wires and other items are selected presentation of the existing integrated according to the requirements of engineering laboratory system. psychology. The tablet for assembly and Presentation of basic material. study of electrical circuits during laboratory Thus, the relevance and practicability of work includes five toggle switches (1) to of laboratory work. Incandescent lamps Circuit assembly is performed on the laboratory- and practical work with unified connect and disconnect power supply, ten of different power are used as the load mock-up field of the laboratory bench, and laboratory equipment are driven by the sockets (2) to connect power source socket increased requirements of modern society to (3) and to wire and connect various circuit (resistors) [4, p. 25, 130]. These lamps are is simultaneously shaped on the PC monitor the training of qualified engineers-teachers elements (fig. 1). screwed in the socket and can be quickly screen (fig. 1, 3, 4). The installation result in their current and future activities. For assembly of electrical circuits using interchanged. of the physical element and its connection Long-term studies conducted in the algorithmic instructions, all socket contacts on the perfboard are numbered from 1 to 42. Laboratory of Vocational Education and Fig. 2. Removable integrated elements of electrical circuits: The socket contacts are interconnected Training (VET) of the International Academy а) resistors; b, c) capacitors; d) semiconductor diods of Human Problems in Aerospace Systems in a certain way from the back side of the and in the Laboratory of Vocational panel. These connections are shown on the Education and Training of the Institute of front side of the panel by the engraving with Pedagogy and Psychology of Vocational numbers of socket contacts. The panel for Education of the Academy of Education study of integrated circuits (4) is located on of Ukraine have revealed, that to improve the right-hand side of the tablet. the quality of practical training in these The integrated laboratory equipment professions, fundamentally new laboratory uses removable elements (fig. 2), which equipment is required. These activities consist of resistors (fig. 2, a), capacitors a) b) began in 1986 and resulted in manufacturing (fig. 2, b, c), semiconductor diodes (fig. 2, d) fundamentally new laboratory equipment and other elements, which are fastened to [3, p. 371; 8]. Further studies, which dielectric base and soldered to forks in 4 continued since 2000, allowed to develop mm diameter [3, p. 191; 4, p. 17]. electronic versions of laboratory work. Since all the elements are integrated, The unified laboratory system includes they can be used for assembly of various unified laboratory equipment [3, p. 371; 8]; electrical circuits, i.e. in Laboratory Work teaching materials, which consist of No1, which is “Series-, Parallel- and Mixed d) textbooks, manuals and educational Connection of Resistors” and other types c)

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are actuated, and electric current b“egins the possibility to perform laboratory work Fig. 3. Mock-up field of laboratory equipment generated by special programme on PC monitor screen to run through them by way of changing in various subjects. And thirdly, which we colours: red – white. At the same time, the have been tasked with, is the possibility window with the circuit is displayed (fig. 5). to use this system as a simulator. This Next step includes results actuation was required because future engineers- of instrumental gauging and also table teachers had to perform certain techniques actuation with experiment-and calculation of assembly of electrical circuits, until they results (fig. 6). became automatic. At that, “trial and error During the final step of laboratory work, method” had to be excluded. through the use of formulae students must Conclusions calculate values of resistors and insert The inspection of the unified system, results into the table (fig. 7). which has been performed from 2006 to the We have adopted a special subprogramme present time, has revealed its high efficiency to perform calculations for all types of revealed its high efficiency. This made it laboratory work. The arrangement of circuits possible: through the use of range of colours (red, „ yellow, green) and their application during „ to minimize disadvantages of calculation of relevant programmes made traditional teaching in the course of it possible to call these teaching operations obtaining knowledge, to acquire “the principle of traffic lights”. certain professional skills and abilities to another one immediately appears on the All the resistors need to be inserted in the Laboratory equipment must comply with and apply them in practice; computer monitor in the form of the electrical sockets, and the wires need to be connected several requirements. First of all, it must „„ to reduce preparation time of laboratory circuit, which is the task card analogue to the power source. If the circuit has been provide the possibility to perform all types of equipment prior to performing (Appendix 1) [4, p. 130]. Therefore, it is assembled correctly, the socket and the specified laboratory work, and those which laboratory work; possible to visually follow the drawing of the wires actuate. The sockets turn white, and exceed its limits. The second indispensable „„ to reduce duration of laboratory work, electrical circuit on the screen. It must be the wires turn green (fig. 4). After power has condition for the system development is and thereby increase their amount; noted, that assembly of all electrical circuits been supplied to the electrical circuit, the is performed as per specially developed sockets are actuated and turn yellow, and the Fig. 5. Elements panel with electrical circuit under study algorithms [4, p. 16; 5, p. 29; 7, p. 126]. wires turn red and blue. At that, the resistors

Fig. 4. Panel of laboratory bench with inserted resistors and actuated sockets

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„„ to reduce time required for assembly reproductive part and reinforcing Fig. 6. Actuated panel with measuring instruments and table of electrical circuits during laboratory creative and search activity. work; Further research will be aimed at testing „ „ to exclude “trial and error method” and endorsing practical and laboratory work during assembly of electrical circuits in on the integrated laboratory equipment the course of laboratory work; „„ to increase the amount of tasks in in the course of other subjects, such as each subject, in order to test various “Electrical Works”, “Instrumentation” and activities of students; also during generation of material content „„ to focus training of students on based on these disciplines. intellectual development by reducing

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1. Alehin, V.A. Jelektrotehnika i jelektronika: lab. praktikum s ispol'z. miniatjur. jelektrotehn. lab. MJeL, komp'juter. modelirovanija, Mathcad i LabVIEW / V.A. Alehin, FGBOU VPO Fig. 7. Reflection of lab work calculation results in boxes and Mosk. gos. tehn. un-t radiotehniki, jelektroniki i avtomatiki. – M.: MIRJeA, 2010. – 224 p. 2. Alehin, V.A. Jelektrotehnika i jelektronika. Komp'juternyj laboratornyj praktikum v pro- grammnoj srede TINA-8: ucheb. posobie / V.A. Alehin. – M.: Gorjachaja linija–Telekom, 2014. – 208 p. 3. Anіsіmov, M.V. Teoretiko-metodologіchnі osnovi prognozuvannja modelej u profesіj- no-tehnіchnih navchal'nih zakladah: [monogr.] / M.V. Anіsіmov. – Kiїv; Kіrovograd: POLІUM, 2011. – 464 p. 4. Anisimov, M.V. Elektrotehnіka z osnovami promislovoї elektronіki: laboratornij prakti- kum: navch. posіb. / M.V. Anisimov. – Kiїv: Vishha shk., 1997. – 160 p. 5. Anisimov, M.V. Radіoelektronіka: lab. praktikum: navch. posіb. / M. V. Anisimov. – Kiїv: Vishha shk., 1995. – 128 p. 6. Anisimov, M.V. Osvіtlennja i silove elektroustatkuvannja: lab. praktikum navch. posіb. / M.V. Anisimov. – Kiїv: Libіd', 1997. – 144 p. 7. Marchenko, A.L. Laboratornyj praktikum po jelektrotehnike i jelektronike v srede Mul- tisim: ucheb. posobie dlja vuzov / A.L. Marchenko, S.V. Osval'd. – M.: DMK Press, 2010. – 447 p. 8. Pat. 2029381 Rossijskaja Federacija, MPK6 C1G09B9/00. Ustrojstvo dlja imitacii jelektricheskih shem / Anisimov N.V.; zajavitel' i patentoobladatel' Anisimov N.V. – № 5004202; zajavl. 8.07.91; opubl. 20.02.95. 9. Rybakov, S.A. Informacionnye tehnologii: lab. praktikum. V 2 ch. Ch. 2. Modelirovanie ra- diojelektronnyh ustrojstv v programme Electronics Workbench: ucheb.-metod. posobie / S.A. Rybakov, N.I. Shatilo. – Minsk: BGUIR, 2014. – 70 p.

218 219 ENGINEERING ENGINEERING EDUCATION EDUCATION 21’2017 OUR AUTHORS 21’2017 Our authors

ABIDOV ARDASHKIN BORISOVA DRYGA SVETLANA VALEREVNA MAGOMED KHABIBOVICH IGOR BORISOVICH LYUDMILA ALEKSANDROVNA PhD (Philosophy), Associate Professor, DSc (Economics), Professor, Leading DSc (Philosophy), Associate Professor, PhD (Economics), Senior Research Fellow National Research University “Higher Research Fellow of the Research Institute Professor, Department of History, Science of the Research Institute of Management, School of Economics”, Campus in Saint of Management, Economics, Politics and and Technology Philosophy, Institute Economics, Politics and Sociology, Petersburg Sociology, Dagestan State University of of Humanities, Social Sciences and Dagestan State University of National E-mail: [email protected] National Economy Technologies, National Research Tomsk Economy, Assistant Professor, Department of E-mail: [email protected] Polytechnic University Economics and Management, Makhachkala DUDAKOV E-mail: [email protected]; Branch of Moscow Automobile and Road SERGEY MIKHAILOVICH [email protected] Construction State Technical University AKIMUSHKIN E-mail: [email protected] DSc (Physics and Mathematics), Associate VASILIY ALEKSANDROVICH BAGAUTDINOVA Professor, Head of IT Department, Tver State Principle Software Engineer, Information ALIYA SHAMILEVNA BORONINA University and Methodological Center, Faculty of LYUDMILA NIKOLAEVNA E-mail: [email protected] PhD (Pedagogy), Associate Professor, Head Computing Technologies and Informatics, of Curricula Design Management, Saint PhD (Philosophy), Associate Professor, Saint Petersburg State Electrotechnical Petersburg National Research University of Department of Sociology, State and DULZON University “LETI” ALFRED ANDREEVICH Information Technologies, Mechanics and Municipal Administration, Institute of Public E-mail: [email protected] Optics Administration and Entrepreneurship of DSc (Engineering Sciences), Professor, E-mail: [email protected] Ural Federal University, expert in analytical Department of Engineering Entrepreneurship, ANISIMOV analysis of Higher Engineering Education, Institute of Humanities, Social Sciences and NIKOLAY VIKTOROVICH BANNIKOVA Ural Federal University named after the first Technologies, National Research Tomsk DSc (Pedagogy), PhD in Professional LYUDMILA NIKOLAEVNA President of Russia B.N. Yeltsin Polytechnic University, Honorary Scientist Pedagogy, International Academy of Human DSc (Sociology), Associate Professor, E-mail: [email protected] of the RF Issues in Aviation and Cosmonautics, Department of Sociology, State and E-mail: [email protected] CHELNOKOVA Corresponding member of Aerospace Municipal Administration, Institute of Public TATIANA ALEKSANDROVNA Academy of Ukraine, Honorary rationalizer Administration and Entrepreneurship of FEDOSIN of the USSR, Professor, Department of Ural Federal University, expert in analytical DSc (Pedagogy), Associate Professor, SERGEY ALEKSEEVICH Process Design and HSE, Kirovograd analysis of Higher Engineering Education, Vice-Director of Zelenodolsk Branch of PhD (Engineering Sciences), Professor, State Pedagogical University named after Ural Federal University named after the first Kazan Innovative University named after Head of Automated Information Processing Vladimir Vinnichenko President of Russia B.N. Yeltsin V.G. Timiryasov (IEML) Systems and Control Department, Ogarev E-mail: [email protected] E-mail: [email protected] E-mail: [email protected] Mordovia State University, Honorary Worker of Higher Education of the Republic ANISIMOVA BELYANKOVA CHUKHNOV of Mordovia TATIANA IVANOVNA OLGA ALEKSANDROVNA ANTON SERGEEVICH E-mail: [email protected] PhD (Pedagogy), Associate Professor, Head Master-student, Department Management Assistant Lecturer, Saint Petersburg State of Department of Mathematical Analysis, and Technology in Higher Professional Electrotechnical University “LETI” FUGELOVA Elabuga Institute, Kazan Federal University Education, Institute of Humanities, Social E-mail: [email protected] TATIANA ANATOLEVNA E-mail: [email protected] Sciences and Technologies, National PhD (Pedagogy), Associate Professor, Research Tomsk Polytechnic University DEMENTEVA Psychology and Pedagogy Institute, Tyumen ANISKINA E-mail: [email protected] ELENA EVGENEVNA State University NINA NIKOLAEVNA E-mail: [email protected] Expert, Innovative Technological Center PhD (Engineering Sciences), Associate BERESTOVA for Engineering Education Development, Professor, Rector of Pastukhov State Aca- SVETLANA ALEKSANDROVNA GALIKHANOV Department of Management and Technology demy of Industrial management, President DSc (Physics and Mathematics), Associate MANSUR FLORIDOVICH of Union of Heads of Organizations and in Higher Professional Education, Institute Professor, Head of Analytical Mechanics of Humanities, Social Sciences and DSc (Engineering Sciences), Professor, First Departments of Continuing Vocational Department, Institute of Fundamental Deputy of Director of Institute of Additional Education and Employers Technologies, National Research Education, Ural Federal University named E-mail: [email protected] Professional Education, Kazan National E-mail: [email protected] after the first President of Russia B.N. Yeltsin Research Technological University E-mail: [email protected] E-mail: [email protected] 220 221 ENGINEERING ENGINEERING EDUCATION EDUCATION 21’2017 OUR AUTHORS OUR AUTHORS 21’2017

GUZAIROV KAPUSTIN MAKAROVA MOGILNITSKIY MURAT BAKEEVICH VASILIY PETROVICH NATALIA VLADIMIROVNA SERGEY BORISOVICH DSc (Engineering Sciences), Professor, DSc (Engineering Sciences), Professor, Student, area of training “Informatics and PhD (Physics and Mathematics), Associate Computer Engineering and Information Department of Agricultural Engineering, Computer Science”, profile “Automated Professor, Department of General Physics, Security, Ufa State Aviation Technical Tambov State Technical University Information Processing Systems and Director of Innovative Technological Center University, Member of the Editorial Board E-mail: [email protected] Control”, Ogarev Mordovia State University for Engineering Education Development, of the journal “Polyot”, Full Member of the E-mail: [email protected] Department of Management and Technology Russian Academy of Natural Sciences, the KHARITONOVA in Higher Professional Education, Institute International Academy of Sciences OLGA VLADIMIROVNA MAKHOTIN of Humanities, Social Sciences and E-mail: [email protected] PhD (Pedagogy), Associate Professor, Head DMITRIY ALEKSANDROVICH Technologies, National Research Tomsk of Educational Technologies and Inclusive PhD (Pedagogy), Associate Professor, Polytechnic University ISAEV Education Management, Saint Petersburg Department of Professional Development E-mail: [email protected] ANDREY VIKTOROVICH National Research University of Information of Teaching Staff, Moscow City Teacher PhD (Engineering Sciences), Vice-Dean of Technologies, Mechanics and Optics Training University MUROMTSEV Pre-University Training Faculty, Volgograd E-mail: [email protected] E-mail: [email protected] DMITRIY YUREVICH State Technical University, Director of DSc (Engineering Sciences), Professor, Educational Center “Electricity Supply and KOVALEVA MALININA Design of Radio electronic and Industrial Electronics”, Associate Professor, ANASTASIA PAVLOVNA IRINA ALEKSANDROVNA Microprocessor Systems, Tambov State Department of Electrical Engineering Quality Manager, Ltd “InzhEkoProekt”, Technical University E-mail: [email protected] PhD (Pedagogy), Associate Professor, Krasnodar Department of Foreign Languages, National E-mail: [email protected] Research University “Higher School of ISAEVA KRIONI Economics” LYUDMILA ALEKSANDROVNA NEMCHINOVA NIKOLAY KONSTANTINOVICH E-mail: [email protected], ELENA ANDREEVNA Senior Lecturer, Department of Applied DSc (Engineering Sciences), Rector of [email protected] Student, area of training “Informatics and Mathematics, Volgograd State Technical Ufa State Aviation Technical University, Computer Science”, profile “Automated University Professor, Department of Machine Building MEDVEDEVA Information Processing Systems and E-mail: [email protected] Technology OLGA NIKOLAEVNA Control”, Ogarev Mordovia State University E-mail: [email protected] PhD (Physics and Mathematics), Associate E-mail: [email protected] IVANOV Professor, Department of General Physics, VASILIY GRIGOREVICH KUZENKOV Head of Computerized Education Support OMELYANCHUK DSc (Pedagogy), Professor, First Vice Rector OLEG ANATOLEVICH Center, Tver State University ELENA VLADIMIROVNA for Academic Affairs of Kazan National PhD (Physics and Mathematics), Associate E-mail: [email protected] Research Technological University, Director Professor, Deputy Director for Academic Senior Teacher, Department of Telecom- munications, National Research University of Additional Professional Education Affairs of Institute of Information MISYURA of Electronic Technology “MIET” Institute, Head of Engineering Pedagogy Technologies, Mathematics and Mechanics; NATALIA EVGENEVNA and Psychology Department, corresponding E-mail: [email protected] Associate Professor, Department of Senior Lecturer, Analytical Mechanics member of Russian Academy of Pedagogical Differential Equations, Mathematical and Department, Institute of Fundamental and Social Sciences, Honorary Worker of Numerical Analysis, Lobachevsky State ORESHKINA Education, Ural Federal University named Higher Education of the RF University of Nizhni Novgorod ANNA KONSTANTINOVNA after the first President of Russia B.N. Yeltsin E-mail: [email protected] E-mail: [email protected] DSc (Pedagogy), Head of Laboratory, E-mail: [email protected] Education Development Center, Russian KADYROVA LOGVINOVA Academy of Education MITYUSHOV KHANIA RASYKHOVNA OLGA HIKOLAEVNA E-mail: [email protected] DSc (Pedagogy), Associate Professor, EVGENIY ALEKSANDROVICH PhD (Pedagogy), Associate Professor, Head Director of Zelenodolsk Institute of DSc (Physics and Mathematics), Professor, of Professional and Extended Education Engineering and Information Technologies Department of Theoretical Mechanics, Ural Quality Assessment Department, Education (Branch) of Kazan National Research Federal University named after the first Quality Center, Academy of Social Technical University named after President of Russia B.N. Yeltsin Management A.N. Tupolev – KAI E-mail: [email protected] E-mail: [email protected] E-mail: [email protected] 222 223 ENGINEERING ENGINEERING EDUCATION EDUCATION 21’2017 OUR AUTHORS OUR AUTHORS 21’2017

PODPOVETNAYA PUSHNYKH SAVZIKHANOVA SIMONOVA YULIA VALEREVNA VIKTOR ALEKSANDROVICH SABINA EMINOVNA OLGA PETROVNA DSc (Pedagogy), Associate Professor, PhD (Engineering), Associate Professor, PhD (Economics), Senior Research Fellow Senior Teacher, Department of Professor of South Ural State University, Expert of Association for Engineering of the Research Institute of Management, Telecommunications, National Research Head of Mathematics and Informatics Education of Russia Economics, Politics and Sociology, Dagestan University of Electronic Technology “MIET” Department, Chelyabinsk Branch of Finance E-mail: [email protected] State University of National Economy E-mail: [email protected] University E-mail: [email protected] E-mail: [email protected] RODICHEV SOLDATENKO NIKOLAY FEDOROVICH SELIVANOV ILYA SERGEEVICH PODPOVETNY PhD (Pedagogy), Leading Researcher, SERGEY GRIGOREVICH PhD (Physics and Mathematics), Head of IT ARTEM DMITRIEVICH Education Development Center, Russian DSc (Engineering Sciences), Professor, Division, Associate Professor, Department Student, Faculty of Architecture, South Ural Academy of Education Department of Machine Building of Information Technologies, Deputy Dean State University E-mail: [email protected] Technology, Ufa State Aviation Technical for Science and IT, Faculty of Applied E-mail: [email protected] University, Honorary Scientist of the Mathematics and Cybernetics, Tver State RODIONOV Republic of Bashkortostan University POEZJALOVA YURY VIKTOROVICH E-mail: [email protected] E-mail: [email protected] SVETLANA NIKOLAEVNA DSc (Engineering Sciences), Professor, Head PhD (Engineering Sciences), Associate of Department of Engineering Mechanics SEMENOVA SOROKIN Professor, Department of Mechanical and Machine Parts, Tambov State Technical ANASTASIA YUREVNA SERGEY VLADIMIROVICH Engineering, Ufa State Aviation Technical University Assistant, Department of Telecom- PhD (Physics and Mathematics), Associate University E-mail: [email protected] munications, National Research University Professor, Department of Information E-mail: [email protected] of Electronic Technology “MIET” Technologies, Tver State University RYBIN E-mail: [email protected] E-mail: [email protected] POLETAEV SERGEY VITALEVICH DMITRIY VYACHESLAVOVICH PhD (Physics and Mathematics), Associate SHATUNOVA SOROKINA PhD (Economics), Director of Regional Professor of Department of Higher OLGA VASILEVNA IRINA VLADIMIROVNA Public Organization “Migration Research Mathematics-2, Saint Petersburg State PhD (Pedagogy), Associate Professor, Head Post-graduate Student, Assistant Lecturer, Center”, Moscow Electrotechnical University “LETI”, Asso- of General Engineering Training, Elabuga Department of Information Technologies, E-mail: [email protected] ciate Professor of Audio Information Sys- Institute, Kazan Federal University Tver State University tems Department, Saint Petersburg National E-mail: [email protected] E-mail: [email protected] POLITSINSKAYA Research University of Information Techno- EKATERINA VIKTOROVNA logies, Mechanics and Optics SHEKHONIN SUSHKO PhD (Pedagogy), Associate Professor, E-mail: [email protected] ALEKSANDR ALEKSANDROVICH ANASTASIA VIKTOROVNA Department of Economics and Automated PhD (Engineering Sciences), Professor, Vice- Assistant, Department of Economics and Control Systems, Yurga Institute of SAVKINA Rector for Curricular Development, Saint Automation of Control System, Yurga Technology (Branch) of National Research ANASTASIA VASILEVNA Petersburg National Research University of Institute of Technology (Branch) of National Tomsk Polytechnic University PhD (Engineering Sciences), Associate Information Technologies, Mechanics and Research Tomsk Polytechnic University E-mail: [email protected] Professor, Head of Automated Information Optics, Prize Winner of the RF Government E-mail: [email protected] Processing Systems and Control Department, of 2008 year in the field of education for a POZDNYAKOV Ogarev Mordovia State University, Honorary set of training and research methodological TARLYKOV SERGEY NIKOLAEVICH Worker of Higher Education of the Republic developments “International certification VLADIMIR ALEKSEEVICH Professor, Department of Higher Mathe- of Mordovia of quality system of the Russian higher DSc (Engineering Sciences), Professor, Head matics-2, Saint Petersburg State Elec- E-mail: [email protected] professional education” of Curricular Department, Saint Petersburg trotechnical University “LETI” E-mail: [email protected] National Research University of Information E-mail: [email protected] Technologies, Mechanics and Optics E-mail: [email protected]

224 225 ENGINEERING ENGINEERING EDUCATION EDUCATION 21’2017 OUR AUTHORS SUMMARY 21’2017

TSVETKOVA VYLEGZHANINA Summary SVETLANA EVGENEVNA INNA VITALEVNA PhD (Pedagogy), Associate Professor, PhD (Pedagogy), Associate Professor, Department of Foreign Languages, Nizhny Postdoctoral Scholar, Department of HIGHER EDUCATION REFORMS SOCIAL AND PROFESSIONAL Novgorod State Technical University Pedagogy, Vyatka State University AND ACADEMIC COMMUNITY ADAPTATION OF UNIVERSITY GRADUATES IN THE LABOUR MARKET named after R.E. Alekseev E-mail: [email protected] A.A. Dulzon E-mail: [email protected] National Research Tomsk E.V. Politsinskaya, A.V. Sushko ZAIKA Polytechnic University Yurga Institute of Technology (Branch) USANOVA IRINA TENGIZOVNA of the National Research The paper aims at drawing academic com- Tomsk Polytechnic University ELENA VLADIMIROVNA PhD (Engineering Sciences), Head of munity’s and authority’s attention to the Senior Teacher, Department for Machines Department of Quality Management and systemic crisis of Russian higher education The article deals with the problem Science and Engineering Graphics, Kazan Certification, Kuban State Technological and the necessity for country-wide discus- of adaptation of graduates of higher National Research Technical University University sion to find rational crisis recovery. It stu- education institutions in the labor market named after A.N. Tupolev – KAI E-mail: [email protected] dies the reasons and propagation of the crisis in modern conditions. Based on the results E-mail: [email protected] in the higher education and provides some of questionnaires and interviews with young specialists and employers, factors ZAKHAROVA solutions to overcome the problem. It un- derlines the necessity to involve wider aca- that influence the social and professional VENIG IRINA VLADIMIROVNA adaptation of graduates of higher education SERGEY BORISOVICH demic community and Russian society in PhD (Physics and Mathematics), Associate development of technologies to overcome institutions are revealed. The viability of DSc (Physics and Mathematics), Professor, Professor, Department of Mathematical crisis. The relevance of higher education interaction of outcome-based, contextual, Saratov State University named after Statistics and System Analysis; Deputy Dean institutions consolidation is put under rea- problem-based and personality-oriented N.G. Chernyshevsky, Dean of Faculty for Academic Affaires, Faculty of Applied sonable doubt. The author highlights the approaches in the educational process to prepare a competitive specialist who is able of Nano- and Biomedical Technologies, Mathematics and Cybernetics, Tver State necessity of balanced approach to the com- to successfully adapt in the labor market is Honorary Worker of Higher Professional petition in the education system, with tur- University explored. Education of the RF E-mail: [email protected] ning focus on comprehensive cooperation E-mail: [email protected], at all levels. The article suggests initial steps [email protected] ZHDANOVA to ensure basic conditions for stability and PROFESSIONAL CULTURE OLGA VIKTOROVNA further improvement of the university system AS BASIS FOR ENGINEERING VINOKUROVA efficiency. Therewith, it is crucial to ensure MASTERS’ PROFESSIONAL ACTIVITY PhD (Physics and Mathematics), Senior SVETLANA ANATOLEVNA high standards of ethics and integrity of the Yu.V. Podpovetnaya, A.D. Podpovetny Lecturer, Department of Condensed academic community and management staff Senior Lecturer, Department of Material South Ural State University Matter Physics; Programming Supervisor, of the universities. (National Research University) Sciences and Technologies and Quality Computerized Education Support Center, Management, Saratov State University Today, the enhancement of engineering Tver State University ENGINEERING EDUCATION named after N.G. Chernyshevsky master’s competitiveness requires a cultural E-mail: [email protected] AND TRAINING OF YOUNG ENGINEERS: E-mail: [email protected] ground. The article justifies that the forma- PRACTICE AND URGENT ISSUES tion of a cultural ground is achieved through VISHNEVSKIY L.N. Bannikova, L.N. Boronina, the development of a professional and pro- YURY RUDOLFOVICH Yu.R. Vishnevskiy ject-oriented culture, as well as a scientific Ural Federal University named after the first and methodological culture of master stu- DSc (Philosophy), Professor, Department President of Russia B.N. Yeltsin dents within the process of engineering edu- of Sociology, State and Municipal cation. Both professional and project-orient- Administration, Honorary Professor of The paper studies the role of education sys- ed, and scientific and tutorial cultures are Ural Federal University named after the tem in preparing engineering staff through presented in the article as important quali- developing new approaches to designing first President of Russia B.N. Yeltsin and ties of engineering master students; their education programmes and new educatio- Yekaterinburg Humanities University structural components are identified taking nal technologies. The conclusions are based into account future masters’ professional ac- E-mail: [email protected] on a survey conducted at big Ural industrial tivities. The inability of the existing pedagogi- enterprises and multi-year engineering stu- cal models to solve the identified problem dent monitoring. sets a task of developing two basic models:

226 227 ENGINEERING ENGINEERING EDUCATION EDUCATION 21’2017 SUMMARY SUMMARY 21’2017

a model providing focused development of a professional and project-oriented culture PROFESSIONAL-ORIENTED EDUCATIONAL CONCEPT OF SUBJECT AREA CONCURRENT ENGINEERING APPROACH and a model for the development of a scie- ENVIRONMENT FOR SUPPORTING “TECHNOLOGY” AS A WAY TO TEACHING FUNDAMENTALS OF GEOM- ntific and tutorial culture of engineering THE DEVELOPMENT OF CHILDREN'S TO MODERNIZE LEARNING CONTENT AND ETRY AND GRAPHICS IN HIGHER ENGI- master students. TECHNICAL CREATIVITY ON THE BASIS METHODS AT MODERN SCHOOL NEERING SCHOOL OF NETWORK INTEGRATION D.A. Makhotin E.V. Usanova OF INFRASTRUCTURE RESOURCES DEVELOPMENT OF INTEGRATED Moscow City Teacher Training University Kazan National Research Technical OF EDUCATIONAL ORGANIZATIONS University named after A.N. Tupolev – KAI MANAGEMENT SYSTEM IN THE A.K. Oreshkina, N.F. Rodichev (KNRTU-KAI) ENGINEERING SCHOOL A.V. Isaev, L.A. Isaeva Russian Academy of Education Volgograd State Technical University O.N. Logvinova The paper proves the efficiency of teaching I.T. Zaika Academy of Social Management Kuban State Technological University The article presents the concept of network fundamentals of geometry and graphics in A.P. Kovaleva interaction of regional educational organ- The paper presents the main idea of “Tech- the context of concurrent engineering and Ltd ”InzhEkoProekt“, Krasnodar izations within the framework of the prog- nology” concept developed by the team in provides the results of problem- and pro- rammes supporting children's technical Russian Academy of Education. The concept ject based team work performed by students The article relates to integration of quality creativity. The urgency of the development distinguishes the basis and the main areas within the scope of blended learning prog- management systems of the university and of mechanisms for network interaction is of learning content and methodical moder- ramme. Educational resources of the course the testing laboratory which is a part of the considered. An example of realization of nization in technology education at Russian comprise materials for declarative learning university according to the accreditation re- network interaction within the framework of schools. (educational tools based on GDP – PPT quirements to laboratories within the frame- the project “Medical measuring systems and animation, logical schemes with frames, work of the national accreditation system. robotics” is given. The project is aimed at videos) and procedural learning (CAD-sys- It studies alternatives, areas, and degrees of popularization among schoolchildren and INNOVATIVE TECHNOLOGY FOR MASS tems, graphic tests, different level tasks). the integration, and suggests a standard ap- young people of research activities in the TRAINING: CASE STUDY OF E-COURSE proach to IMS (Integrated Management Sys- “MECHANICAL ENGINEERING” field of electronic and technical devices. TOWARDS GENERAL DEVELOPMENTAL tem) based on ISO 9001 and ISO/IEC 17025, S.A. Berestova, N.E. Misyura, that eliminates possible risks in accreditation CURRICULUM “FUNDAMENTALS OF MA- MODULAR TRAINING OF SPECIALISTS E.A. Mityushov and allows achieving goals of the integrated THEMATICAL ENGINEERING MODELING” ON INNOVATIVE DESIGN Ural Federal University named after the first management systems. President of Russia B.N. Yeltsin I.S. Soldatenko, S.V. Sorokin, IN MECHANICAL ENGINEERING I.V. Zakharova, O.N. Medvedeva N.K. Krioni, M.B. Guzairov, S.G. Selivanov, The paper describes a course “Mechanical Tver State University SOCIALLY ORIENTED APPROACH: S.N. Poezjalova engineering” set up on the National Open O.A. Kuzenkov PROFESSIONAL AND PERSONAL COMPE- Ufa State Aviation Technical University Education platform. The course has a well- Lobachevsky State University of Nizhny TENCIES OF ENGINEERING GRADUATES balanced system of authors’ solutions, Novgorod The basic concepts of modular training of V.A. Pushnykh special practice-oriented tasks that specialists on innovative design in mecha- An innovative general developmental curric- Association for Engineering Education encourage students to learn and develop nical engineering are presented in the arti- ulum is suggested for extra school training. of Russia engineering thinking. The disguising features cle. The concept of continuous innovative It has been developed within the framework I.B. Ardashkin, O.A. Belyankova of the course are weekly-based structure that training of specialists on the example of of the Russian Education Ministry assign- National Research Tomsk Polytechnic allows controlling students’ independent the “Innovatics” module is illustrated. The ment aimed at establishing nation-wide University work, a practical-cognitive module, and an description of educational and methodical practice-oriented science and technology interactive programming module. The paper addresses development of teaching materials for “Innovatics” module clubs for engineering creativity. Distinctive engineering graduates’ competencies in is provided as an option for realization of features of the curriculum are project-based terms of social position rather than economic, electronic and distant teaching and learning MONITORING MATH learning and an emphasis on mathematical traditional, viewpoint. It emphasizes the methods. COMPETENCY OF IT STUDENTS modeling in design and engineering. The importance to develop internal University S.M. Dudakov, I.V. Zakharova purpose of the programme is to promote the culture that brings up engineers’ responsible Tver State University engineering profession and education in the attitude to their professional activity. The country, develop the bases for engineering authors provide some survey data related to The paper studies a method to develop thinking of a new type in upper form pupils. TPU students’ internal culture research. testing and assessment materials, which is This type of thinking is required to solve the based on splitting “classical” parts of mathe- problems of the new generation associa- matics into smaller disciplines. It reveals the ted with intelligent control, artificial intel- opportunities of the method in terms of com- ligence and other issues commonly known petency-based approach. as “Future Engineering”.

228 229 ENGINEERING ENGINEERING EDUCATION EDUCATION 21’2017 SUMMARY SUMMARY 21’2017

PERSPECTIVES OF SMART SYSTEM VIRTUAL LABS IN ENGINEERING TOWARDS THE ISSUE OF QUALITY VOCATIONAL EDUCATION MATH-BRIDGE FOR LEARNING ARRAY EDUCATION OF ENGINEERING EDUCATION AND TRAINING SCHOOLS IN TERMS SORTING METHODS OF STUDENT MIGRATION IN RUSSIA: S.V. Sorokin, I.V. Sorokina, I.S. Soldatenko S.B. Mogilnitskiy, E.E. Dementeva CHALLENGES AND PROSPECTS S.A. Fedosin, A.V. Savkina, Tver State University National Research Tomsk E.A. Nemchinova, N.V. Makarova Polytechnic University S.V. Dryga The article deals with the use of virtual labs Ogarev Mordovia State University National Research University in engineering education. The programmes The article considers issues related to the The article proposes the use of Math-Bridge which allow simulation of electronic cir- quality assurance of higher engineering “Higher School of Economics” smart system as a tool to train and control cuits and robotic systems have been con- education, examines the global experience D.V. Poletaev knowledge of engineering students in the sidered. The analysis is based on the use of in this regard and ways to deal with the chal- Regional Public Organization “Migration Research Center” methods of sorting arrays. virtual labs in the distant course “Practical lenges. It is shown that one of the principal engineering education” for pupils. The prog- mechanisms to ensure and assess the quality The paper considers social, economic, and EDUCATIONAL TECHNOLOGIES ramme is designed by the authors. of education is a professional and public ac- demographic effects of attracting foreign stu- IN ENGINEERING EDUCATION: creditation (PPA) of education programmes dents to vocational education and training MULTIDISCIPLINARY APPROACH REWARDING LEARNING OF MATHS (EP). The purposes and objectives of the pro- schools in Russia. The authors investigate A.A. Shehonin, V.A. Tarlykov, IN ENGINEERING SCHOOLS: fessional and public accreditation, benefits challenges and prospects of increasing na- A.Sh. Bagautdinova, O.V. Kharitonova LABORATORY WORKS for graduates of accredited programmes in tional share in the export of educational ser- Saint Petersburg National Research V.A. Akimushkin, S.N. Pozdnyakov, the career development of a professional en- vices in this sector. University of Information Technologies, A.S. Chukhnov gineer are described. The practice and out- comes of the activities of the Association for Mechanics and Optics Saint Petersburg State Electrotechnical CAREER GUIDANCE AND COUNSELLING Engineering Education of Russia (AEER) in University ”LETI“ TO DEVELOP ENGINEERING EDUCATION The article discusses the issue of implemen- the accreditation of education programmes S.V. Rybin AT SCHOOL AND UNIVERSITY: tation of multidisciplinary approach in engi- in the field of engineering and technology neering education through the construction Saint Petersburg State Electrotechnical TECHNOLOGIES AND MODELS University ”LETI“, Saint Petersburg National are presented. of modular educational programmes, the O.V. Shatunova, T.I. Anisimova Research University Information Technolo- implementation of network forms of educa- Elabuga Institute, Kazan Federal University tion, as well as the use of interactive learning gies, Mechanics and Optics ANALYSIS OF EVALUATION CRITERIA technologies. It is emphasized that the use of The approach to development and use of FOR THESIS The paper deals with psychological and interactive technologies in the learning pro- laboratory works in training discrete mathe- V.P. Kapustin, D.Yu. Muromtsev, pedagogical aspects of engineering career cess is the first step in the implementation matics and mathematical logic is suggested Yu.V. Rodionov guidance provided for pupils. It describes of interdisciplinarity on the level of educa- in the article. It is based on the computer Tambov State Technical University the experience of Elabuga Institute, Kazan tional programme’s content aiming to foster tools to develop and improve productive Federal University, where they efficiently The article addresses the problem of rai- competences of future engineer. thinking. The works involved are based on implement career guidance activities and modeling subject field, they include target sing thesis quality. The authors specify what develop engineering education based on setting which determines students experi- scientific research is, determine its peculi- interaction between school and university. INTERDISCIPLINARY PROJECT – BASIS arities, introduce the evaluation criteria for One of the priorities is to involve pupils into FOR DESIGNING STUDY PROGRAMMES mental and constructive activities as well as resources for automatical evaluation thesis and provide a list of reviewers. research and technical activities through A.A. Shehonin, V.A. Tarlykov, of partial solutions submitted by students. participating in innovation projects deve- A.Sh. Bagautdinova, O.V. Kharitonova Experiment results have shown a significant loped by the university. Saint Petersburg National Research QUALITY OF FURTHER PROFESSIONAL increase in efficiency as compared to the EDUCATION: NEW TRENDS University of Information Technologies, multiple choice tests. Mechanics and Optics IN ASSESSMENT AND RECOGNITION PRE-UNIVERSITY ENGINEERING V.G. Ivanov, M.F. Galikhanov TRAINING FOR CHILDREN The specifics of engineering activity lie at the DESIGNING ICT EDUCATION Kazan National Research root of projects’ implementation. An ability I.V. Vylegzhanina PROGRAMMES BASED Technological University to independently develop and implement Vyatka State University ON PROFESSIONAL STANDARDS N.N. Aniskina projects, as well as to assess their impact I.V. Zakharova, S.M. Dudakov, Pastukhov State Academy The paper considers engineering training and significance is a necessary competence I.S. Soldatenko provided for children in terms of its objec- of each graduate. Thus, the core component of Industrial Management Tver State University tives, content, methods, and ways of imple- of training competitive specialists is the in- The article deals with the technology mentation. troduction of interdisciplinary projects to The article describes experience of the of independent assessment and recognition the learning process. These projects are dis- Russian universities in designing educa- of quality of further professional education. cussed in the article as a basis for designing tion programmes in the field of information of professional study programmes for higher and communication technologies based on education. professional standards.

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FOREIGN LANGUAGE TRAINING FOR CLUSTER APPROACH TO ENGINEERING MODERN MODELS OF TRAINING ENGINEERING MODELING: ENGINEERING STUDENTS (AIRCRAFT TRAINING FOR MACHINE BUILDING A PROFESSIONALLY-MOBILE SPECIALIST EDUCATIONAL PRACTICE ANALYSIS AND HELICOPTER INDUSTRY): INDUSTRY IN SINGLE-INDUSTRY TOWN T.A. Fugelova O.N. Medvedeva, O.V. Zhdanova, SYSTEMIZING TRAINING CONTENT T.A. Chelnokova Tyumen State University I.S. Soldatenko S.E. Tsvetkova Zelenodolsk Branch of Kazan Innovative Tver State University The main reasons hindering the establish- Nizhny Novgorod State Technical University named after V.G. Timiryasov ment and development of professional mo- The paper studies a wide variety of addi- University named after R.E. Alekseev (IEML) bility of a future engineer in the socio-cultur- tional education programmes and courses I.A. Malinina Kh.R. Kadyrova al educational space of a technical HEI are: in engineering modeling ranging from radio National Research University Zelenodolsk Institute of Engineering the orientation of technical universities to technical simulation and robotics to math- “Higher School of Economics” and Information Technologies (Branch) of the previously established model of training ematical modeling. It provides a detailed Kazan National Research Technical Univer- This paper deals with particularities of con- future engineers and the underdevelopment analysis of the courses according to some sity named after A.N. Tupolev - KAI tent of foreign language training provided of the content of future engineers’ training. particular criteria. It proves that the pro- to aircraft and helicopter engineering stu- The article describes a cluster approach to A student has to learn the logic of the devel- gramme implementation at different educa- dents. The educational information input is engineering training for enterprises of a sin- opment of science, learn how to get knowl- tion levels depends on specific features of suggested to be systematized with regard to gle-industry town; the case study is a branch edge, and get engaged in real professional the institute and target student audience. learning stages. The authors consider types of the oldest Kazan technical university. The activities within the learning process of a of linguistic skills and relevant training cluster strategy is implemented via integra- university. methods aimed at effective acquisition of tion of educational institutions and industri- INTEGRATED LABORATORY SYSTEM the input information. al enterprises. GENERATION OF MACROREGIONAL N.V. Anisimov NETWORK INNOVATION- AND Kirovograd State Pedagogical University QUALITY MANAGEMENT COMPETENCY A PRACTICAL EXAMPLE OF PROFESSION- EDUCATIONAL CLUSTER IN THE NORTH named after Vladimir Vinnichenko AS AN ESSENTIAL COMPONENT AL STANDARDS INTEGRATION INTO THE CAUCASIAN FEDERAL DISTRICT This paper presents an integrated laborato- OF PROFESSIONAL QUALIFICATION EDUCATIONAL PROCESS OF A NATIONAL M.Kh. Abidov, S.E. Savzikhanova, ry system, which enables to conduct labo- OF ENGINEERING GRADUATES RESEARCH UNIVERSITY L.A. Borisova ratory work in “Electrical Engineering with S.B. Venig, S.A. Vinokurova E.V. Omelyanchuk, O.P. Simonova, Dagestan State University of National the Basics of Industrial Electronics", "Elec- Saratov State University named after A.Yu. Semenova Economy tronics", "Electrical Work" and others in the course of teaching complex electrical and N.G. Chernyshevsky National Research University of Electronic This article validates the generation prac- Technology “MIET” electronic professions. The design of the sys- The authors focus on developing quality ticality of the network innovation- and ed- tem enables to perform physical simulation management competencies conducting the The article focuses on the issue of aligning ucational cluster, which would combine of laboratory work by intgrated plug-in units case study of education programme “Mate- HEI study programmes with the present-day leading universities of the macroregion, re- and also electronic simulation by a personal rials Science and Technology of Materials”. circumstances. A problem of major discre- search- and infrastructure entities and the computer. The authors consider the skills of quality pancy between the higher education stan- business community. The main difference management to be crucial for today’s en- dards and the requirements of professional between the proposed model of the clus- gineering graduates and suggest enhancing community has been indicated. The article ter generation and the existing ones is that Bachelor and Master of Engineering curri- justifies as the problem solution the imple- originally the initiative of cluster establish- cula with practice-oriented disciplines, mentation of additional competences which ment comes from entrepreneurs, who are in- modules, and practices, with relevant exam- should guide graduates to carry out work terested in investments in the development ples given. functions introduced by professional stan- of innovation- and educational activity of dards. the macro-region, and the North Caucasian Federal District (NCD) in particular. This ar- ticle also proposes patterns of networking cooperation of the cluster participants, in order to optimize expenses in the course of cluster creation and operation.

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Professional-Public Accreditation List of Accredited Programmes, Russian Federation (as of 01.06.2017) Programme Qualifi- Accreditation Programme Name Certificate of Educational Programmes (Results) Code cation Period

Altai State Technical University named after I.I. Polzunov 1. 100400 INT Electrical Supply AEER 1997-2002 2. 120100 INT Mechanical Engineering Technology AEER 1997-2002 Over the past 20 years, Association for Engineering Education of Russia (AEER) has 3. 120500 INT Welding Equipment and Technology AEER 1997-2002 Technology, Equipment and Automation 4. 150900 FCD AEER 2003-2008 been developing the system of professional and public accreditation of engineering and of Mechanical Engineering Productions 151900 Design Engineering Solutions for Mechanical Engineering AEER technology programmes in Russia. 5. FCD 2015-2020 (15.03.05) Industries EUR-ACE® AEER is a member of the most authoritative international organizations involved in Bashkir State Agrarian University engineering programme accreditation: International Engineering Alliance, Washington Ac- AEER 1. 13.03.01 FCD Energy Supply of Enterprises 2017-2022 EUR-ACE® cord, European Network for Accreditation of Engineering Education (ENAEE). AEER is the AEER 2. 23.03.03 FCD Automobiles and Automobile Industry 2017-2022 only national organization entitled to assign the international certification label (EUR -ACE EUR-ACE® label) for accredited programmes. Belgorod State National Research University AEER 1. 210400 FCD Telecommunications 2012-2017 The system of professional and public accreditation of engineering programmes de- EUR-ACE® veloped and implemented by AEER is now international and accepted in the majority of AEER 2012-2017 developed countries. 2. 210406 INT Communication Networks and Switching Systems EUR-ACE® WA 2012-2017 By June 01, 2017, AEER has accredited 478 education programmes (first and second AEER 2012-2017 cycles) provided by 71 leading universities of Russia, Kazakhstan, Kirgizstan, Tajikistan, 3. 210602 INT Nanomaterials EUR-ACE® WA 2012-2017 and Uzbekistan. The European certification label EUR-ACE has been awarded to 397 pro- AEER 4. 120700 FCD Land Management and Cadastre 2014-2019 grammes. Also, 5 secondary vocational education programmes provided by Russian voca- EUR-ACE® AEER 5. 120700 SCD Cadastre and Land Monitoring 2014-2019 tional training colleges have been accredited. The lists of education programmes accred- EUR-ACE® AEER 2014-2019 ited by AEER are regularly submitted to Federal Education and Science Supervision Service Exploration and Prospecting of Underground Waters and 6. 130101 INT EUR-ACE® Engineering Geological Survey and reported to the signatories of Washington Accord and ENAEE. WA 2014-2019 Communication Networks AEER International accreditation of the education programmes improves the image of Rus- 7. 210700 FCD 2014-2019 and Commutation Systems EUR-ACE® sian education on the global market, and makes national universities more attractive both AEER 8. 150100 SCD Materials Science and Technology 2015-2020 for Russian and foreign students. It intensifies academic mobility and development of in- EUR-ACE® AEER 9. 19.03.04 FCD Technology of Production and Catering 2016-2021 ternational cooperative education programmes. Graduating from an accredited institution EUR-ACE® AEER 10. 38.03.05 FCD Enterprise Architecture 2016-2021 allows young professionals to be recognized by APEC and FEANI engineer registers. EUR-ACE® AEER The following Register shows the education programmes accredited by AEER. 11. 22.03.01 FCD Materials Science and Technology of new Materials 2016-2021 EUR-ACE® AEER 12. 22.04.01 SCD Constructional Nanomaterials 2016-2021 EUR-ACE® Belgorod State Technological University named after V.G. Shukhov 08.04.01 AEER 1. SCD Nanosystems in Building Materials Science 2015-2020 (270800.68) EUR-ACE® Dagestan State University AEER 2013-2018 1. 210104 INT Microelectronics and Solid State Electronics EUR-ACE® WA 2013-2018 AEER 2013-2018 Environmental Protection and Rational Use of National 2. 280201 INT EUR-ACE® Resources WA 2013-2018 Don State Technical University AEER 1. 12.03.04 FCD Engineering in Biomedical Practice 2016-2021 EUR-ACE® AEER 2. 20.03.01 FCD Safety of Technological Processes and Production 2016-2021 EUR-ACE® AEER 3. 20.03.01 FCD Environmental Protection 2016-2021 EUR-ACE® AEER 4. 13.03.03 FCD Hydraulic, Vacuum and Compressor Equipment 2016-2021 EUR-ACE®

234 235 ENGINEERING ENGINEERING EDUCATION EDUCATION 21’2017 LIST OF AEER ACCREDITED PROGRAMMES LIST OF AEER ACCREDITED PROGRAMMES 21’2017

Programme Qualifi- Accreditation Programme Qualifi- Accreditation Programme Name Certificate Programme Name Certificate Code cation Period Code cation Period

Gubkin Russian State University of Oil and Gas (National Research University) Kazan National Research Technical University named after A.N. Tupolev AEER AEER 1. 21.03.01 FCD Construction and Repair of Pipeline Transport Systems 2016-2021 1. 150600 FCD Science and Technology of New Materials 2011-2016 EUR-ACE® EUR-ACE® Operation and Maintenance of Facilities of Transportation AEER AEER 2. 21.03.01 FCD 2016-2021 2. 160100 FCD Aircraft Construction and Rocket Production 2011-2016 and Storage of Oil, Gas and Refined Products EUR-ACE® EUR-ACE® Development and Service of Gas/Gas Condensate AEER AEER 3. 21.03.01 FCD 2016-2021 3. 230100 FCD Computer Science 2011-2016 Production Facilities and Underground Storage EUR-ACE® EUR-ACE® AEER 4. 21.03.01 FCD Drilling of Oil and Gas Wells 2016-2021 EUR-ACE® Kazan National Research Technological University Development and Maintenance of Petroleum Production AEER 5. 21.03.01 FCD 2016-2021 1. 240100 FCD Chemical Technology and Biotechnology AEER 2004-2009 Facilities EUR-ACE® AEER 2. 240100 SCD Chemical Engineering for Innovative Entrepreneurship 2013-2018 National Research University Higher School of Economics EUR-ACE® AEER AEER 1. 11.04.04 SCD Electronic Engineering 2015-2020 3. 28.04.02 SCD Nanostructured Natural and Synthetic Materials 2015-2020 EUR-ACE® EUR-ACE® AEER 2. 11.04.04 SCD Measurement Technologies of Nanoindustry 2015-2020 EUR-ACE® Kemerovo Institute of Food Science and Technology AEER AEER 3. 09.03.01 FCD Information Science and Computation Technology 2016-2021 1. 240700 FCD Food Biotechnology 2013-2018 EUR-ACE® EUR-ACE® AEER 4. 09.04.01 SCD Computer Systems and Networks 2016-2021 EUR-ACE® Krasnoyarsk State Technical University AEER 5. 01.03.04 FCD Applied Mathematics 2016-2021 1. 200700 INT Radio Engineering AEER 1997-2002 EUR-ACE® Management Systems and Information Processing AEER 2. 220100 INT Computers, Systems and Networks AEER 1997-2002 6. 01.04.04 SCD 2016-2021 in Engineering EUR-ACE® 3. 210302 INT Radio Engineering AEER 2003-2008

Immanuel Kant Baltic Federal University Komsomolsk-on-Amur State Technical University AEER 1. 23.03.01 FCD Organization of Road Transportation 2016-2019 Electrical Engineering, Electromechanics EUR-ACE® 1. 140600 FCD AEER 2005-2010 and Electrical Technology Irkutsk National Research Technical University 2. 140601 INT Electromechanics AEER 2005-2010 1. 130100 INT Aircraft and Helicopter Construction AEER 2004-2009 Electrical Drives and Automated Industrial Sets Chemical Engineering of Natural Power Supplies and 3. 140604 INT AEER 2005-2010 2. 250400 INT AEER 2004-2009 and Engineering Systems Carbon-base Materials AEER Kuban State Technological University 3. 140400 SCD Optimization of Developing Power-supply Systems 2014-2019 EUR-ACE® Technology of Fermentation Manufacture AEER Energy Efficiency, Energy Audit and Energy Department AEER 1. 260100 FCD 2014-2019 4. 140400 SCD 2014-2019 and Winemaking EUR-ACE® Management EUR-ACE® AEER AEER 2. 260100 FCD Technology of Bread Products 2014-2019 5. 190700 SCD Logistic Management and Traffic Control 2014-2019 EUR-ACE® EUR-ACE® Technology of Fats, Essential Oils, Perfume AEER AEER 3. 260100 FCD 2014-2019 6. 280700 SCD Ecological Safety 2014-2019 and Cosmetic Products EUR-ACE® EUR-ACE® AEER “MATI” – Russian State Technological University 7. 280700 SCD Waste Management 2014-2019 EUR-ACE® 1. 190300 INT Aircraft instruments, Measuring and Computing complexes AEER 1996-2001 AEER 8. 15.04.01 SCD Technology, Equipment and Quality System for Welding 2015-2020 EUR-ACE® 2. 110400 INT Foundry of Ferrous and Non-ferrous Metals AEER 1996-2001 AEER 9. 20.04.01 SCD Fire Protection 2015-2020 3. 110500 INT Metal Science and Thermal Treatment of Metals AEER 1996-2001 EUR-ACE® 4. 110700 INT Welding Metallurgy AEER 1996-2001 AEER 10. 15.04.02 SCD Food Engineering 2015-2020 EUR-ACE® Population Saving, Occupational, Environmental and AEER Moscow State Mining University 11. 20.04.01 SCD 2015-2020 Disaster Risk Management EUR-ACE® 1. 090400 INT Mine and Underground Construction AEER 1996-2001 AEER 12. 13.04.02 SCD Intelligent Power Systems 2017-2022 2. 090500 INT Open-pit Mining AEER 1996-2001 EUR-ACE® 2010-2015 AEER AEER 13. 13.04.02 SCD Renewable energy 2017-2022 EUR-ACE® 3. 130408 INT Mine and Underground Construction EUR-ACE® AEER WA 2012-2015 14. 07.04.01 SCD Architecture of the Sustainable Environment 2017-2022 EUR-ACE® Moscow State Technological University “Stankin” AEER 15. 07.04.04 SCD Urban Landscape Planning 2017-2022 EUR-ACE® 1. 120100 INT Mechanical Engineering Technology AEER 1993-1998 AEER 16. 08.04.01 SCD Innovative Water Supply and Wastewater Technologies 2017-2022 2. 120200 INT Metal-cutting Machines and Tools AEER 1993-1998 EUR-ACE® 3. 120400 INT Machines and Metal Forming Technology AEER 1993-1998 Ivanovo State Power University 4. 210200 INT Automation of Technological Processes and Manufacturing AEER 1993-1998 AEER 2009-2014 1. 140404 INT Nuclear Power Plants and Installations EUR-ACE® 5. 210300 INT Robots and Robotic Systems AEER 1993-1998 WA 2012-2014 6. 220300 INT Automated Production Systems AEER 1993-1998 AEER 2009-2014 2. 210106 INT Industrial Electronics EUR-ACE® WA 2012-2014

236 237 ENGINEERING ENGINEERING EDUCATION EDUCATION 21’2017 LIST OF AEER ACCREDITED PROGRAMMES LIST OF AEER ACCREDITED PROGRAMMES 21’2017

Programme Qualifi- Accreditation Programme Qualifi- Accreditation Programme Name Certificate Programme Name Certificate Code cation Period Code cation Period

Moscow State University of Applied Biotechnology National Research Tomsk Polytechnic University 1. 070200 INT Low Temperature Physics and Technology AEER 1996-2001 1. 071600 INT High Voltage Engineering and Physics AEER 1996-2001 2. 170600 INT Food Production Machines and Devices AEER 1996-2001 2. 080200 INT Geology and Prospecting of Mineral Resources AEER 1996-2001 3. 210200 INT Automation of Technological Processes and Manufacturing AEER 1996-2001 3. 180100 INT Electromechanics AEER 1996-2001 4. 250600 INT Plastic and Elastoplastic Processing Technology AEER 1996-2001 4. 200400 INT Industrial Electronics AEER 1996-2001 5. 270900 INT Meat and Meat Products Technology AEER 1996-2001 5. 210400 INT Applied Mathematics AEER 1996-2001 6. 271100 INT Milk and Dairy Products Technology AEER 1996-2001 6. 250900 INT Chemical Engineering of Modern Energetic Materials AEER 1999-2004 Chemical Engineering of Refractory Non-Metal 7. 250800 INT AEER 2000-2005 Moscow State Technical University of Radio Еngineering, Electronics and Automation and Silicate Materials 1. 210302 INT Radio Engineering AEER 2004 -2009 8. 070500 INT Nuclear Reactors and Power Plants AEER 2000-2005 2. 220402 INT Robots and Robotic Systems AEER 2005-2010 9. 220100 INT Computer Science AEER 2000-2005 3. 200203 INT Optoelectronic Devices and Systems AEER 2005-2010 10. 100500 INT Thermal Power Plants AEER 2000-2005 4. 220401 INT Mechatronics AEER 2005-2010 11. 101300 INT Boiler and Reactor Engineering AEER 2000-2005 5. 210104 INT Microelectronics and Solid State Electronics AEER 2005-2010 12. 230100 FCD Computer Science AEER 2003-2008 Computer Technology and Automated Electrical Engineering, Electromechanics and Electrical 6. 230105 INT AEER 2005-2010 13. 140600 FCD AEER 2003-2008 Systems Software Technology 7. 230201 INT Information Systems and Technologies AEER 2005-2010 14. 140601 INT Electromechanics AEER 2004-2009 2008-2013 Electrical Drives and Automated Industrial Sets AEER 15. 140604 INT AEER 2004-2009 8. 230101 INT Computers, Systems and Networks EUR-ACE® and Engineering Systems WA 2012-2013 16. 230101 INT Computers, Systems and Networks AEER 2004-2009 AEER 2010-2015 17. 020804 INT Geoecology AEER 2004-2009 9. 210104 INT Microelectronics and Solid State Electronics EUR-ACE® 18. 130100 FCD Geology and Prospecting of Mineral Resources AEER 2005-2010 WA 2012-2015 AEER AEER 2007-2012 10. 200200 FCD Optical Engineering 2010-2015 EUR-ACE® 19. 200106 INT Measurement Devices and Technologies EUR-ACE® AEER WA 2012 11. 210300 FCD Radio Engineering 2010-2015 EUR-ACE® AEER 2007-2012 Quality Assurance and Certification of Electronic AEER 20. 200203 INT Opto-Electronic Equipment and Systems EUR-ACE® 12. 211000 SCD 2013-2018 Equipment EUR-ACE® WA 2012 Measurement and Information Technologies AEER AEER 2007-2012 13. 210100 SCD 2013-2018 Chemical Engineering of Refractory Non-Metal and Silicate and Systems EUR-ACE® 21. 240304 INT EUR-ACE® Materials WA 2012 National Research University of Electronic Technology (MIET) AEER 22. 240901 INT Biotechnology 2008-2011 1. 210100 FCD Electronics and Microelectronics AEER 2003-2008 EUR-ACE® AEER 2. 230100 FCD Computer Science AEER 2003-2008 23. 140200 FCD Electrical Power Engineering 2008-2013 AEER EUR-ACE® 3. 11.04.04 SCD Components of Nanoelectronics 2017-2022 AEER EUR-ACE® 24. 150917 SCD High-technology Physics in Mechanical Engineering 2008-2013 AEER EUR-ACE® 4. 11.04.04 SCD Microelectronics and Solid State Electronics 2017-2022 AEER EUR-ACE® 25. 230100 FCD Computer Science 2008-2013 Design Automation for Submicron ASIC and System- AEER EUR-ACE® 5. 11.04.04 SCD 2017-2022 Electrical Engineering, Electromechanics and Electrical AEER on-Chip EUR-ACE® 26. 140600 FCD 2008-2013 AEER Technology EUR-ACE® 6. 11.04.04 SCD Materials and technology of Functional Electronics 2017-2022 AEER EUR-ACE® 27. 140200 SCD High Voltage Engineering and Physics 2010-2015 EUR-ACE® AEER National Research University “MPEI” 28. 130100 SCD Groundwater Resources Formation and Composition 2010-2015 Electrical Engineering, Electromechanics EUR-ACE® 1. 140600 FCD AEER 2005-2010 Technology, Equipment and Automation of Mechanical AEER and Electrical Technology 29. 150900 FCD 2011-2016 AEER Engineering Productions EUR-ACE® 2. 140602 INT Electrical and Electronic Machines 2007-2012 AEER 2011-2016 EUR-ACE® Automation of Technological Processes and Manufacturing AEER 2007-2012 30. 220301 INT EUR-ACE® Electrical Drives and Automated Industrial Sets (Gas and Oil field) 3. 140604 INT EUR-ACE® WA 2012-2016 and Engineering Systems AEER WA 2012 31. 210100 SCD Physical Electronics 2011-2016 EUR-ACE® AEER 2007-2012 AEER 4. 140609 INT Electrical Equipment for Aircraft EUR-ACE® 32. 140200 SCD Mode Control of Electric Power Systems 2011-2016 EUR-ACE® WA 2012 AEER 33. 140400 SCD Electrical Drives and Electrical Drive Control Systems 2011-2016 AEER 2007-2012 EUR-ACE® 5. 140611 INT Insulators, Cables and Capacitors EUR-ACE® AEER 34. 200100 SCD Stabilization and Navigation Systems 2011-2016 WA 2012 EUR-ACE® AEER 2010-2015 AEER Technical Physics of Thermonuclear Reactors 35. 130500 FCD Petroleum Engineering 2011-2016 6. 140403 INT EUR-ACE® EUR-ACE® and Plasma Installations WA 2012-2015

238 239 ENGINEERING ENGINEERING EDUCATION EDUCATION 21’2017 LIST OF AEER ACCREDITED PROGRAMMES LIST OF AEER ACCREDITED PROGRAMMES 21’2017

Programme Qualifi- Accreditation Programme Qualifi- Accreditation Programme Name Certificate Programme Name Certificate Code cation Period Code cation Period

Geologic-geophysical Problems of Oil and Gas Field AEER Automation of Manufacturing Processes AEER 36. 130500 SCD 2011-2016 68. 15.03.01 FCD 2014-2019 Development EUR-ACE® and Production in Mechanical Engineering EUR-ACE® AEER 2012-2017 AEER 2014-2019 37. 140801 INT Electronics and Automated Physical Installations EUR-ACE® 69. 21.05.03 INT Geology and Exploration of Minerals EUR-ACE® WA 2012-2017 WA 2014-2019 AEER 2012-2017 AEER 2014-2019 Chemical Technology of Modern Power Engineering 38. 240501 INT EUR-ACE® 70. 21.05.03 INT Geophysical Methods of Well Logging EUR-ACE® Materials WA 2012-2017 WA 2014-2019 2012-2017 AEER AEER 71. 11.04.04 SCD Electronics and Nanoelectronics 2015-2020 39. 140404 INT Nuclear Power Plants and Installations EUR-ACE® EUR-ACE® AEER WA 2012-2017 72. 27.04.01 SCD Standardization and Metrology 2015-2020 Devices and Methods of Quality Control AEER EUR-ACE® 40. 200100 SCD 2012-2017 and Diagnostics EUR-ACE® AEER National Research Tomsk State University 41. 200100 FCD Measurement Devices and Technologies 2012-2017 AEER EUR-ACE® 1. 12.04.03 SCD Appliances and Devices in Nanophotonics 2015-2020 AEER EUR-ACE® 42. 200100 FCD Instrumentation Engineering 2012-2017 The Mechanics of Biocomposites, the Production AEER EUR-ACE® 2. 15.04.03 SCD 2016-2021 AEER and Modeling of their Structures and Properties EUR-ACE® 43. 200100 FCD Devices and Methods of Quality Control and Diagnostics 2012-2017 AEER EUR-ACE® 3. 16.04.01 SCD Macrokinetics of Combustion of High Energy Materials 2016-2021 Measurement Devices and Technologies of Nondestructive AEER EUR-ACE® 44. 200100 SCD 2012-2017 AEER Testing EUR-ACE® 4. 12.04.02 SCD Optical and Optoelectronic Devices 2016-2021 Chemical Engineering of Natural Power Supplies AEER EUR-ACE® 45. 240100 FCD 2012-2017 and Carbon-base Materials EUR-ACE® AEER National Research University “Lobachevsky State University of Nizhni Novgorod” 46. 240100 FCD Chemical Technology of Organic Substances 2012-2017 AEER EUR-ACE® 1. 010300 FCD Software Engineering 2014-2019 AEER EUR-ACE® 47. 240100 FCD Chemical Technology of Inorganic Substances 2012-2017 Fundamental Computer Science and Information AEER EUR-ACE® 2. 010300 FCD 2014-2019 AEER Technologies (in English) EUR-ACE® 48. 240100 FCD Polymer Processing Technology 2012-2017 AEER EUR-ACE® 3. 010300 SCD Software Engineering 2014-2019 Technology of Refractory Non-Metal AEER EUR-ACE® 49. 240100 FCD 2012-2017 and Silicate Materials EUR-ACE® Chemical Engineering of Refractory Non-Metal AEER National University of Science and Technology “MISIS” 50. 240100 SCD 2012-2017 and Silicate Materials EUR-ACE® 1. 150101 INT Metallurgy of Ferrous Metals AEER 2004-2009 Science and Technology of Nanomaterials AEER 51. 150100 SCD 2012-2017 2. 150105 INT Metal Science and Thermal Treatment of Metals AEER 2004-2009 and Coatings EUR-ACE® AEER 3. 150601 INT Science and Technology of New Materials AEER 2004-2009 52. 200400 FCD Opto-Electronic Equipment and Systems 2012-2017 AEER EUR-ACE® 4. 150400 FCD Metallurgy of Ferrous Metals 2011-2016 AEER EUR-ACE® 53. 022000 FCD Geoecology 2012-2017 Physical Metallurgy of Non-Ferrous, Rare-Earth and AEER EUR-ACE® 5. 150400 FCD 2011-2016 AEER Precious Metals EUR-ACE® 54. 201000 FCD Biotechnical and Medical Devices and Systems 2012-2017 AEER EUR-ACE® 6. 150400 FCD Functional Materials and Coatings 2011-2016 AEER EUR-ACE® 55. 140400 FCD Electrical Drives and Automation 2014-2019 AEER EUR-ACE® 7. 150400 FCD Metal Forming 2011-2016 AEER EUR-ACE® 56. 140400 FCD Protection Relay and Automation of Power Grids 2014-2019 AEER EUR-ACE® 8. 011200 FCD Physics of Condensed Matter 2012-2017 Quality Management in Manufacturing and Technological AEER EUR-ACE® 57. 221400 FCD 2014-2019 Materials Science and Engineering of Functional Materials AEER Systems EUR-ACE® 9. 150100 FCD 2012-2017 AEER for Nanoelectronics EUR-ACE® 58. 150100 FCD Nanostructured Materials 2014-2019 AEER EUR-ACE® 10. 150400 FCD Metallurgy of Non-ferrous, Rare and Precious Metals 2012-2017 Materials Science and Technologies in Mechanical AEER EUR-ACE® 59. 150100 FCD 2014-2019 AEER Engineering EUR-ACE® 11. 151000 FCD Metallurgical Machines and Equipment 2012-2017 AEER EUR-ACE® 60. 150100 SCD Nanostructured Materials Tool Production 2014-2019 AEER EUR-ACE® 12. 210100 FCD Semiconductor Devices for Micro- and Nanoelectronics 2012-2017 Computer Simulation of Material Production, Processing AEER EUR-ACE® 61. 150100 SCD 2014-2019 AEER and Treatment EUR-ACE® 13. 210100 FCD Materials and Technologies of Magnetoelectronics 2012-2017 AEER 2014-2019 EUR-ACE® AEER 62. 130101 INT Petroleum Geology EUR-ACE® 14. 210100 FCD Micro- and Nanotechnology Processes 2012-2017 WA 2014-2019 EUR-ACE® AEER AEER 63. 12.04.02 SCD Lighting Technology and Light Sources 2014-2019 15. 220700 FCD Automated Systems in Manufacturing 2012-2017 EUR-ACE® EUR-ACE® AEER AEER 64. 12.04.02 SCD Photonic Technologies and Materials 2014-2019 16. 230100 FCD Automated Systems 2012-2017 EUR-ACE® EUR-ACE® AEER AEER 65. 15.04.01 SCD High-technology Physics in Mechanical Engineering 2014-2019 17. 150400 SCD Metallurgy of Non-Ferrous and Precious Metals 2014-2019 EUR-ACE® EUR-ACE® AEER AEER 66. 19.03.01 FCD Biotechnology 2014-2019 18. 011200 SCD Physics of Condensed Matter 2014-2019 EUR-ACE® EUR-ACE® Medical and Biological Devices, AEER AEER 67. 12.04.04 SCD 2014-2019 19. 011200 SCD Physics of Nanosystems 2014-2019 Systems and Complexes EUR-ACE® EUR-ACE®

240 241 ENGINEERING ENGINEERING EDUCATION EDUCATION 21’2017 LIST OF AEER ACCREDITED PROGRAMMES LIST OF AEER ACCREDITED PROGRAMMES 21’2017

Programme Qualifi- Accreditation Programme Qualifi- Accreditation Programme Name Certificate Programme Name Certificate Code cation Period Code cation Period

AEER 20. 210100 SCD Materials and Technologies of Magnetoelectronics 2014-2019 EUR-ACE® Novosibirsk State Technical University AEER AEER 21. 210100 SCD Micro- and Nanotechnology Processes 2014-2019 EUR-ACE® 1. 150501 INT Materials Science in Mechanical Engineering EUR-ACE® 2012-2017 WA North-Caucasus Federal University AEER 2. 16.04.01 SCD Laser Science and Technology 2015-2020 AEER EUR-ACE® 1. 140400 FCD Electrical Power Systems and Networks 2015-2020 EUR-ACE® Material Science, Technology and Processing AEER 3. 22.04.01 SCD 2015-2020 Process Chemistry of Natural Energy Carriers and Carbon AEER of Materials with Specific Properties EUR-ACE® 2. 240100 FCD 2015-2020 Materials EUR-ACE® AEER 4. 28.04.01 SCD Micro- and Nanosystem Engineering Materials 2015-2020 AEER EUR-ACE® 3. 090900 FCD Organization and Technology of Information Security 2015-2020 EUR-ACE® AEER Ogarev Mordovia State University 4. 090303 INT Information Security of Automated Systems EUR-ACE® 2015-2020 AEER 1. 151900 FCD Mechanical Engineering Technology 2014-2019 WA EUR-ACE® AEER AEER 5. 131000 SCD Oil Field Reservoir Management 2015-2020 2. 210100 FCD Industrial Electronics 2014-2019 EUR-ACE® EUR-ACE® Monitoring and Control of Electrical Networks AEER AEER 3. 11.04.04 SCD Electronics and Nanoelectronics 2015-2020 6. 140400 SCD Based on Intelligent Information-Measuring Systems 2015-2020 EUR-ACE® EUR-ACE® and Technologies AEER Penza State University 7. 21.05.02 INT Geology of Oil and Gas EUR-ACE® 2015-2020 AEER 1. 11.04.04 SCD Electronics and Nanoelectronics 2015-2020 WA EUR-ACE® AEER AEER 2. 27.04.01 SCD Standardization and Metrology 2015-2020 8. 21.05.03 INT Geophysical Methods for Well Exploration EUR-ACE® 2015-2020 EUR-ACE® WA AEER Peoples’ Friendship University of Russia 9. 23.04.03 SCD Technical Exploitation of Automobiles 2015-2020 EUR-ACE® AEER 1. 270100 SCD Structural Theory and Engineering 2013-2018 AEER EUR-ACE® 10. 23.03.03 FCD Automobiles and Vehicle Fleet 2015-2020 EUR-ACE® AEER 2. 270100 SCD River and Underground Hydraulic Engineering Works 2013-2018 AEER EUR-ACE® 11. 09.04.03 SCD Knowledge Management 2015-2020 EUR-ACE® Theory and Practice of Organizational, Technical and AEER 3. 270100 SCD 2013-2018 AEER Economic Decisions in Building and Construction EUR-ACE® 12. 10.04.01 SCD Comprehensive Protection for Computerization Facilities 2015-2020 EUR-ACE® AEER 4. 141100 SCD Internal Combustion Engines 2013-2018 AEER EUR-ACE® 13. 11.03.02 FCD Communication network and Switching Systems 2015-2020 EUR-ACE® AEER 5. 141100 SCD Steam- and Gas Turbine Plants and Engines 2013-2018 AEER EUR-ACE® 14. 11.03.04 FCD Industrial electronics 2017-2022 EUR-ACE® AEER 6. 151900 SCD Automated Engineering Technology 2015-2020 AEER EUR-ACE® 15. 11.04.04 SCD Physical Electronics 2017-2022 EUR-ACE® Intellectualization and Optimization AEER 7. 220400 SCD 2015-2020 AEER of Control Processes EUR-ACE® 16. 09.04.02 SCD Data Management 2017-2022 EUR-ACE® AEER 2017-2022 Perm National Research Polytechnic University Information Security of Objects of Information Based 17. 10.05.01 INT EUR-ACE® AEER on Computer Systems 1. 150700 SCD Beam Technologies in Welding 2014-2019 WA 2017-2022 EUR-ACE® AEER AEER 18. 15.03.05 FCD Technology of Mechanical Engineering 2017-2022 2. 270800 SCD Underground and Urban Construction 2014-2019 EUR-ACE® EUR-ACE® AEER 27.04.04 AEER 19. 15.04.02 SCD Processes and Apparatuses of Food Engineering 2017-2022 3. SCD Distributed Computing Information and Control Systems 2015-2020 EUR-ACE® (220400.68) EUR-ACE®

Institute of Service, Tourism and Design (Branch of North-Caucasus Federal University in Pyatigorsk) Petrozavodsk State University Management and Computer Science AEER AEER 1. 27.03.04 FCD 2015-2020 1. 210100 SCD Electronics and Nanoelectronics 2015-2020 in Technical Systems EUR-ACE® EUR-ACE® AEER 2. 23.03.03 FCD Automobile Service 2015-2020 Samara State Aerospace University (National Research University) EUR-ACE® AEER 2008-2013 Nosov Magnitogorsk State Technical University 1. 160301 INT Aircraft Engines and Power Plants EUR-ACE® AEER WA 2012-2013 1. 150400 FCD Forming of Metals and Alloys (Rolling) 2014-2019 EUR-ACE® AEER 2008-2013 AEER 2. 160802 INT Spasecraft and Rocket Boosters EUR-ACE® 2. 150400 SCD Rolling Production Technology 2014-2019 EUR-ACE® WA 2012-2013 AEER AEER 2015-2020 3. 27.04.01 SCD Testing and certification 2015-2020 Design, Production and Maintenance of Rockets and Space EUR-ACE® 3. 24.05.01 INT EUR-ACE® AEER Complexes 4. 22.04.02 SCD Hardware Production Technology 2015-2020 WA 2015-2020 EUR-ACE® AEER 2015-2020 Industrial Electronics and Automation AEER 5. 11.04.04 SCD 2015-2020 4. 24.05.07 INT Airplane and Helicopter Designing EUR-ACE® of Electrical Systems EUR-ACE® WA AEER 2015-2020 6. 03.04.02 SCD Solid State Physics 2015-2020 EUR-ACE®

242 243 ENGINEERING ENGINEERING EDUCATION EDUCATION 21’2017 LIST OF AEER ACCREDITED PROGRAMMES LIST OF AEER ACCREDITED PROGRAMMES 21’2017

Programme Qualifi- Accreditation Programme Qualifi- Accreditation Programme Name Certificate Programme Name Certificate Code cation Period Code cation Period

AEER AEER 5. 12.04.04 SCD Biotechnical Systems and Technologies 2015-2020 34. 12.04.01 SCD Lazer Measurement Technologies 2015-2020 EUR-ACE® EUR-ACE® Supercomputing, Information Technologies AEER AEER 6. 01.04.02 SCD 2015-2020 35. 12.04.01 SCD Adaptive Measuring Systems 2015-2020 and Geoinformatics EUR-ACE® EUR-ACE® AEER 36. 27.04.02 SCD Integrated Quality Management Systems 2015-2020 Saint Petersburg Electrotechnical University “LETI” EUR-ACE® AEER 1. 220200 FCD Automation and Control AEER 2003-2008 37. 11.04.04 SCD Heterostructure Solar Photovoltaics 2015-2020 EUR-ACE® 2. 210100 FCD Electronics and Microelectronics AEER 2003-2008 AEER 38. 28.04.01 SCD Nano- and Microsystem Engineering 2015-2020 3. 230100 FCD Computer Science AEER 2003-2008 EUR-ACE® AEER 4. 200300 FCD Biomedical Engineering AEER 2003-2008 39. 09.04.02 SCD Distributed Computing Systems of Real-Time 2015-2020 EUR-ACE® AEER 5. 210400 FCD Radio Electronic Systems 2014-2019 Control and Information Technologies AEER EUR-ACE® 40. 27.04.04 SCD 2015-2020 in Technical Systems EUR-ACE® Radiotechnical Devices for Signal Transmission, Reception AEER 6. 210400 FCD 2014-2019 AEER and Processing EUR-ACE® 41. 11.04.01 SCD Radionavigation Systems 2017-2022 EUR-ACE® AEER 7. 210400 FCD Audiovision Equipment 2014-2019 Information Technologies of Designing AEER EUR-ACE® 42. 11.04.03 SCD 2017-2022 of Radio-Electronic Means EUR-ACE® AEER 8. 210100 FCD Electronic Devices 2014-2019 AEER EUR-ACE® 43. 11.04.03 SCD Microwave Engineering 2017-2022 EUR-ACE® AEER 9. 200100 FCD Information and Measurement Technique and Technology 2014-2019 AEER EUR-ACE® 44. 11.04.04 SCD Quantum and Optical Electronics 2017-2022 EUR-ACE® AEER 10. 200100 FCD Laser Measurement and Navigation Systems 2014-2019 AEER EUR-ACE® 45. 28.04.01 SCD Nanotechnology and Diagnostics 2017-2022 EUR-ACE® Devices and Methods of Monitoring of Quality and AEER 11. 200100 FCD 2014-2019 AEER Diagnostics EUR-ACE® 46. 09.04.01 SCD Software of Information and Computing Systems 2017-2022 EUR-ACE® AEER 12. 231000 SCD Development of Distributed Software Systems 2014-2019 AEER EUR-ACE® 47. 09.04.01 SCD Computer-Aided Design in Electronics and Engineering 2017-2022 EUR-ACE® AEER 13. 010400 SCD Mathematical Provisions and Software of Computers 2014-2019 AEER EUR-ACE® 48. 12.04.01 SCD Acoustic Devices and Systems 2017-2022 EUR-ACE® Automation and Control of Industrial Complexes and AEER 14. 220451 SCD 2014-2019 AEER Mobile Objects EUR-ACE® 49. 12.04.01 SCD Integrated Navigation Technologies 2017-2022 EUR-ACE® AEER 15. 220452 SCD Automated Control Systems for Sea Vehicles 2014-2019 AEER EUR-ACE® 50. 12.04.01 SCD Local Measuring and Computing Systems 2017-2022 EUR-ACE® AEER 16. 220453 SCD Shipborne Information and Control Systems 2014-2019 EUR-ACE® Saint Petersburg National Research University of Information Technologies, Mechanics and Optics AEER 17. 140452 SCD Automated Electromechanical Complexes and Systems 2014-2019 AEER EUR-ACE® 1. 27.04.03 SCD Intelligent Control Systems of Technological Processes 2014-2019 EUR-ACE® AEER 18. 230161 SCD Microsystem Computer Technologies: Systems on Chip 2014-2019 AEER EUR-ACE® 2. 09.04.01 SCD Embedded Computer Systems Design 2014-2019 EUR-ACE® AEER 19. 230162 SCD Distributed Intelligent Systems and Technology 2014-2019 AEER EUR-ACE® 3. 09.04.02 SCD Automation and Control in Educational Systems 2014-2019 EUR-ACE® AEER 20. 230151 SCD Computer Technologies in Engineering 2014-2019 AEER EUR-ACE® 4. 09.04.03 SCD Overall Automation of Enterprise 2014-2019 EUR-ACE® Biotechnical Systems and Technologies of Rehabilitation AEER 21. 201051 SCD 2014-2019 AEER and Prosthetics EUR-ACE® 5. 24.04.01 SCD Quality Control of Products of Space Rocket Complexes 2014-2019 EUR-ACE® Information Systems and Technologies AEER 22. 201053 SCD 2014-2019 AEER in Patient Сare Institutions EUR-ACE® 6. 12.04.02 SCD Applied Optics 2014-2019 EUR-ACE® AEER 23. 210153 SCD Electronic Devices and Equipment 2014-2019 Integrated Analyzer Systems and Information Technologies AEER EUR-ACE® 7. 16.04.01 SCD 2014-2019 of Fuel and Energy Complex Enterprises EUR-ACE® AEER 24. 210176 SCD Physical Electronics 2014-2019 Biotechnology of Therapeutic, Special AEER EUR-ACE® 8. 19.04.03 SCD 2014-2019 and Prophylactic Nutrition Products EUR-ACE® AEER 25. 210152 SCD Microwave and Telecommunication Electronics 2014-2019 Methods of Diagnosis and Analysis AEER EUR-ACE® 9. 12.04.01 SCD 2015-2020 in Bionanotechnology EUR-ACE® Information Technologies for Radio AEER 26. 211006 FCD 2014-2019 Devices for Research and Modification of Materials AEER Electronic Engineering EUR-ACE® 10. 12.04.01 SCD 2015-2020 at the Micro- and Nanoscale Level EUR-ACE® Information Technologies in Microwave AEER 27. 211008 FCD 2014-2019 AEER Electronic Engineering EUR-ACE® 11. 12.04.03 SCD Metamaterials 2015-2020 EUR-ACE® AEER 28. 11.04.04 SCD Nanoelectronics and photonics 2015-2020 Nanomaterials and Nanotechnologies for Photonics and AEER EUR-ACE® 12. 12.04.03 SCD 2015-2020 Optoinformatics EUR-ACE® AEER 29. 11.04.01 SCD Radiolocation of Objects and Environments 2015-2020 AEER EUR-ACE® 13. 12.04.03 SCD Optics of Nanostructures 2015-2020 EUR-ACE® Microwave, Optical, and Digital AEER 30. 11.04.01 SCD 2015-2020 AEER Telecommunications Hardware EUR-ACE® 14. 11.04.02 SCD Nanotechnologies in Fiber Optics 2017-2022 EUR-ACE® Infocommunication Technology AEER 31. 11.04.01 SCD 2015-2020 AEER in Space Patterns Analysis and Processing EUR-ACE® 15. 12.04.02 SCD LED Technology 2017-2022 EUR-ACE® AEER 32. 13.04.02 SCD Electrotechnologies 2015-2020 Supercomputing Technologies AEER EUR-ACE® 16. 01.04.02 SCD 2017-2022 in Interdisciplinary Research EUR-ACE® Devices and Methods of Quality Control AEER 33. 12.04.01 SCD 2015-2020 and Diagnostics EUR-ACE®

244 245 ENGINEERING ENGINEERING EDUCATION EDUCATION 21’2017 LIST OF AEER ACCREDITED PROGRAMMES LIST OF AEER ACCREDITED PROGRAMMES 21’2017

Programme Qualifi- Accreditation Programme Qualifi- Accreditation Programme Name Certificate Programme Name Certificate Code cation Period Code cation Period

AEER AEER 17. 15.04.06 SCD Intelligent Technologies in Robotics 2017-2022 5. 210100 FCD Electronics and Microelectronics 2012-2017 EUR-ACE® EUR-ACE® AEER AEER 18. 16.04.03 SCD Industrial Refrigeration Systems and Heat Pumps 2017-2022 6. 200100 FCD Equipment Engineering 2012-2017 EUR-ACE® EUR-ACE®

Saint-Petersburg State Polytechnic University Tambov State Technical University AEER 1. 010800 SCD Mechanics of Deformable Solid Body 2014-2019 1. 210201 INT Design and Technology of Radioelectronic Devices AEER 2006-2011 EUR-ACE® AEER 2. 140211 INT Electrical Supply AEER 2006-2011 2. 210700 SCD Protected Telecommunication Systems 2014-2019 EUR-ACE® AEER Togliatty State University 3. 210100 SCD Micro- and Nanoelectronics 2014-2019 EUR-ACE® AEER 2009-2014 AEER 1. 140211 INT Electrical Supply EUR-ACE® 4. 223200 SCD Physics of Low-dimensional Structures 2014-2019 EUR-ACE® WA 2012-2014 AEER 2009-2014 5. 151900 SCD Machine-building Technology 2014-2019 AEER EUR-ACE® 2. 150202 INT Industrial Welding Technology and Equipment EUR-ACE® AEER 6. 140100 SCD Technology of Production of Electric Power and Heat 2014-2019 WA 2012-2014 EUR-ACE® AEER 2009-2014 AEER 7. 220100 SCD System Analysis and Control 2014-2019 3. 151002 INT Mechanical Engineering Technology EUR-ACE® EUR-ACE® WA 2012-2014 AEER 8. 270800 SCD Engineering Systems of Buildings and Constructions 2014-2019 Welding and Soldering of Advanced Metal AEER EUR-ACE® 4. 22.04.01 SCD 2012-2014 and Non-Metal Inorganic Materials EUR-ACE® AEER 9. 270800 SCD Construction Management of Investment Projects 2014-2019 Material Science and Technologies of Nanomaterials and AEER EUR-ACE® 5. 22.04.01 SCD 2016-2021 Coatings EUR-ACE® Productional, Industrial and Environmental Safety AEER Siberian State Aerospace University 6. 20.04.01 SCD 2016-2021 Management Systems EUR-ACE® AEER 1. 220100 FCD System Analysis and Control 2011-2016 AEER EUR-ACE® 7. 15.04.05 SCD Computer-Aided Engineering Technology 2016-2021 EUR-ACE® AEER 2. 230100 FCD Computer Science and Computer Facilities 2011-2016 Operating Modes of Electric Power Supplies, Substations, AEER EUR-ACE® 8. 13.04.02 SCD 2016-2021 Circuits and Systems EUR-ACE® AEER 3. 11.04.04 SCD Electronic Devices and Facilities 2015-2020 EUR-ACE® Tomsk State University of Control Systems and Radio Electronics AEER 4. 11.04.02 SCD Telecommunication Networks and Communication Devices 2015-2020 AEER EUR-ACE® 1. 210100 FCD Industrial electronics 2013-2018 EUR-ACE® AEER 5. 11.04.02 SCD Satellite Communication Systems 2015-2020 AEER EUR-ACE® 2. 222000 FCD Innovation Management in Electronic Engineering 2013-2018 EUR-ACE® AEER Siberian Federal University 3. 11.04.04 SCD Solid-State Electronics 2016-2021 EUR-ACE® AEER 1. 210200 SCD Microwave Equipment and Antennas 2010-2015 EUR-ACE® Transbaikal State University AEER 2. 230100 SCD High-Performance Computing Systems 2010-2015 AEER 2015-2020 EUR-ACE® 21.05.04 1. INT Open Mining EUR-ACE® AEER (130400.65) 3. 09.03.02 FCD Information Systems and Technologies 2015-2020 WA EUR-ACE® 2015-2020 AEER 2015-2020 AEER 08.05.01 Construction of High-Rise and Long-Span Buildings and 4. 09.03.04 FCD Software Engineering 2015-2020 2. INT EUR-ACE® EUR-ACE® (271101.65) Structures Automation of Technological Processes AEER WA 2015-2020 5. 15.03.04 FCD 2015-2020 and Productions EUR-ACE® Trekhgorny Technological Institute Siberian Federal University Sayano-Shushensky Branch 1. 230101 INT Computers, Systems and Networks AEER 2004-2007 AEER 1. 08.03.01 FCD Hydrotechnical Construction 2016-2021 EUR-ACE® Tyumen State Oil and Gas University Design, Construction and Operation of Gas Southwest State University 1. 130501 INT AEER 2006-2011 and Oil Pipelines and Storage Facilities AEER 1. 28.04.01 SCD Nanotechnology 2015-2020 2. 130503 INT Development and Exploitation of Oil and Gas Fields AEER 2006-2011 EUR-ACE® 3. 130504 INT Oil and Gas Drilling AEER 2006-2011 Stary Oskol Technological Institute named after A.A. Ugarov 2007-2012 (branch of National University of Science and Technology “MISIS”) AEER 4. 190601 INT Automobiles and Transportation Facilities AEER WA 1. 150400 FCD Metallurgy of Ferrous Metals 2012-2015 2012 EUR-ACE® 2007-2012 Transport and technological machinery and equipment AEER 5. 190603 INT Taganrog Institute of Technology of Southern Federal University service (oil and gas production) WA 1. 210100 FCD Electronics and Microelectronics AEER 2003-2008 2012 2007-2012 Transportation organization and transport management AEER 2. 230100 FCD Computer Science AEER 2003-2008 6. 190701 INT AEER (automobile transport) WA 3. 230100 FCD Computer Science 2010-2015 2012 EUR-ACE® AEER 2008-2013 AEER 4. 220200 FCD Automation and Control 2010-2015 7. 130602 INT Oil and Gas Fields Machinery and Equipment EUR-ACE® EUR-ACE® WA 2012-2013 246 247 ENGINEERING ENGINEERING EDUCATION EDUCATION 21’2017 LIST OF AEER ACCREDITED PROGRAMMES LIST OF AEER ACCREDITED PROGRAMMES 21’2017

Programme Qualifi- Accreditation Programme Qualifi- Accreditation Programme Name Certificate Programme Name Certificate Code cation Period Code cation Period

AEER 8. 150202 INT Industrial Welding Technology and Equipment 2008-2011 EUR-ACE® Ufa State Petroleum Technological University AEER 2008-2013 AEER 2007-2012 9. 190205 INT Lifting, Transportation Means and Road Machines EUR-ACE® 1. 130504 INT Oil and Gas Drilling EUR-ACE® WA 2012-2013 WA 2012 AEER 2009-2014 AEER 2007-2012 10. 240401 INT Chemical Technology of Organic Substances EUR-ACE® 2. 130603 INT Oil and Gas Processing Equipment EUR-ACE® WA 2012-2014 WA 2012 AEER 2009-2014 AEER Chemical Engineering of Natural Power Supplies and 3. 150400 FCD Processing Machinery and Equipment 2007-2012 11. 240403 INT EUR-ACE® EUR-ACE® Carbon-base Materials AEER WA 2012-2014 4. 240100 FCD Chemical Engineering and Biotechnology 2008-2013 AEER 2009-2014 EUR-ACE® AEER 2008-2013 12. 240801 INT Machines and Apparatus of Chemical Production EUR-ACE® Chemical Engineering of Natural Power Supplies 5. 240403 INT EUR-ACE® WA 2012-2014 and Carbon-base Materials AEER 2010-2015 WA 2012-2013 Environmental Control and Rational Use of Natural 13. 280201 INT EUR-ACE® AEER 2008-2013 Resources WA 2012-2015 6. 130602 INT Oil and Gas Fields Machinery and Equipment EUR-ACE® AEER 2010-2015 WA 2012-2013 AEER 2009-2014 14. 280102 INT Safety of Technological Processes and Productions EUR-ACE® Design, Construction and Operation of Gas and Oil 7. 130501 INT EUR-ACE® WA 2012-2015 Pipelines and Storage Facilities AEER 2010-2015 WA 2012-2014 Equipment Design Theory for Oil and Gas Processing, AEER 15. 120302 INT Land Cadastre EUR-ACE® 8. 551830 SCD 2010-2015 Petrochemical and Chemical Production EUR-ACE® WA 2012-2015 AEER 9. 551831 SCD Technological Systems and Equipment Reliability 2010-2015 Tyumen State University of Architecture and Civil Engineering EUR-ACE® AEER AEER 10. 550809 SCD Chemical Engineering of Fuel and Gas 2010-2015 1. 270800 SCD Water Supply and Sanitation 2013-2018 EUR-ACE® EUR-ACE® AEER AEER 11. 270100 FCD Building Construction 2011-2016 2. 270800 SCD Industrial and Civil Construction 2013-2018 EUR-ACE® EUR-ACE® AEER AEER 12. 550109 SCD Building Construction 2011-2016 3. 280700 SCD Safety of Technological Processes and Production 2013-2018 EUR-ACE® EUR-ACE® AEER 13. 131000 FCD Petroleum Engineering 2013-2018 Ural State Forest Engineering University EUR-ACE® AEER 14. 151000 FCD Production Machines and Equipment 2013-2018 1. 270205 INT Automobile Roads and Aerodromes AEER 2006-2011 EUR-ACE® Environmental Protection and Rational Use AEER 15. 241000 FCD 2015-2020 Ural Federal University named after the first President of Russia B.N. Yeltsin of National Resources EUR-ACE® AEER 2008-2013 Process Chemistry of Natural Energy Carriers AEER 16. 240100 FCD 2015-2020 1. 240302 INT Technology of Electrochemical Productions EUR-ACE® and Carbon Materials EUR-ACE® WA 2012-2013 Electrical Equipment and Electrical Facilities AEER 17. 140400 FCD 2015-2020 AEER of Companies, Organizations and Institutions EUR-ACE® 2. 210100 SCD Electronics and Nanoelectronics 2015-2020 EUR-ACE® Chemical Technology of Natural Energy Carriers AEER 18. 18.03.01 FCD 2015-2020 AEER and Carbon Materials EUR-ACE® 3. 221700 SCD Standardization and Metrology 2015-2020 EUR-ACE® Chemistry and Technology of Basic Organic AEER 19. 18.04.01 SCD 2015-2020 Material Science, Technology Acquisition and Processing of AEER and Petrochemical Synthesis Products EUR-ACE® 4. 22.04.01 SCD 2015-2020 Metal Materials with Special Properties EUR-ACE® AEER 20. 19.04.01 SCD Industrial Biotechnology and Bioengineering 2015-2020 Materials Science, Production Technology AEER EUR-ACE® 5. 22.04.01 SCD 2015-2020 and Processing of Non-Ferrous Alloys EUR-ACE® Material Science and Materials Technology in the Nuclear AEER Vladimir State University named after Alexander and Nikolay Stoletovs 6. 22.04.01 SCD 2015-2020 Energy Industry EUR-ACE® Technology, Equipment and Automation of Mechanical AEER 1. 150900 FCD 2012-2017 Engineering Productions EUR-ACE® Ufa State Aviation Technical University AEER 2. 230100 FCD Computer Science 2012-2017 1. 280200 FCD Environment Protection AEER 2005-2010 EUR-ACE® AEER 2. 230100 FCD Computer Science AEER 2005-2010 3. 200400 SCD Laser Devices and Systems 2015-2020 EUR-ACE® 3. 150501 INT Material Science in Mechanical Engineering AEER 2005-2010 AEER 4. 12.04.05 SCD Solid-State and Semiconductor Laser Systems 2016-2021 AEER EUR-ACE® 4. 280200 SCD Environment Protection 2008-2013 EUR-ACE® AEER Volga State University of Technology 5. 28.04.02 SCD Nanoengineering is the Machinery 2017-2022 15.03.01 AEER EUR-ACE® 1. FCD Machine Building 2015-2020 AEER (150700) EUR-ACE® 6. 22.04.01 SCD Material Science and Technology of new Materials 2017-2022 11.03.02 Information and Communication Technologies AEER EUR-ACE® 2. FCD 2015-2020 AEER (210700) and Telecommunication Systems EUR-ACE® 7. 11.04.04 SCD Industrial Electronics 2017-2022 EUR-ACE®

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Programme Qualifi- Accreditation List of Accredited Programmes, Republic of Kazakhstan (as of 01.06.2017) Programme Name Certificate Code cation Period

Programme Qualifi- Accreditation AEER Programme Name Certificate 4. 050712 FCD Mechanical Engineering 2010-2015 Code cation Period EUR-ACE® AEER 5. 050713 FCD Transport, Transport Facilities and Technology 2010-2015 D. Serikbayev East Kazakhstan State Technical University EUR-ACE® AEER 1. 050703 FCD Information Systems 2011-2016 Kostanay Engineering and Pedagogical University EUR-ACE® AEER AEER 1. 050713 FCD Transport, Transport Equipment and Technology 2011-2016 2. 050713 FCD Transport, Transport Facilities and Technology 2011-2016 EUR-ACE® EUR-ACE® AEER 2. 050732 FCD Standardization, Metrology and Certification 2011-2016 L.N. Gumilyov Eurasian National University EUR-ACE® AEER 1. 050702 FCD Automation and Control 2011-2016 Semey State University named after Shakarim EUR-ACE® AEER AEER 1. 050727 FCD Food Technology 2010-2015 2. 050732 FCD Standardization, Metrology and Certification 2011-2016 EUR-ACE® EUR-ACE® AEER Organization of Transportation, Traffic AEER 2. 050724 FCD Processing Machinery and Equipment 2010-2015 3. 050901 FCD 2011-2016 EUR-ACE® and Operation EUR-ACE® AEER 4. бN0702 SCD Automation and Control 2011-2016 EUR-ACE® AEER 5. бN0732 SCD Standardization, Metrology and Certification 2011-2016 EUR-ACE® List of Accredited Programmes, Kyrgyzstan (as of 01.06.2017) Organization of Transportation, Traffic AEER 6. бN0901 SCD 2011-2016 and Operation EUR-ACE® Programme Qualifi- Accreditation Programme Name Certificate Innovative University of Eurasia Code cation Period AEER 1. 050701 FCD Biotechnology 2010-2015 EUR-ACE® Kyrgyz State Technical University named after I. Razzakov AEER AEER 2. 050718 FCD Electrical Power Engineering 2010-2015 1. 690300 FCD Communication Networks and Switching Systems 2015-2020 EUR-ACE® EUR-ACE® Kazakh National Technical University named after K.I. Satpaev Kyrgyz State University of Construction, Transport and Architecture named after N. Isanov AEER AEER 1. 050704 FCD Computer Science and Software 2010-2015 1. 750500 FCD Industrial and Civil Engineering 2015-2020 EUR-ACE® EUR-ACE® AEER 2. 050711 FCD Geodesy and Cartography 2010-2015 EUR-ACE® AEER 3. 050712 FCD Mechanical Engineering 2010-2015 EUR-ACE® AEER 4. 050718 FCD Electrical Power Engineering 2010-2015 List of Accredited Programmes, Tajikistan (as of 01.06.2017) EUR-ACE® AEER Programme Qualifi- Accreditation 5. 050723 FCD Technical Physics 2010-2013 Programme Name Certificate EUR-ACE® Code cation Period AEER 6. 050713 FCD Transport, Transport Facilities and Technology 2011-2016 EUR-ACE® AEER Tajik Technical University named after Academician M.S. Osimi 7. 050716 FCD Instrumentation Engineering 2011-2016 AEER EUR-ACE® 1. 700201 FCD Design of Buildings and Constructions 2015-2020 Radio Engineering, Electronics AEER EUR-ACE® 8. 050719 FCD 2011-2016 AEER and Telecommunications EUR-ACE® 2. 430101 SCD Electrical Stations 2015-2020 AEER EUR-ACE® 9. 050720 FCD Chemical Technology of Inorganic Substances 2011-2016 EUR-ACE® AEER 10. 050721 FCD Chemical Technology of Organic Substances 2011-2016 EUR-ACE® AEER 11. 050722 FCD Printing 2011-2016 EUR-ACE® List of Accredited Programmes, Uzbekistan (as of 01.06.2017) AEER 12. 050724 FCD Processing Machinery and Equipment 2011-2016 EUR-ACE® Programme Qualifi- Accreditation Programme Name Certificate AEER Code cation Period 13. 050729 FCD Construction 2011-2016 EUR-ACE® AEER 14. 050731 FCD Life Safety and Environmental Protection 2011-2016 Tashkent State Technical University named after Abu Raykhan Beruniy EUR-ACE® AEER AEER 1. 5310800 FCD Electronics and Instrumentation 2015-2020 15. 050732 FCD Standardization, Metrology and Certification 2011-2016 EUR-ACE® EUR-ACE® Karaganda State Technical University AEER 1. 050702 FCD Automation and Control 2010-2015 EUR-ACE® AEER 2. 050707 FCD Mining Engineering 2010-2015 EUR-ACE® AEER 3. 050709 FCD Metallurgy 2010-2015 EUR-ACE®

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List of Accredited Secondary Professional Education Programmes (as of 01.06.2017) AEER re-authorization to award the «EUR-ACE® Label» Programme Qualifi- Accreditation Programme Name Certificate Code cation Period

Starooskolsky Technology Institute named after A.A. Ugarov (branch) National University of Science and Technology “MISIS” (MISIS) Technical operation and maintenance of electrical 1. 13.02.11 Т AEER 2016-2021 and electromechanical equipment (by industry) Meeting of the Administrative Council of ENAEE (European Network for Accred- 2. 22.02.01 T Metallurgy of ferrous metals AEER 2016-2021 itation of Engineering Education) was held in Istanbul on June 23, 2015. During this Tomsk Polytechnic College meeting the Association of Engineering Education of Russia was authorized to award Eu- 1. 131003 Т Oil and Gas Drilling AEER 2014-2019 ropean quality label «EUR-ACE Bachelor Label» to accredited engineering programmes Tomsk Industrial College at first cycle level (bachelor) and «EUR-ACE Master Label» to accredited engineering Technical Operation and Maintenance of Electrical 1. 140448 Т AEER 2014-2019 and Electromechanical Equipment programmes at second cycle level (diploma specialist, master) until 31st of December (http://www.enaee.eu/wp-content/uploads/2012/01/overview-WEB-of-all-authoriza- Tomsk College of Information Technologies 1. 230115 Т Computer Systems Programming AEER 2014-2019 tions-granted4.pdf)

Following 13 national agencies are authorised to award the EUR-ACE® label to their accredited programmes:

1. GERMANY – ASIIN – Fachakkreditierungsagentur für Studiengänge der Ingenieurwissenschaften, der Informatik, der Naturwissenschaften, und der Mathematik e.V. – www.asiin.de 2. FRANCE – CTI – Commission des Titres d’Ingénieur – www.cti-commission.fr 3. UK – Engineering Council – www.engc.org.uk 4. IRELAND – Engineers Ireland – www.engineersireland.ie 5. PORTUGAL – Ordem dos Engenheiros – www.ordemengenheiros.pt 6. RUSSIA – AEER – Association for Engineering Education of Russia – www.aeer.ru 7. TURKEY – MÜDEK – Association for Evaluation and Accreditation of Engineering Programmes – www.mudek.org.tr 8. ROMANIA – ARACIS – The Romanian Agency for Quality Assurance in Higher Education – www.aracis.ro 9. ITALY – QUACING – Agenzia per la Certificazione di Qualità e l’Accreditamen to EUR-ACE dei Corsi di Studio in Ingegneria – www.quacing.it 10. POLAND – KAUT – Komisja Akredytacyjna Uczelni Technicznych – www.kaut.agh.edu.pl 11. SWITZERLAND – AAQ - Schweizerische Agentur für Akkreditierung und Qualitätssicherung – www.aaq.ch 12. SPAIN – ANECA – National Agency for Quality Assessment and Accreditation of Spain – www.aneca.es (in conjunction with IIE – Instituto de la Ingeniería de España – www.iies.es) 13. FINLAND – FINEEC – Korkeakoulujen arviointineuvosto KKA – http://karvi.fi/en/

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EUR-ACE label awards: Authorization Period Status: 23 June 2015

Country Agency First Cycle From Until Second Cycle From Until DE ASIIN X Nov 2008 31 Dec 2019 X Nov 2008 31 Dec 2019

FR CTI X Nov 2008 31 Dec 2019

X IE EI X Nov 2008 31 Dec 2018 Nov 2010 31 Dec 2018 Honors Bachelor X Sept 2012 31 Dec 2018 Master SC PT OE X Sept 2013 31 Dec 2018 X Jan 2009 31 Dec 2018

RU AEER X Nov 2008 31 Dec 2019 X Nov 2008 31 Dec 2019

TR MÜDEK X Jan 2009 31 Dec 2018

UK EngC X Nov 2008 31 Dec 2016 X Nov 2008 31 Dec 2016

RO ARACIS X Sept 2012 31 Dec 2017

IT QUACING X Sept 2012 31 Dec 2015 X Sept 2012 31 Dec 2015 AEER PL KAUT X Sept 2013 31 Dec 2018 X Sept 2015 31 Dec 2018

Association for Engineering Education of Russia ANECA ES X June 2014 31 Dec 2018 X June 2014 31 Dec 2018 (w/IIE) 4Y is re-authorized FI FINEEC June 2014 31 Dec 2018 Bachelor CH OAQ X June 2014 31 Dec 2018 X June 2014 31 Dec 2018

from 31 June 2015 to 31 December 2019

to award the EUR-ACE® Label to accredited Bachelor and Master level engineering programmes

Brussels, 23 June 2015

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Responsible for the release: S.V. Rozhkova Editorial office address: 7 building, 78, Vernadskogo Prospect, Moscow, 119454, RUSSIA Telephone/Fax: +7 (499) 7395928 E-mail: [email protected] Full-text e-journal: www.aeer.ru

Association for Engineering Education of Russia, 2017