Keyword: «advanced engineering schools»

Advanced Engineering School (AES) is an innovative educational project that is implemented with the co-operation of Russian universities and industrial partners. Its main goal is to achieve technological sovereignty of Russia. The project is required on the one hand because of the requirements of the modern labour market, which needs specialists ready to be engaged in independent scientific and inventive activities, and on the other hand because of the peculiarities of the industrial sector functioning, which is interested in working on both domestic and foreign markets. The aim of this study is to analyse the conditions in which domestic advanced engineering schools are created, their main activities, and problems faced by teachers and students during educational activity. General scientific methods (inductive-deductive analysis, specification and generalization) and specific scientific methods (systematization and generalization of concepts, content-analysis) served as the methodological basis of the study. The scientific novelty of research consists in analyzing the prerequisites for the creation of the AES project, identifying the main directions of theoretical works of the active AESs. Using specific examples, the main results achieved in less than three years of implementing the federal project are examined, and the prospects for each of the schools considered in the work are studied. The results of the study include current requirements for the competences of a modern engineer, identified conditions for the implementation of the AES project; analysis of foreign experience in organizing additional education, in particular, tutoring technology, which can be used in domestic advanced engineering schools for motivation and personal orientation of young specialists. The theoretical significance of the study is in identifying problems in the development of advanced engineering schools, assessing the leading areas of AES activity, and the specifics of introducing project-based learning in training future engineers within the AES. The practical value of the study is in the analysis of the regulatory framework and practical experience of universities in creating AES, which can be applied by universities to develop their own engineering schools.

"Broad Bachelor's degree" is an innovative model of education that combines both obtaining an education in accordance with personal interests and acquiring deep knowledge in disciplines. The concept of the "Broad Bachelor's degree" has become an integral part of the educational landscape, within the context of a federal initiative aimed at enhancing the competitiveness of graduates and optimizing the Bologna system. The aim of the article is to develop an educational model of "Broad Bachelor's degree" in the area of training "Education and Pedagogical Sciences" using a technological university as an example. Our study uses methods of analyzing modern literature, comparative study of educational models used in leading Russian universities, as well as open sources on the Internet (university websites). The main results of the study: an educational model of a “Broad Bachelor's degree” for training teaching staff at a technological university has been developed. It involves integrated training of students in the Humanities along with natural and technical disciplines, thereby ensuring a harmonious combination of fundamental and applied training. The educational model consists of two levels: basic (4 semesters) and professionalization (7 semesters), as well as an intermediate step to determine the future learning path of students after completing the core curriculum. A single core is the foundation of the basic level, which consists of four modules: introductory and additional courses. At the next level of professionalization, six training profiles have been developed for students. A graduate who completes training according to the program developed for the training of teaching staff will have a unique qualification basis. The student can obtain additional qualifications with the issuance of a diploma of retraining. Such teachers are characterized by a high degree of versatility and versatility due to the simultaneous mastery of several profiles. Due to the acquisition of unique knowledge and skills, a graduate of such a program demonstrates higher competitive advantages in modern economic conditions, has more chances to take top positions in educational institutions. The theoretical significance of this research lies in the development of a new educational model that could help us to move away from the traditional Bologna system. Practical significance lies in the possibility of using the proposed model in the practice of higher educational institutions to optimize the educational process and increase the competitiveness of graduates.