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The university teachers’ tasks are being updated, their labor functions are being revised and supplemente, with changes at the higher education system. The good organization of a modern university teacher is subject to numerous external targets. The perception of these targets, as well as the personal value of the activity components, are important. The purpose of the article are the identification of tasks for a technical university teacher from the standpoint of the Higher School strategic targets, and determination of their solution limitations. The paper reveals the strategic tasks hierarchy of higher technical education – for technical universities, departments and their teachers; the academic community attitude review to strategic objectives is carried out (including: how the strategic objectives are understood by teachers, how priorities and emphasis are placed in these tasks); the priorities of technical universities teachers are evaluated in terms of their tasks solving; restrictions are indicated in solving these problems, and these restrictions connection with the working conditions of the technical universities teaching staff. The paper points out the balancing problem of the teachers work, and the emerging dissonance among the goals, tasks set for them, and private indicators of their activities effectiveness. The engineering education strategic goals and objectives should proceed from the fact, that this is a mutually responsible process of the qualified technical specialists training, from the authors’ point of view. This is especially topical for the returning process to the engineers training.

The paper describes the activities of the International society for engineering education IGIP and its Russian monitoring committee (RMK). Further on, the paper deals with the activities of the Centers of engineering pedagogy founded under the initiative of RMK IGIP in a number of Russian technical universities for the purpose of providing pedagogical,psychological and vocational training for the university faculty and other categories of students.

“Education 4.0” should be consistent with the Fourth Industrial Revolution. The reforms of engineering education as its component require new competences of technical university teachers who are responsible for these reforms and as a result, trigger the improvement of further teachers’ professional development programs to train them for that. Such a program is also one of the aims of the project “Effective training model of technical discipline lecturers for the purpose of obtaining “International Educator of Engineering University” certificate – “ING-PAED IGIP”. It is realized by Moscow Automobile and Road Construction State Technical University (MADI) that was recognized as a Federal Innovative Platform in 2020.The project is aimed at designing an additional program intended to develop technical university teachers’ competences that are, on the one hand, relevant to the needs of Russian higher school, and, on the other hand, correspond to the requirements for applying for the title «ING-PAED IGIP» of the International Society for Engineering Pedagogy (IGIP). In order to achieve that it is necessary to identify if technical university teachers’ competences that are relevant in Russia correspond the competences determined in IGIP.In order to solve this problem, the authors undertook comparative analysis of the competencies registered in two documents: RF Professional Standard “Pedagogue of professional teaching, professional education and additional professional education” and the Fourth IGIP Prototype Curriculum.The paper specifies the notion of technical university teacher competence for the research, validates the possibility of the two documents comparison, describes the procedure of comparative analysis on the basis of compiling summary tables.The paper also gives the main conclusions of the comparative analysis. It proves that RF Professional Standard covers all the competences required by Fourth IGIP Prototype Curriculum. RF Professional Standard registers teachers’ actions more distinctly, consistently, and with more details. The research revealed the competences relevant for Russian higher education, but not necessary for IGIP. The research also allowed to formulate preliminary recommendations for designing additional teachers’ professional development program in the MADI project.

The paper presents a review of literature and other sources of information concerning the fourth industrial revolution and the development of the digital economy. The tasks of improving the education system including higher education and engineering training are actualized. The author analyzes the development of online technologies in education, as well as blended learning, combining the advantages of traditional and online education. The paper dwells on the peculiarities of training engineers and the best practices of applying blended learning in engineering education, shows the need to optimize blended learning by maximizing the benefits of traditional and online education. A technique for using the CDIO approach, further developed for engineering education of the top levels, is proposed for the optimal blended learning design of the Bachelor, Master and PhD programs. The author adduces the concrete examples, which show the possibility of digital transformation of engineering programs with the purpose of their actualization and improving the quality of graduates’ training for complex, innovative and research engineering activity.

The paper analyzes the contribution of scientists, teachers, engineers of Bauman Moscow State Technical University (the former Moscow Craft School, then Moscow Higher Technical School, Imperial Moscow Technical School) to the development of scientific and methodical provision of Russia’s higher school and world engineering education. The author emphasizes the value of the “Russian method of training in crafts”. The characteristics of level system of engineering education in the 19th and 20th century are given such as: combination of theoretical, general engineering disciplines and practical specialized preparation; polytechnicalization of engineering education in Russia; compatibility of level education in baccalaureate and in magistracy with training according to specialties; inclusion of economic training in engineering education; the need of comprehensive continuous modernization of engineering education in accordance with the changing requirements of employers to university graduates. The paper highlights such aspects of MSTU activities as: detachment from Moscow Higher Technical School a number of engineering institutes in the 1930th years; optimization of training terms in engineering specialties; convergence of technical and classical university education, universitization of engineering education, creation of the Association of technical universities, the activities of the scientific and educational centers, which can be viewed as a new stage of the Russian method of engineers’ training, the contribution of Bauman Moscow State Technical University to the development of information technology in engineering education, BMSTU’s participation of in state and public governing of higher education system; the deepening of the international academic mobility.

The paper examines the questions concerning the methodological status of engineering pedagogy in the system of vocational education, specifies its subject area. The authors substantiate the system approach in the study of engineering pedagogy – within the framework of the full-component system of vocational pedagogical education, which allows identifying implicit and apical components in the content of engineering pedagogy, as well as its determinants of invariance. The paper shows the changes in the structure of vocational education denoting trends in the development of engineering pedagogy, its place and role in the system of vocational education. The authors argue that methodological issues of engineering pedagogy should be viewed from the position of the whole system of vocational pedagogical education including the levels of initial, secondary and higher education, taking into account the general patterns and regularities characterizing its structure and functioning. Engineering pedagogy should be viewed as a part of this whole system, and its content should be worked out on the basis of the general sectoral qualification-level determinant – the same object area.

The paper considers the historical aspects of extramural educational activities in Russia and abroad, discusses the evolution of the goals of the Russian system of extramural education: the historical significance of the shift from making up for shortfall in engineering staff through the national sectoral higher education institutions in the 1920s, to the problems of lifetime learning, constant advanced training by means of implementing educational environment of modern universities. The authors have carried out a detailed analysis of the technologies and means of distance learning at every historical stage in Russia, in particular, the methods of teaching physics at the initial stage of extramural education development in Russia have been given. The printed textbooks, special learning materials, and the postal delivery prevailed at that period. The second stage began in the middle of 60s when the first distant learning courses appeared. The third stage has been driven by the development of computer and IT technologies. Two-sided communication has been made possible in various formats (text, sound, video) and in two modes – synchronous and asynchronous. The paper dwells on the special features of the current stage of distance learning, gives the background of a new technology of mass open online courses (MOOC), which is currently considered to be the most effective for distance learning. The authors propose to link the present and the near future of distance education in Russia with the phenomenon of MOOC since this format covers a large array of those wishing to get higher education and to improve their educational activities, and provides high-grade education in a cost-effective manner both for University and for a student. In conclusion the authors analyze the experience and prospects of using MOOC in Russian and foreign universities, discuss the features of the MOOC available at the Russian National platform of open education (NPOE) and their role in the educational process of the Russian universities (including distance learning).

The paper substantiates the need to strengthen the practical orientation of engineering education in modern socio-economic conditions. The paper shows that introduction of context-related tasks during classroom hours correspond to the implementation of practice-oriented approach. The paper gives the examples of applied tasks in training of engineers that illustrate how general educational and general technical disciplines are associated with the features ofprofessional activity of a future optoelectronics engineer. The authors mark out the competences of technical students that may be formed in the process ofsolving contextual tasks with interdisciplinary content. It is noted that the reflection in the task content the real life situations relating to the future profession increases students' motivation to learn and acquire competencies.

The paper focuses on the activities of the National Research Nuclear University “MEPhI” in the sphere of organization of subject Olympiads for schoolchildren. The Olympiads allow to reveal gifted schoolchildren oriented to engineering and technical specialties and showing interest in nuclear energy and high technologies. The authors dwell on the experience of the Olympiad “Rosatom”, the Engineering Olympiad for schoolchildren, the All-Russian competition of schoolchildren’s scientific works “Junior”. The examples of the emergence and the development of new Olympiads (Zvezda, Olympiad of the National Technological Initiative) are given. The paper also considers the practice of organization of short-term schools on the basis of MEPhI for winners and prize winners of the previous years Olympiads.

This paper describes new approaches to renew the methodology and content of KNRTU education process taking into account an interaction of education, science and industry. The paper represents the main principles of education process arrangement. Networking with Russian and foreign education and research institutions, as well as industrial companies, is emphasized for the purposes of education programs. The author underlines the importance of e-learning and distance education technologies.

The paper describesthe experience of American Society for Engineering Education (ASEE) to host annual conferences and international forums where representatives of different countries of the world participate. The paper gives a comparative analysis of engineering education problems and their solutions in different countries and prospects for using the most successful international experience in Russia.Global innovative development is impossible without training competitive engineers who can create and implement groundbreaking technologies. Despite the fact that engineering education development is a national priority, it is impossible to avoid its internationalization. A number of international nonBprofit nonBgovernmental engineering education organizations aim at unitingthe faculty and administrators of engineering universities and the representativesof industry in order to develop joint solutions and improve thequality of engineering education worldBwide. The most popular of these organizations are Internationale Gesellschaft für Ingenieurpädagogik IGIP, Société Européenne pour la Formation des Ingénieurs (SEFI), Global Engineering Deans Council (GEDC), American Society for Engineering Education (ASEE), and etc.ASEE is one of the organizations implementing global scale activities. For over 120 years the society has hosted annual conferences to gather over 3,000 participants from the USA and other countries. The initiative of the last three years is the International Forum under the umbrella of these conferences. The Forum is the platform for international engineering education organizations to hold the plenary sessions where they can presentthe current state of engineering education in their countries, share their views and discuss their problems. Société Européenne pour la Formation des Ingénieurs (SEFI) and Latin American and Caribbean Consortium of Engineering Institutions (LACCEI) participated in the 2014 International Forum as partner societies and presented their views on engineering education development. The President of SEFI Kamel Hawwash gave a verydetailed report on European engineering education stressing that the global crisis that we face is the crisis in engineering competencies, which do not satisfy the requirements of the employers. The Professor of Dublin Institute of Technology Mike Murphy spoke about engineering education in Ireland under the forthcoming fusion of institutes and universities to introduce a new vision of engineering programs. The President of Global Engineering Deans Council Jose Carlos Quadrado focused on Portugal, where engineering universities are overcoming a crisis and going through restructuring aimed at training engineers capable of creating new job instead of being employed. The Executive Director of LACCEI Maria M. Larrondo Petrie gave an overview of engineering education in Latin America in the light of Vision 2025 approved in these countries. The focus in the Vision is on innovations, human resource training, and national quality infrastructure and technology development.The plenary session reports showed that the main trends in both parts of the world today are very similar. They include fusions of universities to reach new goals and enhanced collaboration with industry to develop the newly demanded programs. Another issue for the Latin American countries is the poor English language command which influences the competitiveness of the engineers. A number of measures are taken to improve the EFL teaching approaches, and they are similar to the ones in Russia. The low representation of women in science and engineering is another issue for Latin America, and LACCEI takes efforts to increase their number.The International Forumplenary sessions were followedby three tracks ofsessions: student development, faculty development and curriculum and laboratory development. Kazan National Research Technological University gave two oral reports at the faculty development track on the role of the President’s Program of training engineers in improvement of the research university educational activity and on a focused curriculum improving the written English of Russian speaking engineers.The 2014 International Forum was followed by the 121st ASEE Annual Conference to discuss different issues of engineering education. The Conference was a very large scale event, and included 2 plenary sessions, 6 distinguished lectures, 132 business meetings, around 300 technical sessions, 27 workshops, 20 poster sessions, and around 50 panel sessions. The Conference was sponsored by a number of the US and international companies, including National Instruments, NCEES, Dassault Systemes, The MathWorks, Boeing, and etc. This year, Purdue University School of Engineering and Technology, University of Notre Dame College of Engineering, Valparaiso University Engineering, Trine University, and RoseB Hulman Institute of Technology were the host institutions in Indianapolis.The main plenary session was remarkable for the National Student Award Winners recognized by the ASEE President Kenneth Galloway. The students were invited onto the stage, and short videos to introduce their achievements were shown on screens. After the plenary, the students participated in a special press conference, an outstanding experience for them. The 2014 ASEE President’s Award was given to Ioannis Miaoulis and the National Center for Technological Literacy at the Museum of Science, Boston for making a special use of print, broadcast, and electronic media to encourage KB12 students to pursue an engineering career, and to both influence public opinion and gain recognition of the critical role that engineering plays in today’s technologyBdriven society.The main plenary also featured Keynote Speaker Mitchell E. Daniels, Jr., President of Purdue University, a strong supporter of engineering education. He became President of Purdue in January 2013; in the past he was twoBterm governor of Indiana, and, earlier, he worked in the White House during Ronald Reagan’s presidency and later served as director of the Office of Management and Budget under President George W. Bush.Mitchell Daniels spoke about history of Purdue as the university to teach agriculture and the mechanic arts. These competencies are still very important nowadays. In the world driven by technical innovations, the system of engineering education is facing criticism, challenges, and new competitors. There are new questions which were never asked until the last 10 years regarding the large numbers of college students, the poor skills they obtain, the real value of their diplomas. Today, engineering education is at the time of testing which requires innovative approaches to answer the questions of what to teach, how to teach and to whom we teach. Purdue answers the latter question by freezing the tuition fee for the next two years so that the most talented young people could afford studying there. In terms of how to teach, Purdue promotes new modes of teaching and transforms the majority of courses into hybrid teaching. In terms of what to teach, Purdue produces more STEM graduates than many other US universities. Moreover, they are expanding the Engineering College, as these programs are most needed and valuable. The experience of China and India shows that when young people see the centrality of engineering skills, the individual and the societal success grows.Mitchell Daniels believes that the USA need 10,000 more engineering graduates annually. And even if the country outruns the market’s need for engineers, this will be a good outcome, because the engineering mentality will take amore prominent place in the nation. The keynote speech of Mitchell Daniels was followed by a number of questions from the audience, showing a good feedback.The following three days of the Conference were very intensive in business meetings, technical sessions and other events. Kazan National Research Technological University presented an oral report on an integrated university/industry program of improving Russian industrial trainers at continuing professional development division technical session.The lastday ofthe Conference was remarkable for the ASEE International Council meeting which gathered the representatives of different international societies to discussthe prospects of collaboration with ASEE. The preliminary arrangements were made about the possible participation of Kazan National Research Technological University and National Research Tomsk Polytechnic University in the 2015 International Forum to represent the partner society, Association for Engineering Education of Russia.

The paper reveals the challenges, which the engineering universities faced in conditions of Russia’s entry to World Trade Organization. There is shown the role of Kazan National Research Technological University as a creative space for innovative development of Russian engineering education and for training of engineering personnel of a new generation.

The paper explores the topical tasks of engineering education and considers the ways to solve them both on national basis and on the level of a research university. Engineers’ training requires applying of new approaches such as interdisciplinary and transdisciplinary. The technical university of XXI century must be a transdisciplinary university, and engineers’ education should include training of specialists at enterprises and companies. The other measures include realization of the universities’ own education programs and standards, creating of a network of lycees, and introducing of obligatory unified state examination in physics, chemistry, and biology.

The paper analyzes the proceedings of the 42nd IGIP International Conference onEngineering Pedagogy “Global Challenges in Engineering Education”, 16th ICL conferenceand International scientific school “Engineering education for a new industrialization (plenary sessions reports, learning seminars, subject specific seminars, and experts’ seminars ). Conclusive recommendations of the International scientific school formulated by the conference participants for the authorities and expert community, for the Ministry of education and Science of the Russian Federation, for the representatives of scientific organizations, business structures, engineering companies, and industrial enterprises, for university administration are adduced in the article.

The paper examines standards of International Engineering Alliance (IEA) oforganizations forming the agreed requirements for the competences of professional engineers and technologists (International Professional Engineers Agreement/EMF, APEC Engineer Register, International Engineering Technologists Agreement/ETMF) and organizations developing and applying the engineering education criteria in universities and colleges (Washington Accord, Sydney Accord, Dublin Accord). There are presented the results ofcompetence analysis of IEA standards, and given the recommendations on its application indesign and quality assurance of the educational programmes in higher and intermediate vocational education in engineering at universities and colleges of the Russian Federation.

The paper is focused on the upgraded technology for educational programs design considering the assessment of learning outcomes immediately after forming the initial datafor designing the program, exactly the required competences of the graduates. Within the two-stage life cycle model of the educational program on the stage of learning outcomes planning the methods, indicators and criteria are defined to assess the competences acquired by the students. The key definitions used while implementing the above mentioned procedures are specified; and their interconnections are described. The recommendations for learningoutcomes assessment are provided, which are aimed at assessment of correlation betweenengineering educational programs learning outcomes assessment and the requirements of federal educational standards along with the international standards for engineering education.

The article analyzes the materials of a training seminar for the experts in professional and public accreditation of engineering education programs. The seminar was held within the framework of the International scientific school “Engineering education for a new industrialization”. The paper adduces the qualification requirements for the candidates of AEER (Association for Engineering Education of Russia) experts and describes the competence model of AC AEER experts.

In this paper we propose to consider the purpose of engineering education as opportunities to improve the quality of humankind’s life (in the framework of «sustainable development»). It is proposed coordination of teacher training at the Centers for Engineering Education IGIP for this purpose, as well as the need to address this preparation to the problems of engineering education in Russia.

In European countries, primarily in German-speaking countries, first of all, in Germany (Dresden), the concept of engineering pedagogy (EP) has existed for more than 70 years. In Eastern Europe, particularly in the Russian Federation, the tradition of EP has more than 20 years and shows an extensive network of universities actively participating in IGIP (International Society of Engineering Pedagogy). Several universities offer the IGIP curricula and work on various projects related to majoring in engineering education and pedagogy in Russian Higher Education Institutions. In Spanish-speaking countries the concept of EP is relatively recent. Particularly, since 2014, the Technical University of Dresden (TU Dresden) works in cooperation with Chilean universities to strengthen engineering pedagogy and education in the university context. This goal was concretized through two cooperation projects “Engineering Didactics at Chilean Universities” (PEDING-Project) and “Strengthening engineering training at Chilean universities through practice partner-ships” (STING-Project), both financially supported by DAAD. The main goal of this paper is to present the results of a survey about teaching needs in engineering pedagogy in a Chilean university. In general, the results showed the high level of interest and motivation that a training course on engineering pedagogy specifically oriented for the academic staff of engineering faculties may have. The project was led by the International Center of Engineering Education (CIEI) at the University of Talca (Chile) under the pedagogical support of the TU Dresden (Germany).

The paper deals with the technology for the creation and use of an individual multimedia bilingual thesaurus as a tool for the integration of the foreign language and engineering disciplines at a technical university. The stages of designing and testing an individual thesaurus in vocational English language classes with students, majoring in automobile engineering, are described. Building on the achievements in thesaurus modelling in integrative foreign languages and professional disciplines teaching, the author presents her own technology for creating an individual English-Russian multimedia thesaurus, devoted to the automobile design, and the sequence of formation of speech skills in foreign language communication of engineers on its basis. The process of creating such thesaurus takes place at two levels of integration: intra-subject (interrelationship of all types of speech activity) and interdisciplinary (didactic synthesis of language and engineering disciplines). At the same time, the author outlines the areas of the near and further integration of the discipline «Professional English» and engineering disciplines, which is aimed at developing interdisciplinary thinking of engineering students. The author emphasizes the fact that successful teaching cross-cultural engineering communication requires outlining the content of learning situations, the modelling of which is the English language instructor’s responsibility. In order to organize this work, students are supposed to create a contextual part of the thesaurus from which the instructor singles out speech patterns. The selected speech patterns are mastered in a series of exercises and tasks prior to learning situations. The conclusion outlines ways of the further interdisciplinary integration by means of thesaurus modelling of professional subject areas.

The paper focuses on the analysis of the experience of the university’s rapid transition to the distance learning format, with the emphasis on the introduction of tools for the development of educational interaction between tutors and students in order to prepare engineering students with competencies in information and cross-cutting technologies. The experience of introducing digital services to support the educational process at Orenburg State University is analyzed; an analysis is made of the students’ comprehensive perception of the new educational practice specifics associated with the creation of the “digital footprint”. The presented data show an increase in students’ demand for flexible individual educational paths, for a variety of forms of learning and for the formation of new competencies in the field of digital skills, creativity, the ability to self-learn and manage attention, create communities, and reflectivity. The authors argue that the digital competence of engineering graduates must exceed the existing range of competencies in order to work ahead of the situation. Attention is paid to the development in the distance learning format of basic personal skills that contribute to the formation of professional capital of a future engineer.

The aim of the paper is to propose Rubrics for self-evaluation of graduate and postgraduate engineering programs based on the FCDI (Forecast, Conceive, Design, Implement) Standards and FFCD (Foresight, Forecast, Conceive, Design) Standards by analogy with Rubrics for self-evaluation of undergraduate engineering programs based on the CDIO (Conceive, Design, Implement, Operate) Standards. The FCDI Standards and FFCD Standards were developed for Master’s and Doctoral engineering programs as a result of the CDIO approach evolution and by analogy with the CDIO Standards originally developed for Bachelor’s engineering programs. The CDIO/FCDI/FFCD Standards are recommended for the design and implementation of three-cycle engineering programs to train graduates for complex, innovative and research engineering activities, respectively, taking into account the features of the division of labor in the engineering profession. The 6-level scale Rubrics are helpful for evaluation the degree of Bachelor’s, Master’s and Doctoral engineering programs compliance with the recommendations of the CDIO, FCDI and FFCD Standards, respectively.

The paper addresses the advanced topics of engineering education, including digitalization, which were discussed at the 21st International Conference on Interactive Collaborative Learning (ICL) and 47th IGIP International Conference on Engineering Pedagogy (IGIP) held on the Kos Island, Greece in September, 2018. The conference set out a wide range of problems relating to a new interactive educational technology, to developing online-, digital, and e-learning, to the visualization and gamification of education, to developing in engineers academic and applied competences, to implementing new education environments, etc. The Russian researchers’ contribution to the development of engineering pedagogy was emphasized, including improving training of engineering university professors and holding the SYNERGY Engineering Education Research and Practice Network Conference in the leading technical universities of Russia.

The paper focuses on challenges and problems of modern engineering education. The necessity of designing and constructing a new model of the educational system related to the survival of humanity and training of engineers of a new type is substantiated. The global trends in the development of engineering education, trends and requirements for the competencies of future engineers are characterized. As one of the concepts for the development of engineering education, the concept of the natural structure of engineering training (NL) has been considered. The main innovative components of the NL concept are highlighted. Based on the code of professional ethics of an engineer, the main provisions of the Leonardo oath for engineers are formulated as a reference for curricula in engineering education.

Never has the speed of development in the area of engineering been as high and accelerated as it is today when we observe the enormous and driven growth of the engineering sector worldwide. These tendencies require well-coordinated new efforts in engineering education. The importance of pedagogy in the field of engineering in both the secondary and tertiary sector is growing enormously. These changes strongly demand new didactic and pedagogic paradigms. Thus, engineering education institutions across the world need to contribute relevant concepts and pedagogical ideas that can foster the development of engineering education. At the same time, the methodological and organisational challenges in engineering education need to be tackled successfully in the nearest future because collaboration, multimedia communication and complex problem solving will play an increasingly important role. This paper discusses current experiences and examines best-practice solutions, which contribute to the development of new approaches in engineering education as a multi-disciplinary field.

This article highlights the practice of teaching Humanities to technical students of different training levels (from undergraduate to postgraduate students). Program of each level and every subject include both reduced theoretical basis and practical training. The paper considers the samples of the programs, practical tasks and principles of their selection. The chair of engineering pedagogy of Gubkin Russian State University of Oil and Gas now works out a set of pedagogical and psychological programs such as “Psychology and Pedagogy”, “Psychology of student teams”, “Pedagogical Ethics”, and “Pedagogical Rhetoric” that provide a basis for development of students’ social skills. The consistency in the organization of the practical training as well as theoretical background promote development of students’ social competence, self-confidence both in professional activities and in other life situations. The latter is particularly important for postgraduate students as far as they make up the main teaching reserve of every university.

This article discusses the demands that the digital economy and the modern labor market make on engineering education. The authors dwell on the issues of the formation of an educational space for training of engineers, the construction of an educational process on the basis of the project model of training. The question under consideration is whether the profession of an engineer is elite or mass. The paper proposes the classification of engineering labor depending on the nature of the work performed, presents new basic skills required for engineers to successfully enter the labor market in the digital economy. It is concluded that there is a need for a radical change in the educational process of engineer training, for attracting employers to the training process not only at the stage of students’ practical skills formation, but also at the stage of planning the educational process as a whole. The goal of these changes is, ultimately, reducing the time of specialists’ adaptation in workplace. This will enable the methods and technologies of the digital economy to be early implemented.

The paper has been prepared on the basis of its authors' great experience in working in various areas at a technical university. It represents the result of long-term research and reflections on improving the legal support for engineering activities through developing the new forms of interaction between legal experts and engineers or between teaching staff and the management of engineering universities. The authors estimate the conventional approaches to organizing the teaching of future engineers legal disciplines as non-complying with the requirements of the modern engineering activities, and propose both to revise the contents of the existing courses and modify the organizational set-up of universities. Particularly, they propose to depart from traditional dividing into socio-humanistic and technical chairs and create an interdisciplinary department. Teaching legal disciplines at an engineering university is, in our opinion, necessary and actual. However, they should be taught focusing on developing legal literacy in students as future experts in engineering. This would require retraining the teachers of law, their active interaction with the representatives of engineering sciences, and conducting relevant scientific and applied research. Training of humanities majors studying at engineering universities should be transformed in a similar way: They have to acquire the basics ofengineering knowledge to increase their competitiveness on the labour market.

The course «Pedagogy of Higher Education» in English has been developed and implemented in Skolkovo Institute of Science and Technology (Skoltech) to prepare PhD students for pedagogical activity in higher education in accordance with the requirements of Professional Standard «Instructor of Vocational Training, Higher Education and Professional Development» and FSES of HE of the 3rd level. The course is practice oriented. The aim of the course is to design educational resources for using during PhD student pedagogical internship. The course priority is engineering education. The principle requirements to educational resources are the use of PhD student's research results and application ofproblem-based teaching methods. The course structure and content, and the results of the course mastering by Skoltech PhD students in 2016 are presented in the paper. Basing on the experience ofthe course «Pedagogy ofHigher Education» implementation the course «Practical Pedagogy ofHigher Education» has been developed in Russian for on-line delivering in Tomsk Polytechnic University in 2017.

The paper describes School of Engineering of American University in Dubai. The brief historic overview for American University in Dubai and School of Engineering is provided. University’s and School’s organizational and administrative aspects are discussed. The structure of academic programs is discussed as well as their quality assessment. Faculty activities are described in details as well as enrollment requirements. Information about library, laboratory and technology resources is provided. University’s academic and research activities are reviewed in the context of its mission. University community engagement approaches are given.

The paper analyzes the specificity of the position of Russian socio-humanitarian journals in Scopus citation database, addresses the lacuna of publications on educational issues that does not correspond to the declared by Scopus principle of geographical diversification. The authors stress the need for presence in the Scopus the publications covering the perspective of domestic higher education. Researchers in many countries including European consider the investigations of Russian theorists of higher education to be worthy of attention because of their creative and look-ahead character.

The paper describes the World Engineering Education Forum 2014 in Dubai (WEEF 2014). A short history of this event is given. The Global Student Forum before WEEF2014 is described. The attention is drawn to opening ceremony and keynotes, highlights on IGIP, GED and IFEES under WEEF 2014 umbrella. Issues of globalization, joint research, attributes of global engineer, collaboration of universities and corporations, diversity and inclusion are discussed.

The paper observes the comparative study of the requirements of a new version of Federal Educational Standards (known as FES 3+), international CDIO Standards and professional accreditation criteria of the Association for Engineering Education of Russia (AEER), aligned with EUR2ACE Framework Standards for Accreditation of Engineering Education и Washington Accord Standards. The authors give recommendations on implementation of FES 3+, CDIO Standards and AEER accreditation criteria in designing, performing and quality evaluation of engineering educational programmes.

The paper describes the trends of engineering education development, innovations and the best experiences of the world universities in training engineers, discussed at the eighth World Engineering Education Forum WEEF 2014 in Dubai. A special focus is given to the trends and experience in the Russian universities in training engineering educators and their professional development, globalization, internationalization of engineering education, problems of digital learning, training engineers for science intensive power engineering of the future.

The different points of view presented at the World Engineering Education Forum (WEEF 2014) are discussed. The subjects of discussion in this paper are as follows: what should be in our day objectives, content, methods of teaching and learning tools, as well as methods for assessing educational achievements in engineering education. We have distinguished the dominant points of view: the goal is to prepare engineers able to create and implement projects under the ideas of «sustainable development», the content is determined by a multidisciplinary educational programmes designed taking into account the views of all interested parties, the main idea of the methods - student-oriented approach, wide using of e-learning, m-learning, evaluation of educational achievements in terms of developing the necessary competencies.

The paper describes the newly appearing trend showing that due to globalization any person can receive education, find employment opportunities and live in any country of the world on condition he is a competitive specialist and he can adjust to new conditions. Today, every person can play his social role in a certain country, and, at the same time, be a ‘global citizen’ who thinks at a ‘planetary scale’. Therefore, it is important that a person should contribute to his selfHdirected personal and professional development, find independent solutions of social and professional problems, and make independent decisions under the rapidly changing circumstances. University education should encourage every person to promote selfHdirected education and to increase individual responsibility for the results. The authors give a number of tools to provide the solutions for the problems raised.

The paper shows the experience of Kazan National Research Technological University in developing international cooperation. The role of regional policy in university internationalization is explained. The priority regions for international cooperation are distinguished; they are Asia, Europe and North America. The role of the university international honorary doctors in efficient contacts is described. The goal of university internationalization as training competitive engineers is analyzed.

The paper presents some results and prospects of development of the contemporary institution for additional professional education. The structure integrates a comprehensive approach to human resourcing of the engineering university on the basis of additional professional programs (professional development) for educators and industry community of the real sector of the economy. The experience of a research university in the interaction with industry in additional professional training (professional development) is analyzed.

The paper describes new trends in global engineering education from the view of professional and social cultural diversity. Different approaches to diversity in engineering are analyzed, the importance of personal and professional life experiences for creativity in engineering is stressed, recommendations for engineering team formation are given. The ideas on diversity in engineering education discussed at the 122nd Annual Conference of American Society for Engineering education in Seattle, USA on June 14-17, 2015 are presented, including the reports given at one of the three International Forum plenaries on engineering education in Russia, its traditions and prospects.

This article discusses issues related to daily work activities of a professor of engineering and particularly dwells on the problems of methodology and teaching methods. The author expresses his own position on some issues concerning distant e-education. It is treated as an important addition to traditional education. Distance courses have additional options for teaching students, and possess a shared location for all necessary learning materials in every discipline. The paper substantiates a need to apply international CDIO standards. There is also discussed a relation between education standard and professional standard. The educational programs should be designed according to the employers' requirements, particularly in such areas as computer engineering and programming. An example of an application of new methods in teaching the discipline «Computer and peripherals» is presented.

This paper analyzes the results of research carried out in 2004-2015 to select students for training in the supplementary program of Elite Engineering Education (EEE) of Tomsk Polytechnic University. The authors have designed an admission test system using psychological and pedagogical criteria that predict students' success in learning natural sciences and mathematics, which are the fundamentals of engineering invention. The article provides an overview of students’ personal and professional competence development within the EEE Program in Tomsk Polytechnic University, as well as procedures and criteria used to measure it, and provides a comparison of the resulting values with those of the students of traditional programs. The article addresses the integrated approach in training bachelor's degree students for creative professional activity on the basis of engineering invention, as exemplified by the Elite Engineering Education Program implemented at National Research Tomsk Polytechnic University.

The article proposes theoretical underpinning for the need of improvement pre-university level of education to implement an innovative approach to the training of engineers based on CDIO ideology. Pre-university training of enrollees is discussed as an initial step to improve the quality of engineering education. The reasons of enrollees' unpreparedness to choose engineering professions are analyzed. The paper proposes the possible solutions of the stated problem by means of specially organized educational process implemented by the university, secondary schools and/ or inter-school educational institutions of additional education. The implementation of CDIO standards in the design of pre-university training is discussed. The authors describe the experience in implementation of a specially organized course "Engineering" held for the pupils of 10-11 grades of Kirovsky district schools at Siberian Federal University in Krasnoyarsk in 2014-2015. The problems identified during the implementation of the course are revealed. The proposed solutions of the problems will allow to improve the educational process in the framework of the professional course "Engineering" and the quality of pre-university training level to implement an innovative approach to training of engineers in CDIO ideology.

The article addresses the ways of improving training of masters in engineering. The paper reviews the existing approaches to master training in conformity with features of master training in engineering. The author proposes a model of master training based on successive bachelor and master programs. The elaborated algorithm allows to construct bachelor's and master's competence portrait. This portrait defines the structure and the content of training programs.

Engineering education now faces the problems closely connected with the necessity to find new forms of education process organization. In these conditions the issue of teaching personnel retraining should be mentioned in the first place. The paper focuses on a role of a department responsible for core curricular programs development and discusses the status of a department chair and the principles of teaching staff formation. The chair must be a reputable scholar who holds a crucial leadership position. The chair is responsible for curriculum, planning, budget matters, personnel management, and for the department development. Besides, the chair must be a good practitioner in industrial work in order to establish external relations with enterprises and coordinate students' professional formation. One of the most effective and useful instruments to raise the quality of department activities is rating assessment of faculty in the main areas for definite periods. The author dwells on the problem of "feminization" of faculty members in engineering universities, women's predominance even in exceptionally "male" specialties.

The paper covers issues of ethical education for engineering students in Russian universities. The topical character of these issues is grounded by the findings of the survey of self-study reports on degree engineering programs, presented within professional accreditationrun by the Association for Engineering Education of Russia in 2003-2013, and reports of the program auditors. The proposed solution involves integration of an ethical aspect into professional disciplines assuming understanding of codes of engineering ethics by students and applying principles of the codes as one of the criteria for assessment of students’ projects. Authors outline the most effective methods of teaching engineering ethics and proposeindicators for relevant competency assessment.

The paper describes the experience of Kazan National Research Technological University in internationalization of engineering education. Realization of the conception ofinternationalization implies carrying out the policy for development of international activities, creation of effective infrastructure for ensuring academic mobility, and formation ofmulticultural and multilanguage environment for raising the foreign language competency of the faculty. The experience shows that nowadays internationalization has become the principle of education modernization, which determines the university development areas.

The paper focuses on the problems concerning training of research engineers, summarizes the experience in implementation of new institutional forms of teaching STEM graduate and post-graduate students (STEM - Science, Technology, Engineering, Mathematics). Modern higher technical education focuses on the needs of industry. Implementation of practice-oriented bachelor programmes allows to bridge the social gap between the aspirations of graduates towards high social status and needs of the labour market for workers who can operate high-tech equipment. Skill training for modern industry actualizes the problem of training engineers for the future, for growth of the regional industry. There is a contradiction between the traditions of mass engineering education and innovative, elite training of engineers. Postgraduate and master's courses are institutional channels of recruitment and the further formation of the future engineering elite. The purpose of the article is to study the opinions, motives and career plans of the respondents who have already got basic education in engineering and make a choice for advanced engineering training, as well as to present the estimation of the training quality by the practicing engineers and employers. The findings are based on an analysis of a survey of engineers and employers of the large industrial enterprises, teachers of engineering disciplines of universities of the Ural region, masters and post-graduate students of technical institutes of the Ural Federal University.

Abstract. The article highlights the concept of development of the Arctic region, and particularly management of development in the Arctic. The author shows the fundamental influence of the Arctic project on the development of science, technology, production, education and public consciousness in Russia. The paper discusses a wide range of Arctic research that makes increasing demands on control systems, materials and manufacturing in general. It is noted that in the framework of the Arctic project a new branch of science and technology has emerged and now is rapidly developing, which requires a significant intensification of scientific work and education.