The article continues to present the results of monitoring the implementing effectiveness of the federal state educational standards (FSES) of higher education institutions conducted by the Association of Classical Universities of Russia, the Association of Technical Universities and the Comprehensive Research Institute of Education MSU at the turn of 2011 – the beginning of 2012. The article presents data on the universities organizational readiness to implement the FGOS, gives an assessment of the readiness state, identifies «hot spots», which create problems in this way. Also the article draws conclusions aimed at helping universities in setting benchmarks and parameters entering the tempo and rhythm of the educational activity, regulated by FSES.

In this paper the authors have analyzed the tools for assessing competencies in higher school and professional environment. The possibility of borrowing and adaptation of the toolsof professional environment in modern educational process were considered. Assessment toolsfor skills programs as close monitoring of progress and interim assessment of students in terms of their future careers were analyzed.

The article provides the analysis of the results of the sociological poll devoted to the graduates’ job placement in accordance with their major within two-three years aftergraduation. Such indices as “occupation in accordance with the major”, motivation mechanisms, territorial mobility, education prospects, vocational training level were explored on the basisof graduates’ self-appraisals.

The new interpretation of a university functional model in the form of “tetrahedron” is suggested. Innovator being the main university’s “product” is situated at the top of the tetrahedron. The tetrahedron demonstrates the unique competitive advantage of a university, as well as the unique position of the whole higher education system among other competitors on the global market of knowledge. It is shown that innovations are much more successfullyproduced by high-tech corporations, and universities should be primarily focused on raisinginnovators. Consequently, the competition among universities takes a form of struggle for quality of innovators’ training.

The article considers a problem of modelling of customers’ satisfaction with educational services on the basis of the latent factors determining relations between subjective and objective characteristics of the quality of educational service. The three stages of forming of customers’ satisfaction are revealed in the analysis, reflecting the dynamics of interaction between customers and educational service providers. To describe the essence of this interaction theconcepts of elementary and compound educational services are introduced.The results of experimental exploration of the level of educational service satisfaction in general and according to certain characteristics of students from different universities are represented. The typical situations of satisfaction are revealed regarding different educational forms, stages and specialties.The structure of latent satisfaction factors obtained in the exploratory factorial analysis for different types of customers is analyzed, the models of cause-effect relations between themare considered. The factors are interpreted from the point of view of customers and education service providers regarding the search for acute trends of education service quality improvement.

The article concerns the main trends of the scientific and educational activity of the university, its achievements for the recent years. The innovative structure of the university ischaracterized as a fundamental for the modern technical education. The article also presents the university development policy as the innovative centre of the Omsk region.

The article presents the experience of Omsk State Technical University in training of engineering specialists for high-tech economy sectors. The system of innovation engineering education applied in OmSTU includes creation of innovation research-and-production educational centres (resource centres), the program of elite engineering education with aprofound fundamental component, integrated educational programs, the basic departments at research institutes and enterprises.

The article shows the advantages of the Rush model as a methodological tool formeasurement of latent variables in social sphere. The OmSTU experience in using the model to measure the latent value «professional work of a professor» is summarized.

The article traces the history of Omsk State Technical University on the basis of archival documents. The ancestor of Omsk machine-building institute (further Omsk Polytechnical Institute, Omsk State Technical University) was Voroshilovgrad (Lugansk) evening machine-building institute, which was relocated from Ukraine to Omsk at the beginning of the Great Patriotic War. The article draws attention to the biographies of the first professors who became the backbone of the further teaching staff of Omsk State Machine-building Institute.

The article describes the experience of Omsk State Technical University in organization of school and students contests for revealing the talented youth. The all-Russian, regional and university contests should be viewed as an effective instrument to enroll motivated entrants. These competitions also enable to organize the interaction between the university staff, school teaching personnel, and industrial enterprises and business organizations.

The article contains statistical data, which reflects the modern state of academic mobilityin HEIs in the Russian Federation (the data was gathered while monitoring the efficiency of implementation of federal state educational standards (FSES) by HEIs). Its analysis is given, as well as a comparison of data, gathered as a result of polling and interviewing the authority of HEIs and its divisions with data from polls and interviews of students and professors, which gives a picture of academic mobility from two different angles.

This paper is an attempt to apply a competitive approach to the sphere of corporate training relations. The author explores the ability of analyzing and evaluating the competitiveness of educational organizations on the markets of corporate training programs. The author considers some aspects of the theory of competitiveness applied to the corporate training at universities and other educational organizations.

The article analyzes the approaches to the development of motivation of university teachers and students in their joint activities. Describes the mechanisms for the formation of flexible goals and their impact on the motivation sphere of university teachers. The paper analyzes the principles of designing coherent and effective system of remuneration of employees of educational institutions based on relative targets.

The article addresses to the young researches, who are going to join the scientific community. The author analyzes the conditions of forming a future researcher, the peculiarities of his career steps, forms of scientific communication.

The problem of upbringing of higher school teacher is multifaceted. It requires specialpreparation for teaching. How to motivate young people for teaching? This problem must be solved at different levels beginning from the government and ending with the university faculties and departments, and certainly including the young teacher personally. He shouldlearn how to behave with students, keep distance, how to gain authority and students’confidence, or to avoid unreasonable demands and arrogance.

The article dwells upon the role of tacit knowledge in education of a scientist by the example of scientific psychology. The author leans on Mikhail Rozov’s social relays theory and formulates an idea of nonHremovability of not-verbalized components in scientific activity. Various examples of tacit knowledge manifestations are analyzed such as writing of scientific papers, operating with the referents of psychological knowledge, experimental studies, usingof collector programs. The paper substantiates the need to create conditions for young scientistsin accessing to real scientific practice and to personal contacts with the prominent scientists.

A comparative analysis of the Bologna reforms dynamics in Russia and Germany is carried out in the paper. It is shown that extending the field of training Bachelors and developing newmaster programs in a flexibly way, considering the needs of innovation economy, filling education with the competence content, developing the strong constituents within Bologna process make it possible for Russian higher school to strengthen significantly its position in European educational space.

Having joint to the Bologna convention in 2010, Kazakhstan has clearly emphasized furthervector of its movement – tendency to integration together with allHEuropean educational space.In Kazakhstan national credit system of higher education including the assessment of labor credits of each studying discipline and educational program based on AngloHSaxon credit model of education is created.Students of Kazakhstan study not only at universities of Europe, which implemented theEuropean credit system, but also at universities of America, Europe, Asia and Australia focused on other credit systems.According to the State Program of Education Development of the Republic of Kazakhstan for 2011 – 2020 the further reforms, which reduce the impact of centralized regulation and supervision and focus on the development of autonomy and academic freedom of universities,are planned.A gradual transfer from the technologies of studying abroad by the scheme: a student of Kazakhstan – the state – a foreign university, which exists nowadays, to the system of academic mobility: a university of Kazakhstan – a student – a foreign university with the financial support from the state is proposed.

The author analyzes the impact of the economic crisis on the labor market for youngprofessionals, which have just graduated from universities. The article asserts the need for state support of this category in job placing. The problem of unemployment among young professionals and the imbalance between the economy needs and the current education system is discussed.

The article discusses the question concerning the search of innovative means for preparation of future teachers for social interaction. Тhe students’ social practice is considered as one of such means. It should be based on students’ interaction with social and educational organizations and institutions and should include the elements of social design technology. The potential of social practice for students training for professional and pedagogical activity is defined.

The article shows that debate as an educational technology contribute forming student’s personal and meaningful position. Debate is one of the most effective methods to promote the development of creative activity, oratorical skills and tolerance. Debate requires detailed investigation of controversial issues, and it is an excellent tool for developing critical thinking,logic skills, civilized discussion and democratic dialogue.