The National Presidential Council for professional competence coordinates development of new professional standards and modernization of existing ones. A task was set to prepare and update Educational Standards on the basis of revised Professional Standards. 158 Federal State Educational Standards on Engineering and Industrial Technology Sciences have been developed so far. It is suggested to use this massive data to formulate a generalized competence-based model of an engineer with a particular educational degree in a particular field of education. To develop the model a standardization of wording for all general professional competences similar for all engineering majors had to be completed. The results of the survey described in this article will be the basis for recommendations of Coordination Board in Engineering and Industrial Technology Sciences. A project of general professional competences unified for the field of education is presented in the summary of the article.

Despite the huge advantages of introducing a professional standard, a number of contradictions in the formation and development of a professional trajectory of medical university teacher’s activity were not avoided. These contradictions were caused by the lack of uniform universal competencies of a university teacher, the multiformity and diversity of existing competences, the lack of an approved National Qualifications Framework, which would serve as a regulating link between qualifications by education and professional qualifications. The ratio of the following blocks will be included in the competence model of medical school teacher: the level of professional and job status; the category of a teacher depending on the discipline being taught; competences (administrative-service, communicative, educational-methodical – general teaching, special professional). Teacher training programs should be modular, with a division into a universal module and a special module. The universal module can be used as a separate program, and it can be one of the modules of other professional development programs (aimed at developing general teaching competences). The special module is aimed at the formation and development of special professional pedagogical competences.

Engineering pedagogy as a science could be considered in different aspects and from several sides: as a scientific discipline, as an educational module in higher school structure, as an ideology for technical teacher’s activities. The author asserts that pedagogy is a methodologically fundamental system featuring a specific interrelation between the components of natural sciences, Humanities and applied knowledge on the basis of logic of engineering activities. The major difference of engineering pedagogy is in its aims and values. It sets competences of engineering activity as its aims and values. The paper marks out the leading areas of integration of different types of knowledge, formulates the definitions of an object, subject and research problems of engineering pedagogy. Its major categories and their functions are viewed. The author argues that engineering pedagogy is concurrently a fundamental and applied science as its categories and concepts have a scientific status and may serve as a methodological basis for training engineering personnel. One of its main features is interdisciplinarity which is used for solving concrete problems. Interdisciplinarity is viewed as a modern form of fundamentality and a vector of university education modernization. In conclusion the author formulates the conceptual provisions for designing technical teacher training system.

The article discusses the problem of a lack of a national-level institutional solution to the problem of integration of education, science and business in Russia. For the purposes to develop recommendations, proven forms of integration based on international practices are reviewed and applied to Gubkin University. In developed world economies, integration of science and education is associated with technologization, the transition to knowledge-based industry embodied in the form of advanced structural amalgamations, such as Silicon Valley entities – clusters, technology parks and business incubators. Integration of academic and business communities is effected through the participation of business in the management of universities, both in the sphere of education by establishing close relations between competences highly demanded by the labor market and competences offered by higher education institutions, and in terms of administration of a university as a whole in its capacity as an economic agent. This interaction is implemented using various mechanisms that are discussed in detail in the article.

State-of-the-art science and industry have changed professional activities of an engineer, e.g. he or she has to conduct entrepreneurial activity. One of the trends in university development is tending to University 3.0 (Education, Science, Entrepreneurship). It determines inescapable changes in future engineer education. Demand in such education programs is obvious; they would combine technical aspect of an idea with its commercial implementation. Synergetic effect appears only when engineer’s talent meets manager’s talent. That’s why development of students’ entrepreneurial competencies is set to become one of the learning objectives in engineering university. The paper describes an experience of the entrepreneurial competencies development in the context of research university.

In the modern learning environment the classroom time is being substantially reduced and the volume of the studied material is being increased. University teachers have to make adjustments in the typical lessons and also in the traditional examination system. The consolidation of units and sections of studied discipline leads to the fact that small topics and sections are left without proper attention. To improve the quality of math education for technology students a special tutorial kit was created. This tutorial contains the lecture course, practical tasks for classroom lessons and tasks for homework. The kit allows each student to choose his (her) trajectory for learning and thereby to acquire the first skills of self-reliant work. The test control is being used in order to control the students’ learning outcomes. The usage of test technologies in educational process allows to increase the quality of learning, performance, objectivity and accuracy of assessment results of the learning process.

The paper presents a general view on the problems of teaching at higher school. The author substantiates her personal understanding of teacher’s activities sense, based on her own teaching experience at school, lyceum, and university and the retrospective reflection of her own activities. Spiritual crisis that education faces now, blurring of boundaries of pedagogy as a science, imperfectness and unproductivity of dominating ideas, innumerable approaches and turns in pedagogy – all these factors do not excuse traditionalism and conservatism in pedagogy as well as thoughtless using of untested innovations. One of the problems of modern pedagogy is its linearity which doesn’t permit to understand pupils and students. In spite of these factors, the paper accentuates the optimistic sense of teacher’s activities. There are multiple sources of such optimistic approach. They are in the emotional awareness of the ultimate value and aim of teacher’s work, in the joy of cognition of another man, in the transformation of students’ personalities.

The article focuses on a communicative ritual, which is considered to be one of the causes for blocking education transformations. It is assumed that ritual communication is based on a restricted linguistic code that provides a reproduction of the current didactic relationships. A hypothesis is put forward, according to which their changes are due to the appearance of an extended linguistic code in the learning communication. Addressing an extended encoding will enable the participants of learning to make a communicative ritual problematic, as well as to act in the capacity of subjects capable of designing and developing didactic conditions. A code change is understood as the change of the means creating individuals’ education reality.

The sphere of public administration urgently needs highly qualified specialists capable to realize the set strategic tasks of social, economic and innovative development of Russia. The article views the main problems connected with process of training personnel for work with youth as one of the most important sources of personnel potential formation for youth policy implementation. The importance of the theme is connected with the lack of the effective system for personnel training in this branch. During the analysis of personnel structure of the government departments engaged in youth policy implementation it has turned out that employees with non-core education and, consequently, with weak competences demanded in this sphere prevail. According to the requirements imposed on such experts stated in educational and professional standards, the paper proposes the directions of training process optimization, formulates new tasks for youth work organizers. The unified system of training and retraining personnel engaged in state youth work is to solve the designated problems of youth policy staffing and ensure successful implementation of the youth policy in the Russian Federation.

This article discusses the process of formation of conflict management competence of a University teacher. The authors analyze the interpretation of the concept of “conflict management competence of a University teacher” presented in the literature. The structure of University teacher’s conflict management competence consists of interrelated components: gnostic, regulatory, design, reflexive and status, regulatory, communicative. The conditions that should be created for the development of the conflict management competence of heads of educational units, teachers to be more effective are as follows: organizational and managerial, personnel, technological, psychological, and methodical. The methods and forms to develop the conflict management competence of a University teacher include those that boost a positive motivation, interactive learning methods (role games, brainstorming, case studies, psychological training), methods aimed at creation of personal educational environment (self-reflection, assimilation of teachers’ experience, self-knowledge). The paper presents the training program “Technology of conflict management in educational institutions” aimed at the formation of the conflict management competence of heads of educational units and a special curriculum of an advanced training “Management of pedagogical conflict”designed for the formation of University teachers’ abilities of pedagogical conflicts constructive resolution.

Abstract. This article discusses the process of formation of conflictological competence of a University teacher. There have been analyzed the interpretation of the concept of "conflictological competence of a University teacher", presented in the literature. The structure of conflictological competence of a teacher of the University is described, consisting of interrelated components: Gnostic; regulatory; engineering; reflexive and status; regulatory; communicative. There have been considered the conditions that must be created for the process of formation of conflictological competence of heads of educational units, teachers to be more effective. The methods and forms of formation of conflictological competence of a University teacher are described. There are presented the training program "Technology of conflict management in educational institutions" aimed at the formation of conflictological competence of heads of educational units and educational-thematic plan programs of advanced training "Management of pedagogical conflict", aimed at the formation of University teachers competencies for the constructive resolution of pedagogical conflicts.

In connection with the implementation in recent years of large-scale projects in Russia, in particular the Winter Olympic and Paralympic Games of 2014, student volunteering has become an integral component of higher education. At the IV All-Russian Student Forum in 2011, the President of the Russian Federation Dmitry Medvedev noted that “Today volunteerism is a key theme of the development of our country.” Volunteering remains the key agenda today, including in connection with the preparations for the FIFA-2018 World Cup in Russia. The completed studies (L.E. Sikorskaya, N.V. Cherepanova, S.G. Ekimova, G.G. Borodaeva, I.A. Rudneva, T.N. Arsen’eva, M.V. Pevnaya, V.A. Starodubtsev, P.V. Rodionov, A.F. Kozodaeva, J. Wilson, P.A. Ambarova, R.A. Stebbins) substantiate the high development potential of volunteering. However, the analysis of university practice shows that it is practically not used by students because of the fact that the pedagogical conditions necessary for this are not scientifically grounded and are not being created in universities. The purpose of this article is to justify the conditions for personal and professional growth of students in the context of volunteerism, the development of universal and professional competencies, and civil qualities.

The article examines the communicative competence as one of the key soft skills of a graduating student. It substantiates that knowledge of communicative technics and instruments becomes a meta-competence for a graduate that furthers development of his general cultural and professional competences. The article shows that several universal competences stated in the Federal State Educational Standards of Higher Education 3+ implicitly include the communicative competence. The article analyzes problems of unmanaged realization of corporate communications, both at institution of higher education and in any other organization, and gives ground to solving those problems by means of developing corporate standards of team interaction. Each problem is illustrated by a practical case study. The author gives specific regulations that can optimize time costs of communications, minimize reputational risk, normalize business processes. All proposals of the author are illustrated by examples from business practice.

The article presents the experience of entrepreneurship education in Denmark at all levels of education, the system of gradual inclusion of young generation in entrepreneurial activity. An analysis of the Strategy for education and training in entrepreneurship adopted by of the Government of Denmark is given, which is the basis for training of young people competent in entrepreneurship. Entrepreneurial education in Denmark is provided by the innovation program “Denmark – A Nation of Solutions”, which touches upon all the levels of education. The Danish Enterprise Fund (FFE-YE) is in charge for the realization of the program. The article reveals the main directions of work organized by FFE-YE: the creation of a single system of entrepreneurial training; development of training programs for trainers and managers for entrepreneurship training; establishment of a network, contacts and close cooperation between industry and educational institutions. FFE-YE has worked out the system of extracurricular activities, which allow motivating young people to develop entrepreneurship, such as business camps, forums, festivals, fairs. The paper pays special attention to the peculiarities of teacher training in the format of educational innovation and entrepreneurship. Summarizing the Danish experience in the sphere of entrepreneurial education the author marks out the key factors that encourage the development of students’ entrepreneurial skills and promotion of their business ideas.

The key theme of the paper is the heritage and ideas of Pyotr Mikhailovich Bitsilli (1879–1953) – historian, philosopher, literary critic. His style of thinking, special historical method of penetrating into investigated reality have not lost their relevance until today. Bitsilli was an active participant of philosophical “conversation”. It was a literary dispute on the nature of “national” and the destiny of Russian culture between Russian emigration thinkers. The paper is an attempt to make a reconstruction of this “conversation” from the position of an existential choice. Special attention is paid to the periodicals of the Russian émigré as a space for intellectual communication, as a means of retention of cultural heritage. Pyotr Bitsilli was a gifted polemicist, he had a talent to penetrate into the deeps of subjects and author’s conception. The paper dwells on Bitsilli’s reviews in the journal “Sovremennye zapiski” (Contemporary Notes).

The paper presents the scientific biographies of two outstanding Soviet mathematicians and teachers Elena Sergeevna and Dimitry Alexandrovich Wentzel. The main attention is paid to the restoration of genuine events related to the scientific, pedagogical and social activities of these people. The paper extensively uses published materials, as well as oral memoirs of the participants of these events – friends and acquaintances of our heroes. Special attention is paid to the history and activities of the country’s largest military university – the Air Force Engineering Academy named after Zhukovsky (VVIA). Almost the whole life of the Wentzels was closely connected with the Academy. The life and customs of the Petersburg (Petrograd) University in the 1920s are described in detail, where E.S. Wentzel learned. The paper provides the information about many famous professors and teachers of both universities, reconstructs and analyzes the pedagogical activities of E.S. Wentzel in VVIA and MIIT (Moscow), her scientific and publishing activities in the field of probability theory and operations research. The author reconstructs and dwells on her literary activity under a pen name I. Grekova. As a writer, E.S. Wentzel contacted with the famous literary men (A.T. Tvardovsky, K.I. Chukovsky, A. Galich, etc.). The paper also describes the scientific activity of D.A. Wentzel in the field of ballistics, his contribution to publishing textbooks for military universities, his experience in training highly qualified personnel (candidates, doctors, academicians), his scientific and organizational activities (the creation of the Faculty of Armaments in the VVIA, the foundation of the Academy of Artillery Sciences of the USSR and others). The special aim of the paper was to recreate the human images of Elena and Dimitry Wentzel.

The article analyzes the activity of Siberian medical higher education institutions in the development of the research areas in the late 50’s – early 90’s XX century. The paper explores the most significant achievements of medical scientists of the region in the leading fields of medical science: therapy, surgery, pediatrics, obstetrics and gynecology, dentistry, genetics, microbiology and other areas. It is shown that the most significant volume of research was carried out in Tomsk, Irkutsk, Novosibirsk and Omsk medical institutes where there were formed the authoritative scientific schools. The teachers and researchers of medical institutes actively participated in the implementation of regional programs including the program “Human Health in Siberia”, which was a part of the superprogram “Siberia”. The author dwells on the experience of establishing business ties in conducting research, using of experimental and clinical base between university and academic medical science. Forms and methods of interaction in this field of scientific activity, such as scientific and practical associations, interdepartmental laboratories, creative contracts and agreements, participation of scientists in the work of elected academic and higher educational institutions are analyzed. The author affirms that along with the strengthening of business contacts between university and academic medical institutions, there were many difficulties: communications were often spontaneous, a great deal depended on the relationship between the governing structures of medical institutions and academic research institutes, there was a disunity in solving some scientific issues. The obtained data allow to draw a conclusion that the research work of medical universities in Siberia in the period under review was aimed at increasing the scale of research, the growth of scientific potential and raising the its effectiveness in the interests of socio-economic development of the region and the country as a whole. The work is based on archival sources and materials, which are for the first time are being introduced into scientific circulation.