In this article the author analyzes the state policy in relation to engineering education since 2014. During this period, engineering education is considered by the state as a strategically important tool for achieving the goals of the new industrial policy and import substitution. The peculiarity of the policy in relation to engineering education is its paternalism, so one of the priority mechanisms of infl uence on its results is considered to be the state regulation of its content. The author analyzes the implementation of the competence approach and the transition to the state educational standards of the third generation, aimed at strengthening the practice-oriented educational process, and its consequences.
Keywords: engineering education, educational policy, new industrialization, import substitution, educational standards of the third generation, practical orientation.
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