Companies are poorly satisfied with the level of training of specialists and put forward a number of requirements for specific professional competencies of the applicant in the field of engineering. Building a model of such a specialist is complicated by the fact that engineering services are not part of an independent branch of the national economy of Russia. The training of University students is regulated by Federal state educational standards. For specialists in the field of engineering, it is necessary to involve representatives of the professional community in the development of Professional standards. This will allow us to offer outstanding professional competence in the engineering field, which will meet modern market needs and take into account the experience of the best world practices. Modern specialists in the field of engineering should have a balanced combination of practical programs with traditional training, allowing students to apply their knowledge in real conditions. World experience shows another feature of training these specialists, which is aimed at developing non-technical skills in addition to mastering the basic curriculum in order to professionally succeed. In many respects, the effectiveness of applicants in the engineering field will be determined by their knowledge and skills in the organization and management of key stages of the life cycle of their projects. The state University of management shares its experience in training project-oriented specialists in the field of management and engineering. At the University, the training program is based on engineering education using modern training technologies, methods and tools of project management, as well as direct communication between students and teachers. Active implementation of digital technologies improves academic mobility and contributes to increasing the share of the online segment of educational services.
À. ÞÃ, ä-ð. òåõí. íàóê, äîöåíò Áåêêåð Êîëëåäae (ÑØÀ, Ìàññà÷óñåòñ 01609, Âîð÷åñòåð, Ñåâåð ñòðèò, 61); ïðåäñåäàòåëü ðàáî÷åé êîìèññèè ïî ïðåäîòâðàùåíèþ ïîaeàðîâ CTIF (Ìåaeäóíàðîäíàÿ àññîöèàöèÿ ïîaeàðíûõ è ñïàñàòåëåé) (http://www.ctif.org/index.php/commissions-and-groups/fire-prevention); ïðåçèäåíò êîìèññèè ïî ïðåäîòâðàùåíèþ ïîaeàðîâ Àññîöèàöèè ïîaeàðíûõ Ñëîâåíèè; ôàêóëüòåò ìîðåõîäñòâà è òðàíñïîðòà, Óíèâåðñèòåò Ëþáëÿíû (Ñëîâåíèÿ, 6320, Ïîðòîðîae, Äîðîãà Ìîðåõîäîâ, 4) ÓÄÊ 614.849 ÍÅÊÎÒÎÐÛÅ ÀÑÏÅÊÒÛ ÎÑÍΠÏÎÄÃÎÒÎÂÊÈ ÌÅÒÎÄÈ×ÅÑÊÈÕ ÐÅÊÎÌÅÍÄÀÖÈÉ ÏÎ ÎÐÃÀÍÈÇÀÖÈÈ Ó×ÅÁÍÎÉ ÝÂÀÊÓÀÖÈÈ ÄÅÒÅÉ ÐÀÇËÈ×ÍÎÃÎ ÂÎÇÐÀÑÒÀ Ðàññìîòðåíû ïîäõîäû ê ïîäãîòîâêå ìåòîäè÷åñêèõ ðåêîìåíäàöèé ïî îðãàíèçàöèè ýâàêóàöèè äåòåé ðàçëè÷íîãî âîçðàñòà èç îáðàçîâàòåëüíûõ ó÷ðåaeäåíèé è çäàíèé ñ ìàññîâûì ïðåáûâàíèåì ëþäåé. Ïðîàíàëèçèðîâàí ðîññèéñêèé îïûò ðàçðàáîòêè ñîîòâåòñòâóþùèõ äîêóìåíòîâ. Ïðîâåäåí îáçîð ïåäàãîãè÷åñêîãî èíñòðóìåíòàðèÿ äëÿ ðàçðàáîòêè ìåòîäèê àäàïòàöèè ó÷àùèõñÿ ê ýêñòðåìàëüíûì ñèòóàöèÿì. Ïðèâåäåíû îñíîâíûå ïîëîaeåíèÿ ðåãëàìåíòà ïðîâåäåíèÿ ïðîâåðîê ïîaeàðíîé áåçîïàñíîñòè â øêîëàõ Áîñòîíà. Âíåñåíû ïðåäëîaeåíèÿ ïî ñîâåðøåíñòâîâàíèþ ñóùåñòâóþùåãî ðåãëàìåíòà ïðîâåäåíèÿ ýâàêóàöèè äåòåé â ñëó÷àå ïîaeàðà. Êëþ÷åâûå ñëîâà: ýâàêóàöèÿ ïðè ïîaeàðå; ýâàêóàöèîííûå ïóòè; ýâàêóàöèîííûå âûõîäû; ó÷åáíàÿ ýâàêóàöèÿ; äåéñòâèÿ â ýêñòðåìàëüíûõ ñèòóàöèÿõ; çäàíèÿ ñ ìàññîâûì ïðåáûâàíèåì; äåòè ðàç-ëè÷íîãî âîçðàñòà.
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