The article focuses on the problems of the implementation of the educational process in the University, taking into account the interests and needs of employers in the context of the transition of Russian higher education to the updated educational standards designed to take into account the requirements of applicable professional standards. The reasons of emergence of a situation, when a young specialist, sharply focused on the needs of a particular employer is unable to solve professional problems in conditions of other industrial sites and laboratories. The authors demonstrate the negative effects of the so-called «in-depth professionalization» and isolation of graduates from the competition held by the University in the interests of the particular employer. The article dwells on the preventive measures to eliminate these phenomena in the framework of «university – employer » cooperation, taking into account the individual interests of the student who is originally a full stakeholder of educational process. The term «customization» derived from marketing means fine tuning of graduates according to the specific requirements of a particular employer. The article provides a critical analysis of customization with regard to the Russian higher education in the historical aspect. The authors substantiate the need of complex customization of graduates, which implies that all University partners and stakeholders should be involved in educational process. Such complex customization may engage regional resource centers, centers of competence, centers of excellence and centers of engineering which are free from corporate interests.

The article discusses the features of the modern system of Russian higher education, reveals its advantages and disadvantages. In the light of the Federal Target Program for the De velopment of Education for 2016–2020, the authors conclude that the multifunctional foreign language communicative competence plays a special role in the process of forming a holistic competence-based portrait of a graduate of a higher educational institution, considering the three main trends characteristic of the transition to an updated educational system: direct participation in the educational process of all stakeholders (students, teachers, representatives of professional communications, employers); the need to create and operate an innovative information and educational environment, taking into account the possibility of modeling real professional tasks; personal orientation and individualization of the preparation of students with the growing role of the learner in the educational process. The task is to find the best methodological tools and organizational forms of educational activities in the context of foreign language training of university students. In accordance with this, the authors propose options for implementing the formulated trends. Particular attention is paid to the possibilities of interactive learning of foreign languages; the peculiarities of «immersion» of students in a model professional environment with the involvement of employers and representatives of professional communities, including as experts, in direct participation in the educational process; the importance of personal communication between students and other subjects of the educational process; work in small groups. The emphasis is on the need to create favorable conditions for self-education and self-realization of future graduates and an individual approach to each of them.

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The problem of the status of a foreign language in the context of actualization of practical training of students and graduate students and increasing demand by employers' professional foreign language competence of graduates of Russian non-language universities were raised. Foreign language for a modern graduate, for example, a technical university, no longer the passing discipline, which not yet so long ago could not remember after receiving a diploma, but an effective tool for solving professional tasks of various types, and often the key to building a professional career. The results of a critical assessment of the current system of foreign language training of students and graduate students in several dozens of non-language universities conducted by the authors of the open documentation laid out on the Internet showed its imperfection in terms of professionalization and led to the conclusion about the need to change primarily with the emphasis on communication. Initious training of students with their future professional activities, and the presence of prerequisites for this. The regulatory and legal framework necessary to conduct changes has already been formed, so the initiative of local changes in the system should manifest themselves on the ground by the universities themselves. The authors of the article describes corrective activities regarding the foreign language training of students of a non-language university related to clarifications or changes in the basic characteristics of education and / or organizational and pedagogical conditions for the implementation of specific educational programs for training students and graduate students of directions 22.03.02 Metallurgy, 22.04.02 Metallurgy and 22.06.01 Material Technologies Department Metallurgical Technologies and Equipment of the Nizhny Novgorod State Technical University named after R.E. Alekseev, and already proven its effectiveness. Among them: extension in practical classes in the language as a study within each of the levels and transition from a level on the level of training in the share of foreign language practical training associated with the implementation of students in individual types of work related to future professional activities and aimed at forming, consolidation, development of practical skills and competencies on the profile of the relevant educational program; conducting practical training on optional disciplines of foreign language preparation included in the curriculum is fully in the format of practical training, as well as the organization of practical foreign language preparation within the framework of the production practices of students on the sites of Russian and foreign organizations engaged in the profile of a specific educational program.

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