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Mechanical engineering is the main industrial sector, which has effect on development of other economic sectors and reflects the level of research and technology state and defense capacity of the country. Main purpose of higher educational institutions is management of personality professional training according to interests, abilities and socio-economic needs of society. Relevant objective of economy development, based on knowledge, is organization of close interaction between educational institutions and partners in the area of education. Based on Russian and foreign experience, a pedagogical model of professional training of bachelors in mechanical engineering on the basis of networking, which facilitates the demand for graduates in labor market was designed

Abstract. The paper deals with the development problems of economic and managerial competencies of bachelors after graduating from engineering higher schools to meet employers' requirements, through implementing the Federal State Education Standards (FSES) of the third generation. The case study is conducted on the basis of training programs for the bachelor's degree in Mechanical Engineering at Yurga Institute of Technology (Affiliate) of National Research Tomsk Polytechnic University. The list of economic and managerial competencies for bachelors in mechanical engineering is specified according to the third generation FSES, enlarged with new competences based on surveys and analyses after questioning employers. The criteria and indicators are described to identify maturity levels in terms of economic and managerial competencies for bachelors. A structural and functional model for training mechanical engineering bachelors has been tested in the implementation of the bachelor's degree courses in "Mechanical engineering" at

The article deals with the organization of project training within the university education through the construction of individual educational routes. The authors believe that the value orientationsand the motivationsystem are not only interrelated, but also mutually influence each other, which confirms the need to study value orientations when building an individual route. Based on the Milton Rokich questionnaire, the authors identify three groups of students based on their value orientations. The stages of building individual educational routes are also presented.

During research the inquiry and analysis of employers in mechanical engineering industry were done, based on which the key and lacking competencies for mechanical engineering bachelors were identified, according to opinion of employers. The modified and amended list of economic and managerial competencies for mechanical engineering bachelors, consisting of general cultural and professional competencies, including designing, computational and managerial, and entrepreneurial activities. The basic criteria and respective features are selected, the methods for their diagnostics are suggested. The indicators of economic and managerial competencies development of mechanical engineering bachelors are given