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Currently, the world community is paying even more attention to sustainable development of our society: moderate consumption, greening and environmentalization of professional activities, responsible resource management, and other aspects that affect nature and society as a whole, as well as the ability to conserve resources for future generations. Considering sustainable development principles is an integral part of training specialists in the field of engineering and technology. Graduates should build their professional activities in accordance with ethical, social, environmental standards, be responsible for the technical decisions they make, be able to forecast and reduce/prevent damage from the technologies they develop. The modern educational process requires adjustments in order to introduce the principles of sustainable development into the training process of engineers. On September 25, 2015, the States Members of the United Nations adopted the Agenda for Sustainable Development until 2030. It contains a number of goals aimed at eradicating poverty, conserving resources of the planet and ensuring well-being for all. Each of the 17 Goals contains a number of indicators to be achieved by 2030. To achieve the Goals in the field of sustainable development, shared efforts of the governments, private sector and civil society are needed. Education is recognized as the most important mechanism for ensuring sustainable social and economic development. The wide recognition of the education and closely related upbringing and enlightenment as a decisive factor has made it necessary not only to consider the main issues related to the ecology and social responsibility in the process of training of engineers but also foster the sustainable development mindset of the students.

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The national accreditation system for higher education institutions in the Russian Federation is presented. The procedure for the integrated assessment of university activities, which is provided by the Ministry of Education, is described. The article examines licensing and attestation requirements and the procedure for achieving state accreditation. The requirements for gaining public professional accreditation are examined, as well as the tasks of the Russian Association for Engineering Education in this eld. The experience of Tomsk Polytechnic University in developing an internal attestation system and quality assurance for its educational process is discussed, as well as the involvement of the institution in international co-operation.

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