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The integration of Russia into the international common space of research and education accompanied by modernization of the national system of education puts forward new demands to postgraduate education. The processes of integration and modernization increase the importance of learning a foreign language for a future scientist. The article deals with the methodological content of a foreign language lesson, the components of which are individualization, speech orientation, situatedness, functionality and novelty. Those components define the features, structure, principles and techniques of a modern foreign language lesson. The aim of this paper is to describe how the above-mentioned components are implemented during foreign language classes with postgraduates. In the end, we come to the conclusion that individualization, speech focus and novelty at foreign language lessons are fully implemented through specific lesson arrangement models, based on personal involvement into the learning process in the context of scientific activity. The use of socially-oriented technologies promotes active involvement of postgraduates into speech activity, enhancing the interactive character of scientific communication.

This article offers an analysis of the work of the Third Age Universities in Germany and Russia, in particular, the content aspect of their educational programs. The aim of this social institution is to improve the life quality of the elderly. The article identifies the problems that arose due to outdated approaches to solving this issue. In Russia these problems are the interdepartmental disunity of institutions, insufficient awareness of the training possibilities for third-aged people, absence of professional direction in education and insufficient consideration of the elderly peculiarities when drawing up educational programs. Wellplanned content of education at the Third Age University solves an important social task, helping the elderly to navigate in modern life, adequately respond to changes taking place in society and meet the needs for communication, exchange of experience and self-realization. The result of this work presented is the elaboration of a measure system to develop the content aspect of the U3A in Russia that takes into account the needs and interests of the elderly, the needs of society and the experience of a U3A in Germany.

Researchers consider the discrepancy between university educational programs and engineering practice to be the common problem of higher technical education today. The changes taking place at higher technical school abroad demonstrate the search for solutions of engineering education problems in developed countries. Understanding current trends in the content of higher technical education curricula in those countries will help to identify the most effective ways to solve common problems of engineering education. The article presents the results of the analysis of innovative changes taking place in the higher technical education curricula content abroad nowadays. The research materials were articles in peer-reviewed journals included in the SCOPUS database published from 2009 to 2018, proceedings of conferences held by international engineering communities. The factual basis of the study was the curricula for training engineers at a number of foreign leading universities. As a result of the research, the following innovations in the content of higher technical education curricula were identified: 1) introduction of sustainable development principles into the engineering curricula; 2) the inclusion of modules on the basics of management, entrepreneurship and innovation into the curricula, the creation of interdisciplinary programs leading to double degrees in engineering and management; 3) cooperation of universities with partner enterprises in the development of curricula; 4) the internationalization of engineering curricula, the training of future engineers for global engineering activities. The CDIO approach is considered as an innovative basis for the design of educational programs for future engineers. Those changes in the engineering curricula are aimed at bridging the gap between the contents of engineering educational programs and industrial practice, the development of competencies necessary for successful professional engineering activities, and, as a result, they contribute to improving the quality of higher technical education.

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