printAdvanced Engineering Schools as a New Form of Personnel Training:
the Results of the First Years of Work
Kliucharev G.A.
Dr. Sci. (Philos.), Chief Researcher, Institute of Sociology of FCTAS RAS, Moscow, Russia; Prof. of the Department of Philosophy, Sociology and Law named after G.S. Aref’yeva, National Research University «Moscow Power Engineering Institut», Moscow, Russia Kliucharev@mail.ru
Tyurina I.O.
Cand. Sci. (Sociol.), Leading Researcher, Institute of Sociology of FCTAS RAS, Moscow, Russia
Chursina A.V.
Researcher, Institute of Sociology of FCTAS RAS, Moscow, Russia; Senior Lecturer, Russian State University for the Humanities, Moscow, Russia anna.chiursina@gmail.com
Kliucharev G.A., Tyurina I.O., Chursina A.V. Advanced Engineering Schools as a New Form of Personnel Training: the Results of the First Years of Work. Sotsiologicheskie issledovaniya [Sociological Studies]. 2026. No 8. P. 51-64
“Advanced Engineering Schools” (2022–2030) is a federal project of the Ministry of Education and Science of the Russian Federation aimed at training qualified engineering personnel for high-tech sectors of the economy. The project was part of the state program “Scientific and Technological Development of the Russian Federation.” As of today, 50 leading universities in all regions of the country have received significant financial and organizational support for the development of advanced engineering schools, the training of highly qualified personnel, and active collaboration with leading industry enterprises and corporations. The present study aims to assess the first results achieved during the three-year project implementation period. To this end, in mid-2025, 340 AES –graduates, who were employed in their field of study at the Project’s partner enterprises, were surveyed. The data were compared with “regular” university graduates who do not participate in the Project (N = 500). It has been concluded that advanced engineering schools are an effective management step in the field of training and professional development for scienceintensive and highly specialized industries and businesses. However, the first three and a half years of the AES project have revealed a trend of one-time (individual) agreements in this area. These agreements are typically initiated by commercial organizations. The exception is in the mining industry, where cooperation with scientific and educational institutions is systematic. A positive development is the expansion of the range of motivational factors that encourage collaboration. For university administrations, this is additional state financial and administrative support, and for faculty members, it is an opportunity to acquire new knowledge and familiarize themselves with advanced technologies. However, a negative factor remains the departmental fragmentation of the project participants (Ministry of Education, Ministry of Education and Science, Ministry of Industry and Trade).
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