The article discusses the following issues: the importance
of STEM education as a tool for staff formation for the innovative sector of the economy; case of the “Stemford” project: history, work formats, work with schoolchildren and teachers, promotion and prospects of the project, international cooperation

The article is dedicated to Game-Based Learning approach in
education. Learning using game mechanics shows high efficiency: it helps to increase motivation and allows to better assimilate knowledge and develop useful skills. Given that educational
content in the modern world competes with gaming and entertainment, one of the challenges for those who create new technologies and products based on Game-Based Learning approach today is the need to fill educational environment with interesting and meaningful solutions, including creating new platforms and working with new technologies of both students and teachers

The article examines the history of creation and impact of the Olympiad «Nanotechnology — a breakthrough into the future!» on Russian education in sphere of chemistry, biology, mathematics, modern materials science and high technology.

Alexey Fedoseev, President of the Association of «Kruzhok
movement» talks about how the NTI Contest engineering olympiad is organized. NTI Contest is the first team engineering olympiad, in which schoolchildren and students solve problems proposed by technology companies and create hi-tech devices

«Technocrat»
Integration of the contest for support of projects
into regular educational process

The online course “Reforming the Industry: the Case of the Electric Power Industry of Russia” is focused on developing competencies in development and implementation of advanced management decisions in the face of environmental uncertainty and
industry transformation. The course discovers the key features of the electric power industry in Russia and developed foreign countries, world experience in reforming the electric power industry, the technological structure of the electric power industry in Russia, the main stages and key features of the reform of Russian electric power industry. The course helps to form the students’ understanding of the goals and objectives of the reform, the conditions and factors of its preparation and implementation, methods of assessing the success

How and whom to teach technology entrepreneurship? How to
organize such training in universities? Is it possible to teach remotely? Why are more and more adults going to study technology entrepreneurship? The author answers to these questions, relying on the experience of the Department of Technological Entrepreneurship at MIPT — RUSNANO, where more than 130 students
have been trained since 2011, including format of an online master’s degree. The format of online master’s degree was implemented by the department long before the spread of COVID-19, in 2017.

The convergence of business and education in the framework
of training of highly qualified personnel is one of the main tasks
of the National Qualifications System. The following mechanisms of NQF are distinguished in the dialogue between enterprises and universities: introduction of the requirements of
professional standards both in companies and in universities;
independent assessment of the qualifications of employees and
students and professional and public accreditation of educational programs. Currently, in course of implementation of the program for the development of a system for assessing professional qualifications in the nanotech industry, pilot projects have
been carried out to introduce NQF tools in the process of training in institutions of higher education. The results of the projects demonstrate the demand for an independent assessment of
qualifications in the process of formation of the labor market in the field of high technologies.

The experience of the Fund for Infrastructure and Educational
Programs suggests that high-tech businesses face a shortage of
qualified specialists when developing and launching a new innovative product as well as when promoting innovative products.
Identifying the current staffing needs of manufacturing companies and helping to develop educational programs is the most
important area of cooperation between the Fund and innovative business. Russian universities and research institutes where
such programs are developed and implemented are actively involved in their design. Over the ten years more than 200 educational programs have been implemented, 94,000 specialists and have been trained. About 200 companies from 40 Russian regions initiated the development of programs. During this time, more than 75 universities and research organizations have become partners of the Fund. Representatives of some of them talk about the experience of joint design and implementation of educational programs for innovative production that helps to update and develop the main educational programs of universities

The article is devoted to the development and implementation
of educational programs for professionals of high-tech industries.
The development of innovative technologies creates new requirements for the qualifications of engineers and developers and other specialists, but educational organizations are not always ready
to respond to the demands of the labor market. Experts of the Fund for Infrastructure and Educational Programs talk about their experience of cooperation with innovative enterprises in field of design of educational programs, as well as universities on the basis of which such programs are currently being implemented.

The article is dedicated to the development of educational programs in order to improve the qualifications of future consumers of
innovative products. The authors consider various aspects of interaction between universities and innovative business in the development and implementation of modern educational programs aimed
at informing future consumers about the characteristics of innovative products, technologies and services of hi-tech companies

In order to provide innovative business with qualified professionals, fundamentally new approaches are needed. The speed
of the changes taking place requires the same speed of reaction.
The model of staffing the advanced technologies industry developed by the Fund allows businesses to understand how many
specialists with certain qualifications are needed to solve strategic problems, for example, when modernizing an existing production, or a new production, for an innovative project or a startup.
Using this technology, the fastest and most accurate transmission of educational request from business to the education institutes and personnel training system occurs. At the same time,
a person is given the opportunity to assemble an individual qualification profile and educational trajectory.

The article is dedicated to the activities of the Fund for Infrastructure and Educational Programs for creation and development of educational ecosystem in the field of high technologies. To develop such ecosystem, it is necessary to pay attention
to the issues of staffing innovative business, to develop programs and technologies for additional education. One of the important educational tools is e-learning: modern technologies in education make it possible to create a favorable and effective environment for the continuous development of specialists in innovative
industries.

In the present article practical and theoretical results of diagnostics of competencies of a technology entrepreneur are presented. The thesis is expressed that such diagnostics is impossible outside of activity such as real or specially developed
business game, the scenario of which is based on a bank of situations from the reality of a technological entrepreneur. The key
techniques for creating games are outlined, in which diagnostics can be used to make real business decisions. The resulting set of competencies is presented, as well as the statistics of their presence among the participants of diagnostics. The profiles of students who, based on the results of diagnostics, have been participating in entrepreneurial practice in TechnoSpark starting from
2018, are automatically generated from digital traces and presented in the article.

The article is dedicated to new educational programs on technological entrepreneurship for schoolchildren, as well as to the history of accelerator of the projects «Tech Leaders of the Future».
The accelerator is designed for in-depth work on team projects in the field of modern technologies, in particular nanotechnology.

In the VUCA-world, there is a gap between the content of
school science education and the level of modern science and
technology. Most developed countries know they have to transform school education, primarily through ensuring the active position of the participants of educational process by means of research and project-based learning.
However, it is necessary to solve the issues of organizing not
only individual, but also group research and projects, not only in
the framework of extracurricular additional education, but also
in the course of lesson activities in natural science, the volume
of which is more than 700 hours (grades 5-9). Systematic organization of educational and research and project activities requires
the development of a mechanism for integrating models of stageby-stage development of the norms of project and research activities by students of different age groups into pedagogical practice,
building a meaningful relationship between classroom and extracurricular activities.
An effective model of such organization is the model of a
school-technopark, which integrates the space for obtaining
new knowledge and their technologization.
The Fund for Infrastructure and Educational Programs has accumulated extensive experience in applying the approach of learning through projects and research to in-depth study of natural sciences in the format of additional education based on the cases of real high-tech companies. However, in conditions of intense competition for personnel with key competencies, it is necessary to form mechanisms for transferring this experience to the sphere of general education. 

The article addresses the following questions: teachers training for the work in STEM paradigme; difficulties the teachers face with; the new role of a teacher in the process of teaching in STEM format; the content of the professional development and the teachers requalification programs