Actualization of experience of mining schools for technical education development

The need to ensure the technological sovereignty of the state actualised the study of technical subjects. However, in engineering education there is a shortage of teachers capable of teaching a wide range of technical subjects. The purpose of the study is to offer a preparation system for engineering activities. The basis of the system is mining schools, which have become the basis of technical education at the present stage of development. The author studied the history of domestic technical education to find a way to revive the Ural Engineering School. The author revealed the significant role of the family in the spiritual development and professional self-determination of the individual and determined the importance of the dynasty as a sociocultural phenomenon, the stability of which is ensured by its continuity. Based on the study of pedagogical and administrative documents of the 19th century, the author identified the tradition of exchanging experience among masters from different regions, as well as the practice of involving working specialists in teaching to bring training close to the realities of working life. The exchange of specialists between districts and regions contributed to improving the quality of education and products. An analogue of the exchange system at the present stage of development of engineering education is network interaction that implies the unity of goals, common usage of resources and centralized management. A holistic system of training engineers in Russian technical education combines three main elements: fundamental physical and mathematical training; practical implementation of necessary tasks and solving technical problems; project work related to the solution of a specific technical problem. The author proposes several principles for creating a holistic system for training teachers of technical subjects in the context of multi-vector technical development.