The concept of CDIO, international CDIO Standards:

The concept of preparation of graduates of educational programs in technical fields and specialties to the complex engineering activity (CDIO - Conceive, Design, Implement, Operate) developed within the framework of the International Project CDIO Initiative and is currently implemented in hundreds of universities around the world. The initiators of the project were the Massachusetts Institute of Technology (MIT, USA) and the leading technical universities in Sweden (KTH, Chalmers). The project participants have become university professors, representatives of industry, social and professional engineering organizations, and other stakeholders around the world. Since 2011, Russian universities joined the International Project CDIO Initiative: Tomsk Polytechnic University (2011), Astrakhan State University (2012), SKOLKOVO Institute of Science and Technology (2012), Moscow Aviation Institute( National Research University)  (2012) , Tomsk State University of Control Systems and Radioelectronics (2013), MIPT  (Moscow Institute of Physics and Technology)  (2013), Ural federal University named (2013).

International project CDIO Initiative aims to establish a consensus between the theory and the practice in engineering education. The basis for the modernization of engineering education according to the CDIO concept is to prepare graduates for the complex engineering activities, which includes:

- The study of the needs in products and engineering capabilities to meet their planning of production - technical objects, systems and process technologies, project management developing and manufacturing products (Conceive),

- Design of engineering products in the disciplinary and interdisciplinary (Design),

- Production engineering, including hardware and software, integration, verification, testing and certification of products (Implement),

- Use of the products of engineering, management lifecycle and disposal (Operate).

Competence of graduates education in engineering and technology programs that are planned to be formed as a result of their development, are determined CDIO Syllabus and classified under four main headings:

- Disciplinary knowledge and engineering fundamentals,

- Professional skills and personal qualities,

- Interpersonal competence: teamwork and communication,

- Planning, design, manufacture and use of products in the context of the company, society and the environment.

In the process of development and improvement of the CDIO Syllabus participants of the International project CDIO Initiative conducted a thorough comparative analysis and harmonization containing in it requirements for the competence of graduates with the requests of high-tech industrial sectors.

Particularly in project involved the company Boeing and professional organization accrediting engineering education programs at US universities (ABET). We took into account the requirements of the European Qualifications Framework (EQF), European standards of engineering education (EUR-ACE Framework Standards), the requirements of UNESCO Four Pillars of Learning and others.


The advantage of the CDIO Syllabus is that in contrast to the requirements of employers and professional organizations, accrediting educational programs in universities, CDIO Syllabus requirements for graduates of training results, decomposed at four levels. This allows university professors - the developers of educational programs to effectively implement competence-based approach - in detail to determine the source data for the design of the overall program, formulate and solve problems on the development of modules and individual disciplines of educational programs.

Along with the CDIO Syllabus, specifying the requirements for learning outcomes, developed 12 CDIO Standards, which establish requirements for educational programs in technical fields and professions universities. CDIO standards define a philosophy graduate training programs to complex engineering activities (CDIO Standard 1), define the requirements of training results (CDIO Syllabus) and the formation of curricula (CDIO Standards 2, 3, 4), the educational environment of high school (CDIO Standards 5, 6) teaching methods (CDIO Standards 7, 8), teachers (CDIO Standards 9, 10) and methods of assessment of student learning outcomes and program as a whole (CDIO Standards 11, 12).