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The purpose of the article is to substantiate the need to develop a new scientific direction system national security of security in the field of education, which will allow forming the potential of sustainability of the consciousness of citizens of the country in relation to external aggressive influences at this time and for the perspective. In the course of the study, the author focuses on a socio-philosophical approach to the study of the education system in the context of the need to ensure national security. The author sees his task in shaping the concept of national security of the education system and suggests introducing the term «safety of the education system» as an important aspect of the national security of Russia. Since it is the educational system that provides the quality of preparation of a person for a decent life, and also forms the necessary intellectual and practical potential of the country’s population, which is able to provide all aspects of our country’s national security, which determines the problem of security’s education. Methodology of holding work carried out on the basis of general scientific methods (the analysis and synthesis, comparison, generalization), system approach. Practical implications in taking appropriate decisions in planning the program of national security of the Russian Federation, to develop training courses relating to training and educational management directions.

The article presents the peculiarities and problems of realizing sustainable development goals (SDG) in the field of education. The article is based on a series of questions and answers aimed at explaining SDG № 4, «Ensuring comprehensive and equitable quality education and promoting lifelong learning opportunities for all», and provides information for a better understanding of the place of this goal in promoting world development for the period up to 2030 year. Purpose. The article outlines the main characteristics of the goal of sustainable development in the field of education, specifies specific tasks that specify the goal, the main principles of SDG № 4, related goals and objectives, mechanisms for monitoring and coordination of goals, basic reference documents for goal 4. Methodology. The basis of the research is made by methods of the analysis and synthesis of materials of researches, general scientific methods of classification, generalization and comparison. Results. Conclusions are drawn that the tasks assigned to the LRC can not be successfully implemented by poor and rich countries; some of the indicators of educational goals depend on the socio-economic and cultural context, and do not have a unique interpretation for developed and developing countries, moreover, in different conditions, interpretation may have the opposite meaning; many indicators characterize activities that will not yield results without additional measures, otherwise, this activity leads to additional costs; the development of universal systems and indicators of development seems to be little real, it may seem more correct to develop approaches to the formation of national systems of indicators based on a common global goal. It is important to understand that there is no universal model of education for sustainable development and can not exist a priori. Practical implications. The thoughts expressed in the article are the subjective opinion of the authors of the article. The authors of the article and the society as a whole, can never be sure of answering questions about the effectiveness of the SDG implementation, as the well-known fact that the formation is very difficult to estimate the final effects leaves its imprint. they are significantly delayed in time. In addition, the results of education are affected by a huge number of social, economic and political factors and determine the true role of education – it is quite difficult.

Development of educational system in NEP Russia has been at the core of attention recently. The findings of this study seek to contribute to a more complete understanding of the processes at work during NEP from the regional perspective of Siberia during the period 1921–1926. Using publications of the local newspaper “Krasnoyarsk Worker” and legal sources, authors offer new insights into several largely uncharted features of the system in these years. Methodology. The sources the authors have primarily relied upon are local newspaper publications of “Krasnoyarsk Worker” during the period 1921–1926. The authors have applied historical, objective and broadly chronological approaches. Results. The authors have concluded that the textual evidence presented in the local newspaper “Krasnoyarsk Worker” were socially oriented. The publications were aimed to encourage governmental and public support of the urgent problems of social and cultural spheres. Scope and Application. The “Development of Educational System in Krasnoyarsk Based on Textual Evidence of “Krasnoyarsk Worker” Newspaper (1921–1926)” could be read by specialists and students of Russian history, regional studies, history of education, with special reference to the economic and social history and regional policy under the NEP.

The article examines the specifics of the regional higher engineering education, identifies problems that make significantly more complicated the prospects for the development of regional universities. The models of university education and the process of creating a unified educational network at various levels are described, which makes possible a steadily functioning of an educational institution, adjusting to the needs of the regional economy and setting requirements for lower levels of education. The arising problems in the development of regional engineering universities are revealed. It is shown that the linear model does not work anymore; hierarchical models of network structures are more attractive in the present conditions. However, they require constant correction, and this process can be adjusted by including feedback in the network development model. Relying on networking as the main factor for the model of development of higher education, that promotes the development of regional universities simultaneously with the development of the region.