Purpose. Studying the development of the education system in the country, researchers consider Russian higher education as an element of various, more complex systems. The higher education system is considered as a component of the socio-economic system of Russia. Therefore, the stages of formation and development of education identified by researchers, as a rule, coincide with fundamental changes in the functioning of the socio-economic system of the state. To study the history of the formation and development of higher fire-engineering education in Russia, this series of articles is proposed. Methods. The main research method is historical observation and comparison of individual elements characterizing the educational process. Studies of the formation and development of fire-engineering education were conducted, as a rule, in the aggregate of all levels of education (primary, secondary vocational and higher vocational), without singling out higher professional fire-engineering education. The majority of researchers linked the development of higher fire-engineering education in our country directly with the development of an educational institution, the development of a material, technical and educational base. Findings. In this series of articles, the main stages of changing the content and scope of educational programs are analyzed and, in this context, the formation and development of higher professional fire-engineering education in our country is traced. Research application field. The results of the authors' research can be taken into account when building a new system of Russian higher education in the field of higher fire and technical education. Conclusions. The formation and development of higher professional fire-engineering education has not been sufficiently studied in terms of the content of educational programs. In order to implement a systematic approach to such research, it seems to be the initial identification of the main stages of the development of the specialty of higher professional fire-engineering education, concerning qualitative changes in educational programs, and the analysis of the dynamics of their quantitative characteristics.
SVERCHKOV et al. (Wed,) studied this question.