The presents the analysis of models of quality assurance of education considered in relation to educational programs of The Higher School of Engineering at the Ural Federal University. Modeling is carried out in order to optimize the characteristics of engineering educational programs that ensure the professionalization during students` studies at the University. The methodology of learning outcomes and the modular structure of programs are the main factors that ensure the flexibility and adaptation of programs to the requirements of dynamically changing technologies. The structure of educational programs includes replaceable professional modules that form specific competencies for the labor market. When forming individual learning paths, in the presence of an invariant of basic training, each student has the opportunity to develop those professional competencies that are required by his employer. The mechanism of internships (annual «practices») allows students to be introduced into features of their profession in future at real enterprises of the economy during the whole period of study. It is immersion in the problems of real production that allows program participants to improve and perform relevant professional modules and customize them to the appropriate level of education. Benchmarking made it possible to identify the CDIO Initiative as the quintessence of engineering education practices and use their standards in the design and implementation of engineering educational programs and CDIO criteria for evaluating educational programs. The analysis of the survey of master's degree students presented in the article shows the dynamics of changes in their professional development. Career development is a fundamental goal that motivates the implementation of qualification work, often representing the solution of a specific task of the enterprise where the master's student is employed.