The concept of quality of education has two aspects:

- The first is compliance with standards, which is achieved by the PLO curriculum, the disciplines program and banks of test items strictly following the requirements of the GEF;

- The second is matching the needs of consumers, i.e. the formation of graduates' skills to meet the needs of the labor market.

The concept of market economy appeared in the field of higher education at the turn of the 20-21 centuries, which means that a graduate of a higher educational institution becomes a "commodity" in the international market of consumer services: "In the market of educational services it is not only the highly skilled that are now more appreciated, but thoroughly competent creative people who "extract" the necessary knowledge themselves and use it to generate new knowledge. It is these harmoniously developed professionals that bring the highest profit to their employers, and therefore are in the highest demand in the labor market "[1, p. 3]. The "buyer", i.e. the employer, is primarily interested in the graduate's ability to apply knowledge to tackle challenges of production, to create new competitive devices and technologies, i.e. the professional competence of the prospective employee.

The weak point in the qualification of a technical college graduate, despite the high baseline level of knowledge, is that the intern is not always able to adequately respond to the situation, to act in an emergency situation with confidence, to work in teams, to lead them, to assess beyond the short-term prospects of agreements, etc., that is to be not only "a good performer", but, as is often said in the West, "a good employee". And it is all because they did not themselves in such situations when they were students.

In this respect, competence-based approach, which forms the future expert's ability to act in a situation of uncertainty [1], can well complement the educational process in a technical college.

It is clear that the formation of a technical college graduate's skills is not only the responsibility of the competence-based approach, it is the task of the educational process as a whole, and the application of the competence-based approach does not exclude, but rather complements the already well-known and widely used components of the learning process: the unity of the fundamentalization, the professional orientation of training and informatization. We understand fundamentalization as ensuring the integrity of the scientific understanding of the world, the disclosure of relationships between processes, facts and phenomena in domain of natural sciences and professional knowledge, the integration of academic and professional knowledge, and the daily monitoring of students' knowledge. On this basis, it is possible to form in the most effective way such qualities of an employee of modern research facilities as the width and depth of their professional outlook, professional adaptability and mobility, capacity for continuous self-development and self-education throughout their life, for flexible thinking, etc.

In addition to the above, the fundamentalization education is impossible without the substantial informatization of the educational process and training software to provide for students' individual work and self-study. Informatization of the educational process must form the student's ability model and simulate physical phenomena, the ability to work with ready-made software products, and for Internet-learning.

So far the mechanism for assessing the competences of a technical college graduate has not been developed.

Graduates' readiness for practical activities and their competencies under the standards for the bachelor's degree for speciality 011200 in physics and master's degrees for the educational program "Physics of Condensed Matter" are analyzed using the results of interdisciplinary examination, as well as students' courseworks, graduation papers and master's theses. As the results of works and theses defending procedures show, the works are performed at a high professional level. Bachelors are willingly offered master programs in TPU institutes and other universities, masters are in demand in research institutions both in Russia and abroad. Positive reviews have been received from employers. The Department of General Physics holds the annual international conference "Prospects of Fundamental Sciences", which involves bachelors and masters, as well as young scientists, graduate and doctoral students. The results bachelors' and masters' research are published in peer-reviewed journals.

2. Erofeeva G.V., Sklyarova E.A., Chernov I.P. Developing Technical University Graduate Competencies with project-based learning //Journal Bulletin of the Tomsk State Pedagogical University. Tomsk: Publishing House of Tomsk State Pedagogical University. – Vol. 11. – 2009. – PP. 13-16.