The dissertation provides a comprehensive analysis of the problem of forming the project competence of future managers in the process of professional training. A number of theoretical and practical conclusions and proposals for the formation of project competence of future managers in the process of professional training are presented. It has been found that project competence originated as a method of an activitybased approach to learning, later transforming into a project method and project technology, when attempts were made to describe the very concept of "project" and their classification. The dissertation analyzes the foreign experience (Australia, USA, Finland, France and China) of using project-based technology. It concludes that the use of projectbased technology in education has been carried out for a long time and has both supporters and opponents among scientists and educators. The definition of the concept of «project competence of the future manager». It is determined that project competence is one of the components of professional competence and forms research, multimedia, integrative, cognitive, and creative skills. It is outlined that the effectiveness of the formation of project competence of future managers in domestic practice is possible through the use of project technology, training technology, interactive forms and methods (case method, brainstorming, work in pairs, work in groups, etc.) of learning in terms of forming this personality quality. It is emphasized that the project competence of future managers is also formed by studying a cycle of disciplines of professional and practical training, writing course projects, as well as during internships. It is noted that the effective formation of the project competence of future managers is possible subject to the following pedagogical principles: scientific, systematic, independence, reflexivity. It is substantiated that in the process of professional training of future managers it is advisable to use a systematic approach, methodological, personality-oriented, competence-based and technological approaches. A model of the formation of project competence of future managers in the process of professional training has been built, which is carried out through the integration of the professional disciplines highlighted in the section, writing course projects, industrial practice, and a number of pedagogical technologies, in particular: the technology of contextual learning; рroblem-based learning technology; project-based learning technology; simulation and game technology. In addition, such methods of intensifying project activities as the case method, brainstorming, group work, and pair work. The article describes the implementation of the pedagogical experiment, which was carried out in three stages: preparatory, main and final. Based on the identified components of project competence as an integrative quality of a personality, four criteria for its formation in future managers were identified: motivational, cognitive, activity, and creative. For each of these criteria, four indicators were identified that were used to diagnose the formation of project competence in future managers. Based on the results of the surveys and analysis of scientific literature, the characteristics of the levels of project competence of future managers were clarified: low, medium, sufficient and high. The existing level of formation of the project competence of future managers in the process of professional training was established. The conclusion is that the process of professional training for future managers insufficiently focuses on forming their project competence. It was proved that the increase in the level of project competence of future managers of the experimental group is systematic, pronounced, and valid, determined by the impact of the implemented methodology for the formation of project competence of future managers in the process of professional training.
