One of the most important component of innovative economy is forming of effectively functioning the work market. This is particularly true for countries with developing economy, that requires the formation of new pedagogical paradigms. The universities face a global challenge - to rebuild the educational process, taking into account the challenges and requirements of modern production. A successful preparing of future specialists, who are able to independent, creative, solving problems and strive toward their goals achieving is a practice-oriented project management education. It should consist in the work on educational project of different level of sophistication, using adapted educational attempts. Studying in this ideology, students acquire the experience of team work required in professional activity, such as team work, practice of presentation and defending of their ideas and responsibility of solutions adapted. Such an approach is actively applied in many leading universities in the world.
The main task of the authors is to carry out a comparative analysis of educational design practices in different areas of training (engineering, management, public administration, organization of work with youth) in two leading universities in Poland and Russia – Wroclaw University of Science and Technology and Ural Federal University. Used research methods are general and particular document’s analysis, data integration, benchmarking, constructive congruency and case study.
It is established that project competences are universals and recommended in national learning standards at all levels and streams of education. Regardless of corporative specificity, project management affects education matters, resources of educational process and pedagogical technologies. Project education of students has a systemic, infiltrating, successional and interdisciplinary character. Specificities of project learning, its social and corporative heterogeneity, are addicted many factors. Among them, the most important are project learning content, specificity of national project background, level of adaptivity in regional practices and different methodological approaches to project management–from the classical to agile one.