The paper considers the evolution of project-based learning on the example of different countries. The processes of implementation and implementation of project-based learning at different levels of higher education are studied and analyzed.
The transition to the updated FSES HE 3 ++ is carried out with certain difficulties associated with the delay in the approval of standards in many areas of training, as well as the lack of exemplary educational programs. However, a team of authors, independently, without waiting for the release of model educational programs, develops professional competencies, indicators of achievement of competencies, knowledge, skills, possession and, accordingly, a list of disciplines that form these competencies. This article is devoted to the analysis of the educational standard of the Federal State Educational Standard of Higher Education 3 ++ of the direction "Land management and cadastres". In conditions of some uncertainty associated with the delay in approval of individual FSES 3 ++, professional standards, exemplary basic professional educational programs, educational organizations are given the opportunity to independently decide approaches to achieving universal, general professional competencies and the formulation of achievements of professional competencies by graduates.
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