The article explores the possibility of using cognitive models to predict the demand for competencies. The cognitive modeling possibilities in solving the forecasting competencies are distinguished. The main studying objectives: the factors choice to affect the demand for competencies, the choice of cognitive model type, studying the possibility of professional standards applying in the cognitive model construction. It also considers the possibility of taking into account the obtained estimates of the ―future‖ value competencies in the curriculum adjusting at the university, using the cognitive model curriculum. The novelty of the proposed approach to forecasting the demand for competencies using cognitive maps lies in the fact that the cognitive models usage allows to practice a large number of heterogeneous qualitative and quantitative factors in solving the problem: data on sought-after and forecasting occupations, the expert surveys results, data on promising scientific directions , data on the subject and number of scientific publications, etc., as well as successive links between competencies, reflecting the stage their formation. The results are applied when adjusting the bachelor’s program.