The article describes the theoretical and methodological aspects of the project method and features of its implementation in the environmental training of applicants for technical education. It is shown that the project method is one of the effective methods of forming the ecological culture of students of technical vocational college, which allows to solve a certain environmental problem due to the independent actions of students of technical education with the mandatory display of results. It is emphasized the need to introduce project technologies in the education of technical college students to increase the motivation and quality of environmental education, the disclosure of personal capabilities of students of technical education in the development of new and use of acquired knowledge. Project activity is considered to be one of the most promising methods teaching. In essence, the work on the project is innovative: requires the application of new knowledge; forms the ability to act and make decisions independently according to or complex commands, look for and apply a new one information from various sources, using information and computer technologies, develops critical thinking, promotes self-development personality. The new Ukrainian school requires an innovative specialist from the future creative approach to self-development and professional activity. Ago project activities occupy an increasingly important place in pedagogy. Gives possibility of formation of ecological orientation, key competencies; continuous process of self-knowledge and self improvement; individual direction of education and further program vital activity of the individual; mastering the methods of activity in their own opportunities and interests; formation of a culture of thinking and behavior in including environmental. Using the project method in the educational process always involves the presence and consideration in two planes: the activity that aimed at achieving the design result, the other - the solution educational and developmental tasks in the process of activity. For Applicants are always based on design activities. Knowledge, the skills and abilities they will gain as a result of designing for them are not an end in itself, and a means of project implementation. As for the teacher, the situation is reversed: students' mastery of educational material is a priority, and design is seen as a means of learning. The method approach is defined projects provides for the appropriate training of the teacher who has imagine what knowledge will be relevant to students at each stage designing to ensure their timely transmission. So in the initiated research, features are allocated project method, namely: effectiveness, interdisciplinary, problem, independence, dichotomy, which are important to consider marked during implementation of each educational project.

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Introduction. The relevance of the for-mation of competences, knowledge, abilities, and skills in the courses of “Life Safety” category is extremely im-portant for the students of higher educational institutions not only at the stage of obtaining an education, but also in everyday life and professional activity. This is due to the increase in the number of man-made, ecological, socio-political dangers, which, of course, is accompanied by the deterioration of the population’s health. The global im-portance and urgency of this problem makes it necessary to find effective ways to solve it. It is obvious that the achievement of this goal requires the jointhard work of specialists from various scientific fields -biology, medi-cine, pedagogy, psychology, military affairs, who are ready to provide students with relevant theoretical knowledge and practical skills and qualified recommen-dations regarding safe and healthy life activities in mod-ern society. The purposeof the work is to form a list of general and professional competencies in safety courses in the Bachelor’s study in the Cherkasy Bohdan Khmelnytsky National University. Working hypothesis. In our opinion, the introduction of the cycle of the “Life Safety” courses into the educational process is the most optimal way of forming students’ responsibility for their own health and personal and col-lective safety in everyday life and professional activities. The results.The general theoretical and practical foundations for the preparation of the courses of the “Life Safety” cycle, the mastery of which will ensure the for-mation of a set of general and special competences for safe activities both in everydaylife and while performing professional duties, have been developed. Acquiring vital competencies in the process of learning will give students the opportunity to navigate in modern society, the ability to act competently in dangerous conditions, thus protect-ing both their own life and health, as well as the life and health of other people.