Introduction. In the educational systems of different countries, much experience has been gained regarding the use of project-based learning. This method is an alternative to traditional lecture-based learning: it helps to pull together a theoretical training material with real life; additionally, it changes the roles of pupils and teachers: students become active fully-competent subjects of an educational process, whereas teachers organize, supervise and direct this process, but do not transfer readily available information. The aim of the publication is an analytical review of the cases of application of project-based learning in Finland, France, Australia, China and the USA, which were described in the articles of foreign peer-reviewed journals. Methodology and research methods. The methodological framework of the present research is based on systemic and active approaches. The general scientific methods of comparative analysis, synthesis and generalization were applied. The case study method was chosen as a basic tool of the research. Results. A brief background to the history of the genesis and development of project-based learning is given. The emphasized features of various approaches to project-based learning application are different in their orientation towards the solution of certain tasks, as well as in the possibilities for selecting goals and means for implementing specific projects. The case studies in Finnish universities are worked out for the development of social skills of students; however, students can choose both the goals and tools of project activities by themselves. The industrial project method has gained a wide popularity in France; the method is focused on the market, therefore, the choice of the goals and instruments is made on account of the needs of a particular employer. The experience of some Australian universities shows that the project-based learning is used to develop professional skills; the choice of instruments occurs with an orientation towards the latest technological advances. In China the key objectives of the project-based learning are various social projects (for example, environmental projects) which are declared at the governmental level. A broad range of versions of project-based learning have been practised for more than one decade in the leading United States universities, colleges and schools: social competences of students are formed by the means of this method; there is an introduction of innovative technologies into educational process; partnerships are build between educational organizations and market; comprehensive ecological programs are created; etc. However, at this stage, the project-based learning is singled out for serious criticism; the analysis of previous experience and the search for solutions are conducted in order to increase the efficiency of education and improve academic performance of students.

Аннотация. Введение. Происходящая в настоящее время смена циви-лизационных типов культуры в преддверии эпохи общества знаний, демокра-тизационные процессы в социуме, новые требования к системе образования и образовательным результатам диктуют необходимость переосмысления тра-диционных, устоявшихся подходов к обучению, воспитанию и организации образовательного процесса и поиска более эффективного, отвечающего соци-ально-экономическим и технологическим вызовам дидактического и управ-ленческо-педагогического инструментария.Цель статьи -обсуждение возможностей и перспектив проектного мето-да в образовании и работе с молодежью на современном этапе.Методология и методы. Методологической базой работы послужили концепции деятельностного и личностно ориентированного обучения. В ходе исследования были задействованы ретроспективный и сравнительный виды анализа научных источников и нормативных документов, в том числе локаль-ного характера (принимаемых на уровне общеобразовательных организаций, образовательных организаций высшего образования), а также качественный анализ опыта и результатов педагогической деятельности.Результаты исследования и научная новизна. Кратко описана история обучения на основе метода проектов. Представлен авторский вариант периоди-зации этапа реставрации данного метода в отечественном образовании. Конста-тируется эволюция образовательной проектной технологии и появление различ-ных ее модификаций в зависимости от целей, тематического приложения и уров-

The article considers the use of "project method" as a mechanism of career orientation of children and young people; Russian and foreign experience of project work with students (pupils and students) is discussed; experience of "project method" practical testing on an example of the educational project "Industrial Park" is revealed.

In this article we propose to determine the institution of “youth talent pool”, the organization of systems of selection of young personnel as one of the procedures for the formation of young personnel reserve for a particular area/sector. There were also considered the existing practice of competitive events for young people.

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