The article analyzes the content, the componential structure and the nomenclature of the skills and abilities of the projective competence necessary for the students. The analysis of the various scientific and pedagogical sources shows that the the problem of the projective competence formation in the future specialists is not developed sufficiently. The authors demonstrate the results of the questioning, which formed the basis of four components of the projective competence: administrative, emotionally personal, creative and intellectual. The respondents were the graduates and undergraduates of the "Pedagogic and Psychology", "Social Pedagogic and self-cognition specialties. The total number was 52 persons.The substantial analysis of the questionnaires allowed to group each component of the projective competence with the help of skills and abilities selected by students. The results of the questioning showed a peculiar awareness of the graduates and undergraduates about comprehension of the content of the projective competence and its importance for the future professional activity. At the same time there is an extreme necessity of the social and pedagogical support for the formation of the main components of the projective competence within the frame of the university education. The forms of the support have to be harmoniously included into educational and extracurricular activities of the students. 

 The article analyzes the content, the componential structure and the nomenclature of the skills and abilities of the projective competence necessary for the students. The analysis of the various scientific and pedagogical sources shows that the the problem of the projective competence formation in the future specialists is not developed sufficiently. The authors demonstrate the results of the questioning, which formed the basis of four components of the projective competence: administrative, emotionally personal, creative and intellectual. The respondents were the graduates and undergraduates of the "Pedagogic and Psychology", "Social Pedagogic and self-cognition specialties. The total number was 52 persons. The substantial analysis of the questionnaires allowed to group each component of the projective competence with the help of skills and abilities selected by students. The results of the questioning showed a peculiar awareness of the graduates and undergraduates about comprehension of the content of the projective competence and its importance for the future professional activity. At the same time there is an extreme necessity of the social and pedagogical support for the formation of the main components of the projective competence within the frame of the university education. The forms of the support have to be harmoniously included into educational and extracurricular activities of the students.