The Federal State Educational Standard for a new generation (FSES of HE 3++) sets out universal
and general professional competences for university graduates. Educational structures can define
professional competences independently and describe them as professional standards. A means
of solving this challenge is to use a group of assessment experts – one of the core academic
qualitative methods. This collective expert opinion helps to develop an algorithm for pedagogical
competence expertise and for generalizing their quantitative representation and content. The article
presents methods for the structure and content of professional competences for undergraduate
students majoring in preschool education. These include the group expert assessment method
and the procedure for reconciling the determined competences with current legal documents for
preschool education. The research focused on competence-based and qualimetric approaches aimed
at modeling the outcomes of education. The “framework” sets out the structure of competences
that act as the professional quality standards for higher education. The group expert assessment
made it possible to identify groups of professional competences and elaborate their content.
The authors have determined the academic expertise for the structure and content of professional
competences for students who are the future preschool teachers. This involved the examination and
harmonization of the requirements of the Professional Standards for “Teachers (teaching practice
in the field of preschool, primary, lower secondary, upper secondary education) (a pre-school
teacher, a teacher),” and the Federal State Educational Standard for preschool education. These
stages can be implemented in developing the structure and content of professional competencies
for students majoring in other areas and profiles of training, which adds to their practical value and
usefulness. The findings can be used by university instructors to identify and develop professional
competences for undergraduate students following their future job functions and actions as outlined
by professional standards.