The actuality of the subject under discussion is dictated by the ample process of globalization, internationalization, as well as the involvement of ASEM in the national project of PBLMD. As a goal of this discourse, we have proposed to promote learning based on the project. In the current socio-economic context, in the pursuit of innovation and constrained by the fierce competitiveness of world markets, employers require candidates to have some socioprofessional skills. Because of deductive and inductive research methods, we mention that from a didactic perspective the development of these abilities can be achieved through the PBL method, the application in education of project based learning. Opening up to PBL is intended to increase students' learning opportunities, varying the content and scope of knowledge implementation in the proposed project. In this context, the student assumes the commitment to learn, it is true, sometimes cultivated by the teacher who has the role of guide in the projects realization. Teaching lessons based on the PBL method calls for new educational policies, a new way of planning the number of hours so that the student has more time to research, investigate. A special role in the efficiency of University education has also the support of the higher education institutions when it comes to the flexible timetable or the professional development of the teachers in the field of PBL. Project-based learning will be successful if there is good collaboration between business and employers.