The article considers the theoretical nature of the system for assessing the quality of services in the field of education and also presents and discusses analytical results of the main problems of the legal framework for the functioning of the system for assessing the quality of education in the Russian Federation at the regional level. An overview of the changes in federal regulatory practice in assessing the quality of general education over the past two years is presented. There is a lack of a unified approach to the regulation of the quality assessment of general education at the regional level. This dictates the need for a more detailed study of the best regional regulatory practices in assessing the quality of general education and developing model acts in the field of assessing the quality of general education, aimed at eliminating existing gaps and contradictions.
The article is devoted to the scientific substantiation of the relevance of the content and technologies of training specialists in educational authorities in the field of general education quality assessment. The importance of the requirements for the complex nature of the system for assessing the quality of education is emphasized, which provides for both the presence of the regulatory competencies of a specialist and a wide range of managerial and methodological skills. An integrative approach underlies this problem. It takes into account the peculiarities of different levels of education (general, additional, advanced training), as well as the peculiarities of the activities of a specialist in educational authorities, focused on solving both managerial, organizational, pedagogical, legal, and qualimetric problems and tasks. It is noted that according to the survey of managers, there was no unified understanding of the system, structure, and technology for assessing the quality of education, which makes it difficult to achieve positive results. This dictates the need to analyze different innovative practices in order to identify the optimal understanding of the current state of specialist readiness to master the theory and methodology of education quality assessment. Positive examples of real practice (Leningrad region, Chelyabinsk region, Kirov region, and others) on designing methods for assessing the quality of education are given. The paper takes into account scientific achievements and experience in the development of regional and municipal systems for assessing the quality of education. Moreover, the content of model modular advanced training programs for specialists in government in this area is proposed.
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