Identification criteria for evaluating the quality of education
The article deals with the development of the system for assessing the quality of professional education, taking into account the globalization of education and Russia's entry into the Bologna process. Special attention is paid to the requirements for the quality of education and regulatory documents that fix the requirements for countries that have joined the Bologna process. The peculiarities of organization of education quality assessment in Europe and identified that the main trend in the organization of assessment of education quality is centralizacija evaluation of the quality of education, bringing standards to the General requirements of European standards. However, despite the centralization of the quality assessment system, the main responsibility for the quality of education falls on universities, and therefore universities should organize a system for assessing the quality of education to determine the results of their activities. In turn, accreditation commissions should play a role not so much as a Supervisory body, as a tool by which universities could demonstrate the quality of their work. The primary importance of activities for assessing the quality of education is the allocation of criteria for evaluating the quality of education. When solving the problem of identifying criteria for evaluating the quality of education, it is advisable to consider the variety of approaches to research and their bases and highlight the most important criteria for assessing the quality of education.