ИСТИНА

Globalization processes have highlighted the problem of quality education due to intensive mobility of students and migration of qualified employees. Russian Federation (RF) along with other CIS countries have confronted the issue of quality education and, therefore, new laws were introduced. For the purpose of quality growth, RF has adopted EU practices and approaches to teaching and learning, introduced competence based approach to teaching, making the system of education more transparent, with achievable and measurable deliverables in line with the Bologna process. However, quality of education is still a burning issue. According to opinion polls the majority of the population the quality of education provided by higher education institutions is low, typically because of the lack of public scrutiny of educational standards. In RF the accreditation system requires the existence of quality assurance criteria to measure quality of education. It is important to create a unified system for preparation and in-service training of pedagogical staff, and aligning of higher institutions curricula for teacher preparation with the state standards and professional characteristics outlined in regulation №544/18.10.2013 by the Ministry of labour and social policy of RF. These includes among other problems lack of attention being paid to theoretical and methodological foundations of educational assessment systems, development of unified conceptual approaches to assessment. One can outline the main problems: -Lack of qualified teaching staff -Need for organizational and management restructuring -Low reputation of teaching profession -Lack of mentoring -No quality in initial teacher’s education -Lack of indicators of quality in initial teacher education. To solve these problems one should create a model of education quality that will be applied to teacher training programs and indicators to ensure adequate measuring of initial teacher education by public quality agencies. Good quality evaluation system should be based on the assessment of students’ transversal skills, which improves the quality and relevance of higher education, increases mobility and cross-border and inter-disciplinary cooperation. It is important to revise and update existing curricula and to make sure academic staff receives training in the latest methodology developments so they can adopt and use Open Educational Resources. The procedures for quality assurance implemented by university quality assurance centers will be the foundation of the quality assurance which will guarantee its sustainability and future results. The indicators of quality of initial teacher education will be elaborated through questionnaires and opinion polls conducted in schools, higher education institutions, departments of education.