THEORETICAL AND METHODOLOGICAL BACKGROUND OF THE RESEARCH QUESTIONS OF DIAGNOSTICS OF THE QUALITY OF EDUCATION IN HIGH SCHOOL

Results of the analysis of the concepts "quality" and " education quality", the developed methods of diagnostics of education quality are given in the presented article. The main ideas which gained development in researches of practicians and scientists are presented generally. It is noted that in system of higher education diagnostics and quality management of education become the focusing, regulating, stimulating factors. They provide orientation of educational process to the existing and estimated needs of the individual, economy and labor market, the state and society; give the chance to subjects of education to define key aspects of activity and their main characteristics; increase efficiency of interaction of all subjects of education; provide support of adoption of administrative decisions. Thanks to it diagnostics and quality management of education promote achievement of the major purposes of improvement of vocational training of students in system of high school education. The general analysis of the considered development allows to draw a conclusion: the offered methods not quite consider that the finished picture in diagnostics of education quality is formed on the basis of special interrelations between the processes and separate elements acting as functional agents. The emphasis is placed on such important events of 2015 as carrying out new monitoring of overall performance of higher education institutions in Russia and the appeal of deputies to questions of education quality. The data provided in article visually confirm that the subject of research of questions of diagnostics of education quality in higher education needs fixed studying and scientific development.