It is recognised that the quality of education influences the quality of professional work of the graduates in various areas of economic activities. It is especially important in Russia as it promotes the general improvement of the quality of life of Russian citizens. When we talk about the quality of education, we should clearly picture what the end result of the process should be as well as the aim and objectives of the educational processes. It can be argued that one of the reasons to monitor the quality of education is that is that life in society became more complex and difficult, along with both scientific and social environments becoming more complex. Therefore, an interaction between the elements of such an environment also becomes more and more difficult. As such the process of cultural change is consequently associated with the process of changing education.

This paper will hope to pose a number of questions for discussion. Firstly, I will argue that in odrer to discuss the quality of education we should understand about which standards can we talk about and especially what will be the standards for tomorrow, because education – is a product that will be demanded tomorrow. It is necessary to know the needs for the society, not only as for today (which is already can be regarded as the past for education), but for tomorrow. The quality of education needs to be manage according with the strategic goals set for that society in which the quality is monitored. Moreover, we must not forget that the overall result of the educational process can only be seen from the future. As such, the quality of the product is the means by which to reveal the correspondence between the end product to standard product (relative quality) or the ideal product – the absolute quality.

Secondly, we will argue that the cycle of quality control in education is similar to the quality control of any management process. At the core of quality control of a management process is monitoring of the process on which we make forecasts, prevention, analysis, and final planning. Management tools here would also be quite traditional and relate to organization, finances, resources, human resources and information. As such, we can highlight the esential elements in the educational quality control such as:

i) System (it can be argued that educaiton is constructed in a system way);

ii) Culture, which is the basis and a medium of social existence;

iii) Mechanisms of ‘cultural transmission’ of social cusotms, values, attitudes.

In conclusion, we will briefly discuss the “Development of quality control system services” state control measures, which were launched in Russia as part of the National Development Plan for 2006-2010. These were introduced with the aim to organise all-round complex approach to the monitoring of the educational processes. This monitoring system of quality becomes now stimulus for educational institutions for maintenance of necessary educational level and improvement of quality of their educational programs.

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