Elements of the Conception of an Independent Assessment of Pedagogy Graduates' Qualification

The aim of the article is to describe the elements of the conception of an independent assessment of the qualifications of pedagogy graduates. The National Education Project sets the task of ensuring the global competitiveness of Russian education. The federal project “Teacher of the Future” aims to introduce a national system for teachers' professional development. The author's analysis of the literature on the problem showed that general problems of qualifications certification are being investigated. A number of publications describe the purpose, functions and procedures of qualifications assessment in assessment and certification centers. Scholars and practitioners point to the need to create an all-Russian authorized body in the qualifications assessment and certification system. The problems of organizing the activities of qualifications assessment centers as a tool for assessing the quality of education are considered. Publications considering the problem of qualifications assessment in various economy sectors, such as tourism and service, state and municipal service, construction, finance, petroleum products transportation and nanoindustry, are presented. Some works analyze the qualifications assessment of teachers and job training instructors of secondary vocational education institutions, and university staff. Several publications discuss the independent assessment of the qualifications of secondary pedagogical education institution graduates, but the problem of an independent assessment of the qualifications of higher pedagogical education program graduates remains little studied. Consequently, the development of a conception for an independent assessment of pedagogy graduates' qualifications is relevant. The key idea of the conception the author presents is that the independent assessment of the qualifications of pedagogical training graduates is considered as a quality assurance tool. Quality assurance is achieved by comparing the results of mastering federal state higher educational standards and the requirements of professional standards. The author describes the elements of the conception: regulatory framework and innovative components. The regulatory framework in the conception structure is set at the federal level and contains legislation, requirements, methods, guidelines. The innovative conception components include the characteristics of the participants, conditions, motivational components and areas of activity, content lines and methods of assessment, a toolkit for a substantive description of professional advantages and disadvantages, reflexive and effective components, and a mechanism for implementing the conception. Specification and implementation of the conception are designated as a prospect of the research.

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