Abstract
The unification of the quality management components in the educational organization was implemented on the basis of the acceptance of graduates' readiness for professional activity as the goal and the system-forming factor of the vocational training quality management system. As a result of psychological and pedagogical support of the process of formation of graduates' readiness for further professional activity, the quality management system is able to provide an interrelated impact on all components of professional training by adequately regulating the diverse relationships between different substructures of the educational organization of higher education.
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