Abstract. Specialists capable of complex multidimensional assessment are in demand in the education system. The authors of the paper explore the potential of Master’s degree programmes in terms of the education quality assessment. The research methods are: deduction and comparative logical analysis. The paper presents the empirical data on the current state of the designated profile of Master’s programmes in the context of their content specifics and goal-setting. The sample consisted of 12 Master’s degree programmes from 10 universities of the Russian Federation. The costs of the target components of Master’s degree programmes in the field of quality assessment are identified; the ways of updating the target components are indicated taking into account professional standards. The intersections in the disciplines of “pedagogical” and “non-pedagogical” Master’s programmes in terms of quality assessment are identified and