The relevance of the study is due to the positioning of teacher education as a state-public system. The purpose of the article is to develop a mechanism of state-public management of vocational and pedagogical education in the region. The methodological basis of the study was a set of principles of systematization, concretization, participativeness, allowing to establish relationships between the subjects of management. The main results of the research consist in substantiating the social partnership of organizers of pedagogical education; the creation of public institutions for the management of the quality of teacher education; integration of the subjects of management. The study involved 38 heads of educational organizations, 150 teachers, 430 students, who identified the criteria for assessing state-public management (rational, social). The significance of the results obtained is that social partnership ensures the organization of an educational consortium. The creation of public institutions for the management of the quality of education provides a public discussion of the evaluation criteria and transparency of the control procedure. The integration of the subjects of management provides networking for various logical reasons. The revealed criteria contribute to the conjugation of professional and educational standards (rational), the improvement of the system of continuous pedagogical education on the basis of consolidation and variable interaction of its subjects (social). In the course of the experiment, state-public structures of education management were created.

state-public administration, teacher education, continuing teacher education