The content and assessment of the curriculum is under discussion in many educational systems. Because the curriculum is a product of authority relationships, the role and position of several actors executing the authority relationships in the education system are under question as well. Traditionally, inspectorates, as part of the authority structure and examination systems, have the function of guaranteeing the quality of education in general and the curriculum in particular. This paper examines how inspectorates in Germany and Russia contribute to the development of new checks and balances regarding the curriculum. It examines roles and functions of the inspectorate, trends in educational reform, the curricular content and provisions, and the educational tradition in both countries. In Germany, regulation of evaluation (quality) does not appear to be a focus of concern for reform. Centralized regulation of the curriculum guarantees a certain quality, and the inspectorates do not play an explicit role in testing and examinations. In Russia, there are many more reform activities that concern the content and quality of curriculum. Functional decentralization to nongovernmental agencies can be found in Russia, and territorial decentralization can be found in both Germany and Russia. The redistribution of power implies a reduction of the political influences in the former socialist education systems. It appears that Russian inspectorates will fill a monitoring role, with elements of control and administration. (LMI)