The article analyzes the project cycle of the grant research project N19-29-14016 “Methodology of big data analysis in education and its integration into professional training programs for teachers and education managers”. The peculiarities of the project implementation in the conditions of the changed scientific and technological policy and its sovereignization are revealed. The features of converting research results into new knowledge systems are characterized. The features of patenting intellectual products created as a result of the project are analyzed. The features of the institutionalization of the research project into the organizational structure of data experts are revealed. Conclusions are formulated in the context of the concept of “Impact-Science”.

Self-esteem is an unreliable outcome of educational progress, according to some studies. Among the main disadvantages of self-assessment, the authors name the progressiveness of the social expediency factor and the lack of objectivity of the data compared to knowledge tests. However, there is evidence which show that a trained evaluator can effectively use selfassessment as a tool for assessing educational impact. The ability to adequately self-assess is an important quality of any specialist. Self-assessment can be an effective tool for analyzing the progress of students in the implementation of distance learning programs. In this case, not only the target qualities themselves (knowledge, skills, competencies), but also the skill of their critical assessment can act as evaluation criteria.

Based on the data obtained by the authors of the article in the framework of a analysis, held in the All-Russian Public Organization “Russian Professorial Assembly”, they define the problem of ensuring the quality of organizations’ activities, conducting professional and public accreditation in the higher education system. The authors describe typical mistakes in the activities of such organizations, as well as substantiate proposals for solving the problem of professional competence of such organizations.

The article presents the study results of the features for the secondary vocational education programs implementation on the basis of Russian universities. The advantages of integration and continuity of higher and secondary vocational education levels in modern Russian are shown.