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Currently, there is a tendency of rapid development of information and communication technologies and their implementation into the сountry`s economy and life of the society. The purpose of this article was to study the digital competencies of students at different levels of education, as well as their comparison with digital competencies of employed in the economy. The article considers the projects and strategies developed and implemented by the European Union and the Russian Federation in order to reform the educational environment and scale up the implementation of digital technologies. The objectives of the information society development Strategy in the Russian Federation for 2017-2030 and the Federal project “Digital educational environment” have been characterized. The advantages of education with the use of digital technologies over classical education have been adduced. The analysis of the results of a sample survey of the population on the use of information technologies and information and communication networks, as well as a sample survey of the labor force has been made. Special attention has been paid to the study of students ‘ skills in working with applied software, which allowed us to identify the most and least popular programs. The ability of students to work with digital equipment has been analyzed. The communication skills of students in the digital environment have been analyzed in detail. All digital competencies have been considered among students of both higher and secondary vocational education. This circumstance have allowed us to reveal the differences between these categories in the context of their participation in the digital economy. A comparative analysis of digital competencies of students of secondary vocational and higher education programs and employed in the economy of the Russian Federation, as well as a comparative analysis of digital competencies of students of our country and the European Union has been made.

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Аннотация. Рассмотрены основные показатели, характеризующие научный потенциал регионов Российской Федерации. Проанализировано распределение организаций, выполняющих исследования и разработки, а также персонала, занятого в них, по регионам. Особое внимание уделено характеристике размаха вариации и однородности численности персонала в расчете на одну организацию, занимающуюся исследованиями и разработками, по субъектам Российской Федерации. Выполнен анализ наличия ученых степеней кандидата и доктора наук у научных кадров в регионах страны. Уделено внимание оценке динамики числа организаций, ведущих подготовку аспирантов и докторантов.