The article is devoted to the definition of a new concept in professional pedagogy – “end-to-end digital competencies”, as well as the possibility of their formation in higher school in the process of mastering additional professional educational programs by students. The authors state the principle of their formation through e-learning, taking into account the principles of individualization of training. The purpose of the article is to give a theoretical justification and definition of the concept of “end-to-end digital technologies” as a new concept in professional pedagogy and an urgent task of higher education. Methodology. The article presents an analysis of the scientific literature on the issue of cross-cutting competencies, including digital ones, on the basis of which the authors define the concept of “cross-cutting digital competencies” as a new concept in professional pedagogy and one of the urgent tasks of higher education. In the conclusion of the article, the authors conclude that it is advisable to carry out the formation of digital competencies among higher school students according to a cross-cutting, penetrating principle, in the process of parallel development of the main educational programs of higher education and additional professional programs (advanced training, professional retraining).

The article raises questions of the quality of education and its importance in terms of global competition. A number of contradictions are formulated in the development of systems for managing and evaluating the quality of school education. From the standpoint of the priority of quality, building a multi-level all-Russian system for ensuring the quality of education, the main milestones in the development of school education in Russia in the first quarter of the 21st century are discussed. The problem of the evolution of systems for managing and evaluating the quality of school education is actualized, methodological issues of developing and improving intra-school systems for assessing the quality of education are raised. The results of the analysis of the evolution of systems for assessing and ensuring the quality of education in the Russian Federation, the effectiveness of innovations in this area over a ten-year period after the adoption of the Federal Law "On Education in the Russian Federation" are presented. A number of properties have been identified that in a generalized form reflect the state of internal systems for assessing the quality of education that currently exist in Russian schools. In terms of international quality standards ISO 9000 series, the correlation and content of the concepts "internal education quality assessment system", "intra-school education quality assurance system", "intra-school control system" are discussed. Based on the results of theoretical studies, a number of generalizing conclusions are presented related to the problems of the evolution of management systems and the assessment of the quality of school education. The achievements of Russian schools in terms of building and applying internal systems for assessing the quality of education are recorded and discussed.

Introduction. One of the urgent tasks in the implementation of the federal project "Workforce for the Digital Economy", which is part of the national digital economy programme, the transition to the digital economy is the development of professional competencies for workers in various sectors in the field of end-to-end digital technology. The digital competencies are developed in response to the requirements of society, the state, and the labour market for the individual in the digital society.Materials and Methods. The analysis, generalization and systematization of scientific research, and personal experience of formation and development of digital competences allowed us to identify their universality and the end-to-end principle of mastering them, which allowed us to draw a conclusion about the feasibility and necessity of developing a pedagogical model for forming end-to-end digital competences of higher education students in non-core IT disciplines.Results. The research defines the concept of «transversal digital competences» (TDC) at the stage of digital transformation of higher education; presents components, criteria, indicators and indices of formation of transversal digital competences of students; presents a pedagogical model for shaping transversal digital competences of students of non-profile IT fields in a classical university in the process of additional professional education. The stages of formation of end-to-end digital competences of students are considered in detail, the purpose of pedagogical model, tasks, principles, factors and organizational and pedagogical conditions of formation are defined, the results of research are presented.Discussion and Conclusions. This pedagogical model was developed in the process of studying the conditions for the formation of digital competences and skills of using digital technologies in students at Kemerovo State University. Partially the results of this study were presented in the report «Basic principles of formation of end-to-end digital competences in students in the process of mastering additional professional programmes» at the II All-Russian scientific-practical conference with international participation «Digital humanities and educational technologies - DHTE 2021» (organizer - FSBEI VPO "Moscow State Psychological and Pedagogical University").

The article proposes and reveals the scientific idea and typology of interactions and intersections of various spaces and environments, generating new cross-multidimensional realities, causing the emergence of new didactic opportunities and properties of educational systems. In relation to educational organizations of general education, the most effective combinations and combinatorial relations of the educational environment in the framework of its cross-multidimensional interaction with other spaces and environments have been identified.