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Purpose of research. The trend of personalization of learning forms a demand for the development and implementation of software tools for processing the digital footprint of the learner, to manage his/her educational trajectory. In combination with decentralized identification technologies, such software tools assume a more active role of the learner in the creation of his/her personal learning trajectory. Additional challenges for the developed software tools are the functional requirement to ensure the independence of learner profile data from individual educational services, while at the same time complying with the standards of information security of working with data. The purpose of this research is to expand the understanding of the possibility of modifying online learning by including distributed solutions in the field of information technology application in education.Materials and methods. The paper describes in detail the solutions developed by the authors for software implementation of a digital profile of learner's competencies - a decentralized application designed to store data of learning activity and confirmed qualifications aggregated from various external educational platforms and services. When forming these solutions, the authors proceeded from the advantages of using a decentralized approach to software development. The methodological basis of the research is represented by a set of approaches and technologies that support the logic of the software development process - distributed registry technology, digital identification approach, credentials storage standard.Results. The authors substantiate the choice of solution for software implementation of digital competence profile: SSI approach will provide decentralized identification of digital footprint data beyond the boundaries of individual educational platforms and services; application of the standard of verifiable VC credentials will create conditions for decentralized storage of learning activity data. The results of the study may be of practical interest for the administration of domestic educational organizations, administration of educational platforms and educational services implementing online learning programs for effective and secure management of each individual student's digital footprint data, creating an individual educational trajectory in his/her interests and confirming competencies.Conclusion. Implementation and scaling of the digital competence profile are aimed at ensuring the identification, safe storage, and effective management of the learner's digital footprint data, which can be used to create an individual learning trajectory. The digital competence profile will allow to realize the function of confirming any forms of activity, the nature of interaction of the learner with the functions of the educational service, as well as allow the learner to control and manage the use of the information placed in the digital profile. As part of the whole, the digital profile is considered in the overall architecture of the information system, which implies the interaction of the software application with other subsystems, including in the structure of the educational platform. The scheme of interaction demonstrated for the digital educational platform “Digital Tutor” developed at the Plekhanov Russian University of Economics. Additional research requires tools for controlling the activity and motivation of the learner to formalize his/her active role in the issues of personal learning trajectory management.

The purpose of the article is to present the author’s approach to the study of information management when making managerial decisions by public administration bodies. In this paper, information management is consistently considered as an object, subject and method of information management. By the example of the content and correlation of such concepts as data and information, information and knowledge, the main obstacles to the transition of the state from the information economy to the digital economy are shown. The hypothesis is formulated that effective information management does not so much contribute to the formation of the added value of management processes, as it creates the potential for obtaining additional value of a management decision as an information product.Materials and methods. The research is based on the analysis of the processes of informatization of society and the state, as well as the analysis of the possibilities of information management for building a digital infrastructure and effective interaction of the subjects of the digital economy. Various aspects of information management are disclosed in accordance with the “subject-object-subject” and “subject-object-object” models. The problems of determining the quantity and quality of information are revealed in comparison with the attributive, functional-cybernetic and semiotic concepts of information. The information base of the research was made up of the results of scientific research in the field of decision-making in public administration and methodological approaches to information management used in science.Results. The main risks and problems of information management in decision-making by public administration bodies were identified. It is determined that knowledge becomes an economic resource not at the stage of its production, but at the stage of use. This resource allows you to create the added value of a management solution as an information product. It is proved that the role of the state in the dissemination and use of knowledge is provided by the unconditional desire of the individual to produce new knowledge. In addition, it is shown that for the transition to the digital economy, the state needs to create an information infrastructure in which openness and transparency of data are combined with equal opportunities for individuals in the economy (inclusive economy).Conclusion. Information management is a significant factor in the transition of the state from an information economy to the digital one. The simple accumulation of information and knowledge cannot be a guide for the transition to the digital economy. Information management from the perspective of creating and using additional information value will avoid the risk of mechanical informatization and uncontrolled digitalization. The state activities in this direction should be responsible and consistent. The volume of information increases as a result of the individual’s desire to produce new knowledge, but the social value of knowledge increases as a result of the effective impact of the state on the development of information infrastructure and the diffusion of information technologies. Thus, the realization of the potential of the additional value of information and its scaling on the basis of state-supported platform tools will allow for the transition from the information economy to the digital economy.

This article examines state measures, in particular the state program of the Russian Federation "Development of Education", approved by the Government of the Russian Federation No. 1642 of December 26, 2017. Prospects for the development of state projects are described, such as the "Modern Digital Educational Environment in Russia" ("DSS in Russia") and the "National Platform for Open Education" (NPOU), in which universities such as MSU, SPbPU, St. Petersburg State University and others. The project launched an information resource that provides access to a huge number of online courses and allows increasing the number of students in educational organizations. A comparative analysis of the level of participation of students in the process of obtaining new or additional education at distance courses in the world and in the Russian Federation is conducted. The main advantages and negative aspects of online courses are reflected. Personal contribution to the development of the competitiveness of Russian education at the international level of such higher educational institutions as the Russian Economic University. G.V. Plekhanov and the National University "Higher School of Economics." The trends in the development of platforms and formats for online learning are reflected. Negative features of exclusively traditional education and e-learning are considered. The result is considered in a combination of these two paradigms of education, that is, the introduction of mixed education.