The purpose of this article is to consider positions of various authors on the most important aspects of the transition to a sovereign model of Russian education. Based on the method of discourse analysis, scientific publications of the last three years in various publications on the designated topic are considered. The conducted analysis of the literature showed that in fact all the considered researchers agree that the problem of sovereignization of Russian education is a strategic, basic task, without the solution of which it is impossible to fully implement all other strategic goals in the economic, social and cultural spheres in the domestic and foreign policy of modern Russia. However, with regard to specific content of state policy on the formation of a sovereign model of education, such unity in assessments does not exist. The positive perception of measures to strengthen patriotic education of Russian youth in Russian schools and universities does not remove a number of reasonable questions regarding objective need for other steps on the normative, institutional and substantive design of this sovereign model. Declared rejection of the Bologna system has not yet been officially supported by specific characteristics of new levels of education.