3.3 The problem of selection for training in the HEI and the implementation of the state order

The main positive result of the introduction of a new system of admission to the HEI and the distribution of public procurement is, in the author’s opinion, that the mechanism of self-organization was launched and all efforts of motivated parents are aimed at preparing their children to successfully complete test tasks. This means that the child does not expect personal, illegitimate preferences, but works intensively on mastering the material, improves his ability to concentrate his efforts on achieving the result.

However, the focus on the successful completion of test tasks has a significant side effect. The fact is that the successful passing of testing does not indicate a systematic mastery of the entrant of this particular subject, but indicates the formation of a certain database. Thus, it does not develop the ability to use the learned material to solve practical problems, not to mention the ability to synthesize new knowledge. This is not the fault of the applicants, as no one has set them a task or taught them to solve practical problems, let alone synthesize new knowledge. They were given the task to learn to perform test tasks within the EIE, and motivated and able students learned it.

In-depth study of any subject requires students not only a good memory, but also the ability to think systematically. This ability is based on the relevant abilities of a particular individual and is formed and improved in the learning process.

However, the system of education, aimed only at the successful completion of the EIE, does not help to improve the ability to think systematically, and at best leaves it at the same level that the individual inherited.

University entrance control over the level of mastery of mathematics by first-year students showed a low level of training, even in those who had high scores in the external independent eval uation in mathematics. Problems in the text presentation caused special difficulties, which provi ded for the need to first formulate a mathematical problem, and then solve it. Units solved problems that had many solutions under the conditions, and correctly formulated the answer in problems that did not have solutions for the given parameters [32].

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