BUILDING INTEGRATED INDIVIDUALITY OF FIRST-YEAR STUDENTS: CHALLENGES AND PROSPECTS

Abstract

As a part of the discourse on the quality of education, the paper examines the issues of goal-setting training of students of economic universities, proper assessment of the students’ intellectual potential and the expected results of personally focused training on subjects included in the basic part of the federal state educational standards. The comparison of test results of the first-year students for a number of years demonstrates a steady decline in the quality of knowledge of students coming to the university. Such a situation may attest to the crisis state of the national high school system. It is stressed that in the context of globalization, the success of graduates from economic higher schools depends not only on their mathematical knowledge, but also on their knowledge of the Russian and foreign languages. It is noted that an effective Continuity of Knowledge (CoK) between high school and university is gaining on special significance. It is concluded that in the framework of the existing model of training at higher school, harmonizing the efforts of the teacher and the student with the aim of building an individual educational pathway will ensure the transition to a knowledge economy.