Изменения в правилах приёма 26:27 учебного года Что случилось и как с этим жить?

Overview

The speaker (Leonid Koldunov, in a MIPT/physics-education context) discusses changes to Russian university admission rules for the 2027–2028 academic year. The changes were announced via a Ministry of Education order (“project”) and are especially relevant for students choosing between:

• Unified State Exam (USE) strategy, and
• Olympiads / “BVI” (admission without entrance exams) strategy.

He argues that public panic is excessive: the changes are real and uncomfortable, but not a “disaster.” Families should shift into planning and rational preparation.

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Main reported changes and implications

1) Olympiad admissions: restriction on prize winners (“prize diplomas”)

A key change is that universities lose the right to count BVI advantages for “prize winners” of certain Olympiads (as opposed to “winners”). The speaker highlights:

• Winners largely keep strong advantages (up to 100 points per subject).
• Prize winners are cut off from some BVI benefits.
• The practical impact depends on how universities implement the rules and how they classify which Olympiad results “count.”

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2) USE strategy strengthened: a “fourth USE” for extra points

The order also introduces/clarifies a mechanism where universities can require/use a 4th USE subject to award extra points. In the speaker’s example (depending on thresholds), extra points could be:

• +15 / +20 / +25 (e.g., for computer science, chemistry, etc.).

Importantly, he frames this as:

• not necessarily mandatory everywhere for everyone,
• but very likely to be adopted by universities in practice.

Therefore, families should be ready to prepare an additional USE subject.

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3) MIPT example: shortened list of Olympiads for BVI

He notes that MIPT reduced the number of Olympiads used for admission without entrance exams (“BVI”) and tightened confirmation thresholds (e.g., needing around 85 USE points for certain cases).

He also calls out the removal of 10th grade from MIPT’s Olympiad list used for BVI as the most significant emotional blow (though he later places it within a broader pattern).

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Commentary: why these changes happened (speaker’s interpretation)

A) Response to the “Olympiad winners took everything” narrative

He claims last summer’s outrage was fueled by:

• simplified/modified USE results,
• expectations that olympiad participants “pushed out” other applicants,
• media coverage and parent discussions amplifying the perception.

He argues the premise was exaggerated: olympiad winners are a small share of applicants overall, so they couldn’t “occupy everything.” Still, the institutional response to public pressure occurred.

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B) University incentives (“KPIs”) and admissions logistics

In his view, universities act strategically:

• They must meet performance/funding/institutional targets.
• They want to avoid conflict between faculties caused by complicated differences in which Olympiads each faculty counts.
• As a result, universities standardize and “simplify” their counted Olympiad sets—even if it reduces flexibility for applicants.

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Expected consequences (forecasts)

1) More intense USE preparation as an “Olympiad booster,” not an end to Olympiads

He predicts Olympiad-based admission will remain, but the emphasis may shift toward:

• USE preparation, plus
• potentially adding the fourth subject.

At the same time, “Olympiad BVI” pathways for prize winners may become harder.

Despite this, he insists the system won’t collapse: universities will still admit enough students, and the BVI “gate” for winners remains.

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2) Changed BVI competition dynamics

If universities “twist the slider” (effectively controlling what share of diplomas becomes “winners”), then:

• the distribution between “winners” and “prize winners” changes,
• BVI competition may favor applicants with stronger “winner” profiles,
• many students who relied on intermediate Olympiad statuses may shift to entering through USE.

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3) He expects controlled implementation, especially at MIPT-like institutions

He repeatedly states that universities will likely implement changes in a controlled way, making catastrophic “game over” scenarios unlikely.

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Emotional / behavioral guidance to families

He frames panic as a cycle: denial → anger → depression → bargaining/solutions, and recommends moving quickly to the constructive stage:

• stay calm,
• follow official updates,
• plan a realistic preparation track,
• avoid last-minute reactive decisions driven by anxiety.

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Proposed strategies for students (10th and 11th grade)

For 10th grade

• Build the core subject base (especially from a physics/physics-olympiad perspective).
• Don’t abandon Olympiad training abruptly; at minimum, it provides experience and supports later performance.
• Start preparing for the likely USE subjects needed later—he emphasizes physics/math/Russian, and readiness for a fourth subject depending on the specialty.

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For 11th grade

• Continue Olympiad preparation if already on that path (including RSOSH / All-Russian stages, etc.).
• Prepare for USE in parallel so you can rely on USE if Olympiad BVI chances weaken.
• He personally suggests aiming for something like 75+ early, then deciding whether pushing to 90+ for the fourth subject is feasible.

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“Optimization” approach

Instead of “doing everything,” he recommends allocating time to:

• maximize points on the main USE subjects, and
• add the fourth subject only if it matches the student’s direction and is manageable.

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Training / course promotion (speaker’s institutional role)

He also describes how his organization helps:

• physics olympiad preparation and USE physics,
• plus a separate math program (starting in October, with mini-groups possible).

He states they can help students decide whether the Olympiad track or the USE track is the best fit.

These parts are advisory/promotional rather than purely news reporting.

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Presenters / contributors

• Leonid Koldunov Modestovich — main presenter/speaker