| Аннотация | Improving the quality of human potential is a priority area of socio-economic development of
Russia. The solution to the issues of breakthrough scientific, technological and socio-economic
development of Russia up to 2024 set in the national projects depends on it. One of the important elements
of the national project “Education” is to update the content, methods and standards of education, including
the development of the 21st century skills and the new literacy, the introduction of modern educational
practices aimed at increasing independence and motivation for knowledge. One way or another, all these
objectives are connected with the formation and development of human potential of the Russian child
population. The number of groups of young population in Russia today is insufficient to compensate for
the demographic losses of the society. Therefore, it is important to preserve and increase the country’s
human potential, strengthening these processes in all social institutions, including family, education,
healthcare, etc. The purpose of the paper is to analyze the opportunities of the modern system of general
education to form child human potential, as well as improve the quality of relations “parents – school”,
“children – school”. The research framework is based on surveys conducted by the Vologda Research
Center of RAS in the Vologda Oblast. The surveys were attended by parents with children aged 3–17
(2018) and teachers of secondary schools (2011, 2015, 2017). The research novelty of the study lies in the
evaluation of relations “parents – school”, “children – school”, which demonstrate a high dependence
of formation and development of intellectual and social characteristics of the child population on their quality. Thus, human development rate is higher (0.822 units) among children whose parents are involved
in their school life than among the rest, even among those who are not deprived of their parents’ attention
(0.786 units – answers: often). The study shows that the less parents and children contact in relation to
reading, the lower the indicators of child human potential (with constant reading practice, the rate is
0.840 units, with occasional – 0.781 units.). The research results are useful for experts in education and
organizations working with parents of schoolchildren. |
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