Human potential formation of children in the system of general education

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.