Accessibility of Additional Education for Children at School and Beyond in Students' Аssessments

Abstract

The paper presents the analysis of the concept of «accessibility» in relation to the system of institutions of additional education for children in Russian society, its legal and scientifi basis. The accessibility of additional education for children as a subject area of various researchers has been analyzed. It allows us to distinguish different types of accessibility (legal, social, economic, transport, information, etc.). The state educational policy has achieved a systematic character in ensuring accessibility, and it is institutionalized by the coverage of children in classes and clubs, fiand certifi of personalized additional education, licensing of training programs, and areas of educational activity. The authors analyze the additional education accessibility at schools and beyond in assessments of students of the Far Eastern Institute of Management - branch of the Russian Presidential Academy of National Economy and Public Administration. It was found that additional education during a school period has infl positively on student’s personal development and the choice of professional higher learning. Most students generally have a positive opinion on the system of additional education for children, but they note a number of problems related to the accessibility of educational programs they are interested in, the fi capabilities of families, and the distance of educational institutions from their place of residence. The results of the research actualize the efforts of state and municipal authorities to resolve the persistent problems of accessibility of additional education for children, especially for children living in remote areas and regions.