Speka Kristina I.

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.

The article considers the additional education of children as part of the educational environment of the Khabarovsk Territory. The paper analyzes role of infl subjects (government bodies, teachers, parents, etc.) in the personal and career-oriented development of the younger generation, refl in the ideas of schoolchildren of 8-11 grades. The study is actual due to the need for a deeper understanding of the infl of socio-cultural factors on the choice and effectiveness of additional educational programs, as well as their role in the socialization and personal development of children. The study is based on the analysis of data of representative sociological surveys of parents and schoolchildren of the Khabarovsk Territory. The structure of additional education of schoolchildren is analyzed both within the framework of school extra-school education. The results of the analysis indicate that there is a correlation between the effectiveness of how the additional education is arranged and its functioning and motivation to attend clubs. The research has revealed the interrelation between the positive attitude of schoolchildren to studying in secondary schools, attending classes within the framework of additional education and motivation to continue education in educational institutions of special and higher education. It has also revealed the positive impact of additional education on students' determination of their future professional trend. This study analyzes how additional education programs contribute not only to the development of competencies and skills in children, but also to the formation of their intentions to stay in their native region. At the same time, the survey results demonstrate differences in the motivation of schoolchildren attending additional education classes at school and outside of school to continue their education in the system of special or higher education, as well as in relation to the region of study (to continue their education at an educational institution in the Khabarovsk Territory or the central regions of Russia, Moscow or St. Petersburg).

The article examines modern mechanisms for ensuring the accessibility of additional education for children in the context of the implementation of the state policy priority area. The analysis of theoretical approaches to the problem is illustrated by the data of the federal statistical observation of recent years and the results of the All-Russian survey on the development of additional education for schoolchildren and their parents. The presented data refl not only the state of development of additional education, but also the dynamics of the processes in this area, which allows the author to draw scientifi sound conclusions on the development of the system of additional education for children.

This article presents the results of sociological research of directions of supplementary education for children and the assessment of their impact on the personal and career-oriented development of younger generation on the example of the Khabarovsk territory. Supplementary education for children is considered by the authors in the context of the concept of «educational space», which is interpreted as a part of society, with its own system of subject-object relations of the state and the other structures for personal and professional education of children and youth. Analysis of the main scientifi approaches to the study of educational space presented in the article gives the authors a reason to use it for sociological research. Empirical results of sociological surveys obtained by the authors and domestic research centers indicate that the all-Russian trend towards increasing the diversity of educational services remains a signifi role in their regional location. Based on the data of sociological surveys of parents and children of different age groups, it is shown that the design of an individual children's educational space depends on many objective conditions and subjective factors in terms of the possibilities of the territory and families. The attitudes of parents, available resources and willingness to make efforts for the personal and career-oriented development of children determine the form and content of the regional supplementary educational space to the greatest extent. The authors consider it expedient to improve the state educational policy in direction of ensuring the quality of conditions and accessibility of classes for each child and success of their personal development and career guidance choice, regardless of the place of residence in the Khabarovsk territory.