october 29, 2026

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Headings of Vestnik

September 2026, № 3 (251), pages 37-45

doi: 10.25198/1814-6457-251-37

Esbusinova A.E., Chelpachenko T.V. INFLUENCE OF EDUCATIONAL ORGANIZATION ON FORMATION OF “RESPONSIBLE PARENTHOOD” IN HISTORICAL AND PEDAGOGICAL RETROSPECTIVEThe interaction between educational institutions and the parent community has a long history, during which the role of parents has undergone significant transformations. At each historical stage, the prevailing socio-pedagogical paradigm shaped the nature of this interaction — ranging from strict state regulation to modern partnership models. However, a gap persists in practice between the formally established mechanisms for parental participation in education governance and the actual level of their involvement; this limits the potential of state-public governance and reduces the effectiveness of educational and upbringing efforts. Our historical-pedagogical analysis reveals that the emergence of “responsible parenthood” in Russia has unfolded in several stages. A fundamental shift began during the Great Reforms of the 1860s with the establishment of boards of trustees for educational institutions. During the Soviet era, parent committees and the system of universal pedagogical education for parents cast them as “social assistants” to the school, though their participation remained under strict control. The 1990s saw the emergence of institutions for civic self-organization — such as independent parent associations and governing councils — culminating in the creation of the National Parent Association in 2013. The current stage is characterized by the legislative entrenchment of the state-public nature of education governance and the development of systems for the psychological and pedagogical education of parents through federal programs and projects. The evolution of Russia's education governance system has transformed the parent community from a passive object of management into an active, full-fledged participant in the educational process. The effectiveness of this model depends directly on the level of parental competence, making targeted parental education a strategic prerequisite for the success of educational reforms.Key words: parent community, “responsible parenting”, educational organization, state-public management of education, boards of trustees, universal parent education.

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About this article

Authors: Esbusinova A.E., Chelpachenko T.V.

Year: 2026

doi: 10.25198/1814-6457-251-37

Editor-in-chief

Sergey Aleksandrovich
MIROSHNIKOV

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