Yana O. Oparina

The relevance of this study is determined by the growing attention of educational research and practice to school–family partnerships in contemporary education and the need to understand the historical prerequisites of this phenomenon. Without grasping the path already taken, it is difficult to build effective collaboration in the present. The aim of the article is to provide a comprehensive historical overview of the evolution of parental participation in school governance in Russia, with particular focus on the emergence and development of the parental committee institution, an analysis of its structure and functions. The leading methodological approach is historical-pedagogical analysis, drawing on a review of Russian and international scholarly literature on school-family interaction. The empirical foundation of the study consists of archival reports on the activities of parental committees at gymnasia and technical schools (1905–1917), collected and analysed by the author using content analysis and historical comparison. The study finds that forms of parental participation underwent significant transformation: from personal and private guardianship to the establishment of elected parent bodies and contemporary partnership models. The structure and functions of the first parental committees are reconstructed: educational and upbringing work, social support and charitable activity, sanitary and facilities management, cultural and extracurricular activities. The author analysed their achievements – improved learning conditions, social protection of students in need, and organisation of extracurricular life – as well as their challenges – low engagement among the majority of parents, limited authority of committees, and cautious attitudes from school administrations. A comparative analysis of historical and contemporary patterns of parental participation reveals that key tendencies: parents' aspiration to influence learning conditions alongside their dependence on the school and the voluntary-enthusiast character of participation persist to this day. The theoretical significance of the study lies in expanding understanding of the history of public participation in education and refining the periodisation of parent committee development in Russia. The practical significance lies in the fact that drawing on the historical experience of parent committees can support more effective school-family collaboration built on genuine partnership.

In today's world, the general education system emphasizes the introduction of new methods for teaching labor skills based on the regulations and laws of the Russian Federation. In accordance with the Federal State Educational Standards, model programs, and educational work programs, particular attention is given to engaging students in socially useful activities as well as in volunteer and community service practices. The development of labor motivation and the cultivation of responsibility are considered essential tasks determined both by state policy and by the social demand of society. The aim of the study is to characterize labor education in contemporary schools within the framework of a regulatory and legal approach. The methodological foundation is the regulatory and legal approach, which makes it possible to systematically and consistently analyze the mechanisms of implementing labor education in educational institutions through its forms, methods, and means. On the one hand, the legislative framework actualizes the values, goals, objectives, and outcomes of labor education, recognized by society and required by the state. On the other hand, the regulatory and legal approach is considered as a resource for regulating all aspects of the educational process, ensuring legal responsibility and coherence of actions among the participants in education. Results. The study provides an original definition of the concept of a “regulatory and legal approach” in the context of labor education. Key regulatory documents are analyzed and systematized into two groups: value-based and procedural. The legal foundations of labor education regulation are examined at the federal, regional, and local levels. The theoretical significance of the study lies in clarifying the content and structure of the regulatory and legal approach to schoolchildren’s labor education, thereby expanding scientific understanding of the legal foundations of educational activity. The practical significance is determined by the possibility of applying the results in the work of educational authorities, in the development of educational programs, in providing regulatory support for school practices, and in the training of specialists in the field of social pedagogy and educational management. Conclusion. The effective implementation of labor education is impossible without a clear regulatory and legal framework that defines the boundaries, goals, and forms of such activities in schools.

The requirements of modern education issue serious challenges to both teachers and students in terms of the quality of education, the development of each child, and working out an individual approach to achieve success. However, not all students can meet such high requirements for mastering all subjects of the school curriculum, their academic performance decreases as they grow up. The problem is especially acute for secondary school, when students need to make an informed choice of their own educational route, choose a profession. There is often a situation when a student evades independent choice, prefers to cheat off tasks, in fact, demonstrating educational deviation. In this regard, the issue of the formation of positive educational motivation remains one of the urgent problems in modern pedagogy. The article presents the intermediate results of experimental work within the framework of a dissertation research on the peculiarities of the application the tasks aimed at developing soft skills in the educational process. The problem of academic failure as one of the signs of educational failure is actualized. The author reviews existing works of domestic and foreign scientists on this issue. The aim is to characterize the ways of forming positive educational motivation in academically unsuccessful schoolchildren with the help of educational tasks aimed at the development of flexible skills. Learning tasks for grades 8-9 aimed at developing flexible skills have been worked out for the experiment in such academic subjects as algebra, geometry, Russian, physics, history and social studies (10 tasks for each group of subjects). The experiment involves a team of teachers in these subjects (four people) in the 2022/2023 academic year. Methods of observation, interviews with teachers working in experimental classes are used. Individual work sheets were worked out and used with a plan to eliminate gaps in knowledge (with tasks aimed at developing flexible skills) in the framework of additional individual work with students who received the "unsatisfactory" mark at the end of the academic quarter. Experimental group of failing students: two students of the 8th grade, eight students of the 9th grade. The presented research results allow us to conclude about the peculiarities of the influence of tasks aimed at the development of flexible skills: increased interest in the subject, slight influence on academic performance. The data obtained can be used in the work of secondary and high school teachers, as well as for further pedagogical research.