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Parents' Satisfaction With Their Access to Preschool Education in the Russian Advanced Special Economic Zones

Parents' Satisfaction With Their Access to Preschool Education in the Russian Advanced Special Economic Zones

Andrei N. Kuznetsov (Russian Academy of Education, Russia) and Ksenia N. Skobeltsina (Institute of Education Management of the Russian Academy of Education, Russia)
Copyright: © 2023 |Pages: 16
DOI: 10.4018/979-8-3693-0433-4.ch022
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Abstract

The chapter presents the results of a sociological study of the satisfaction of parents with their access to education in preschool institutions in Russia, and the focus is on priority territories and advanced special economic zones. The available educational environment – i.e., infrastructure and equipment of preschool institutions, their transport, digital and financial accessibility – were studied with specially developed questionnaires. The relevance of the research is due to the Russian national objectives for the effective socio-economic development of the country, which associates with accessibility of quality education. The chapter reviews the contemporary Russian and international studies focused on the satisfaction of the population with the existing educational infrastructure and the quality of educational services in preschool institutions. The results can be applied to the development of educational environment in other world's regions. The questionnaires can be further used to conduct monitoring of the dynamics of population satisfaction with the availability of education.
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2. Materials And Methods

The authors applied the method of content analysis to papers published in internationally indexed journals to get an idea of scientific developments and effective practices in areas related to the research area. In particular, the authors analyzed publications on opportunities to increase the level of transport accessibility of educational infrastructure in Europe (Andersson, Malmberg & Osth, 2012; Boussauw, van Meeteren & Witlox, 2014; McDonald, 2008; McMillan, 2007), Asia (Singh & Vasudevan, 2018), North America (Ewing, Schroeer & Greene, 2004), and Russia (Kuznetsov, 2019; Kuznetsov, 2021; Skobeltsina & Kuznetsov, 2019).

The sources on the influence of the quality of educational infrastructure on the effectiveness of training were studied separately. That included the analysis of the researches in the impact of the school size (Arinushkina, 2022), school design (Barrett, 2019; Hong & Zimmer, 2016; Hopkins & Woulfin, 2015), satisfaction of the learners’ dietary needs (Mindzaeva & Arinushkina, 2021), and the digitalization opportunities of schooling (Skobeltsina et al.. 2022), i.e. the provisions that are currently seen as key in terms of schooling quality.

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