THEORETICAL AND METHODOLOGICAL FOUNDATIONS OF STUDYING THE SOCIAL RESOURCE POTENTIAL OF EDUCATIONAL INSTITUTIONS OF THE BOARDING TYPE

In the article the human capital of boarding schools is regarded as a network of social connections that form a space consisting of interdependent social positions. The essence of the concept «socialization potential of society» is defined as a set of opportunities that society has for exercising socialization influence on an individual in order to form his/her social qualities. It is stated that the social resource potential of boarding schools consists in the ability of the actors involved in the interaction to ensure the accumulation of all components of these educational institutions‘ social resources in order to implement a system of measures for education, socialization, rehabilitation, social protection, promotion of normal life arrangement of foster children. The author conducted the study of social and cultural aspects of boarding schools on the basis of socio-systematic analysis of social organization, characterized the vectors of boarding schools interaction with the external social environment. The complex characteristic of the social and cultural model of educational organization of boarding schools is given. The reputational issues of residential institution in the eyes of the public were analyzed. The scientific novelty of the obtained results consists in the fact that it conceptualizes for the first time in the Ukrainian sociological science the accumulation process of society‘s socialization potential in the activity of boarding schools with the use of human capital theories. This enabled to achieve certain scientific results, in particular: boarding schools were researched in the new conceptual framework as agents of accumulation of society‘s social potential; the concept «social resource potentials of educational institutions» was substantiated; the activity, relational and value components of the model of social resource potential of boarding schools was conceptualized and empirically verified; the social model of a boarding school as a modern open system was conceptualized. The following points got their further development: the provisions of G. Becker's theory of human capital regarding the explication of the concept «human capital» as a resource that pupils of boarding schools receive in the process of education and upbringing in these special social institutions that affect relations between people and the way they later use them in their life goals; the vision of a boarding school as an open system from the standpoint of provisions for group social inclusion, inclusive education and as a social institution through the justification of its explicit and latent functions. The provisions of the article can be used in the development of conceptual bases for work of institutions in the sphere of labor and social protection of people, education and science, health care, in public organizations, mass media and educational institutions, as well as in the process of training specialists to work with people who have functional disabilities.