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The power of the country and society is determined not only by the size of the country, the availability of natural resources, the power of financial capital, but also embodied in the human stock of knowledge and skills, intelligence and creativity. The driving force of social development is the human factor, which gives the economy an innovative and intensive character, structural dynamism, high quality. In the modern world, man and his development is not only a factor that creates social wealth, but also a criterion for the progressiveness of socio-economic transformations in society. Man and his abilities have traditionally played a leading role in social reproduction. However, the intensification of the processes of intellectualization and Informatization of economic relations has led to qualitative changes in the content of knowledge, skills and processes of their implementation. At the end of XX-beginning of XXI centuries there is the need for further development of ideas about human resources, have undergone qualitative changes under the influence of the processes of intellectualization, the role of the state in regulating the sphere of education, aimed at creating prerequisites for the development of human capacities as a key factor of formation of competitive advantages of national economy in whole and its constituent territorial entities. The study determined that in order to ensure the quality of human capital and its effective use, the state needs to develop measures that promote the development of competitiveness of human capital, promote employment of graduates of educational institutions and ensure joint work of Universities and enterprises while training specialists in accordance with the real requirements of the labor market in the country.

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The modern system of preschool education is unique in its multidimensional nature of services since in a preschool educational institution a child is provided with upbringing, training, supervision, and care. The child's future academic performance largely depends on his preschool education. The article examines key indicators featuring the development of preschool education in the Krasnodar Region. The purpose of this study is to summarize the results of improvements in education, to determine the main guidelines for further activities. Today in the Russian Federation there are no mechanisms for a comprehensive quantitative assessment of the activities of preschool educational institutions; the assessment is implemented mainly using the method of expert estimates. Therefore, specialists of the education management bodies and heads of the educational institutions can compare the preschool educational institutions only based on these scattered data. The authors propose the following directions of state support for the development of the regional education system: 1) to determine the list of services on the market; provide a description and define their sourcing; 2) to develop an annually updated system of accounting for unmet needs of the population in preschool educational services; 3) to create a system for the development of entrepreneurship in the field of preschool education, given the support from public authorities.