Parents are important educational partners in schools as they are the first educators of their children and play an important role in their children’s education, educational targets, and future professions for their children. Parents have their expectations about their children’s educational targets but are these expectations connected with targets defined in education documents, and more important – are these expectations aimed at the future perspective of education? The purpose of the study was to compare the educational targets of parents with educational targets defined in education documents – Latvia education system change project “School 2030” (Skola 2030), Sustainable Development Strategy of Latvia until 2030, and UNESCO new social contract for education for 2050. The methodology used in this study was an express – survey for parents, in May 2022, with the open question “What do you expect for your child’s educational targets?”; literature and source analysis with mapping review strategy, documents detecting the perspective of the education; finding educational target keywords, analysing data, and synthesising categories with data collected in express – survey; data analysis was done using data identifying method by selected keywords. Analysing three educational documents with the future perspective, 7 educational targets as keywords were found and analysed – curricula and skills, cooperation and collaboration, digitalization, inclusion, sustainability, research and innovations, and globalisation. 240 respondents participated in the express survey, detecting the problem of the research, that parents’ expectations only partly overlap educational targets defined in education documents. Analysing survey data, family and parents cannot be considered as educational partners in the educational process as is shown in literature and document analysis. There are two main survey answer tendencies – child-centred education and education based on knowledge and achievements. Parents’ behaviour is customer – centred, what is that school can provide for a child’s education.

Successful cooperation and collaboration between teachers and school parents are essential for the development of students, their successful learning process, and academic achievements. This cooperation and collaboration between teachers and parents are essential to creating it successfully, setting responsibilities and rights for each educational partner. Important question- how to build this cooperation respectfully and engage students in this cooperation to reach academic success and educational objectives mentioned in educational documents. The Qridi education program, created in Finland, is a tool for promoting teacher cooperation with school parents that saves teachers’ time in communicating with their parents. The program is based on a teacher’s planned and supervised training process, through regular school evaluations, students’ self-assessments, and learning to observe the work of another classmate, which is also available to parents, and through continued training at home, parents can continue the school teaching process. The purpose of the study is to assess the Qridi program’s effectiveness in teacher collaboration with parents. Methods used for the study are literature analysis using the SALSA method as data analysis method, survey for teachers and survey for parents as data acquisition method, and data analysis with descriptive data analysis method. Analyzing survey data, it was clarified that teachers can significantly reduce the time spent on communication with parents without losing the quality of the communication, teachers, and parents are satisfied with using the Qridi program, that it is user-friendly, it was easy to start to work with it and that communication for both parties has improved.