The basis for diversity in education is full-fledged communication, but this is often a problem zone. It leads to a decrease of the effectiveness of educational projects and conflicts between the stakeholders and participants of the educational process.

In this work we analyze the views of different stakeholders on the role of museums in contemporary education eco-system. In the modern world, the role of the museum is constantly being transformed and rethought (Dalle Nogare, Murzyn-Kupisz, 2021; Castillo et all, 2021). Nowadays the key trend in European countries is building interaction between the spheres of culture and education, especially Universities, to create a common space for the generation of meanings (Poce et all, 2022; Ippoliti, Casale, 2021). This question is so actual that The Network of European museum organizations created special group The learning museum (LEM) to develop partnership between museums and education (NEMO, 2022). Simultaneously museums create its own projects from adaptation of permanent exposition to national educational standards (Stone, 2017) to special boxes with museum materials for history teachers (Dragonetti, 2022).

Most often, the interaction between museums and schools is built within the framework of the so-called "museum pedagogy" ‑ the direction of scientific and practical interdisciplinary activity of museums, aimed at the transfer of cultural experience and knowledge through the pedagogical means of the museum exhibition (Ng-He, 2015). Currently, museum pedagogy is based on a number of principles involving the placement of the learner in the focus of the process. Particular attention is paid to the ideas of lifelong learning, active communication with the visitor of any age, and the formation of the museum environment as "their" space (Peltzer, 2020).

Museum pedagogy is setting the trend for the museum-school contact, in which both museums trying to more fully implement their own cultural and educational mission and teachers wishing to use the museum for a variety of classes. According to E. Hooper-Greenhill 48 % of the surveyed American educators see the value of a museum not only in transferring knowledge, but also in increasing motivation and 87 % talk about the possibility of developing communicative skills of students (Hooper-Greenhill, 2007).

This is largely due to the fact that modern educational standards, such as the learner-centered and applied nature of knowledge, are easier to implement in cooperation with museums. Naturally, the success of cooperative educational programs mainly depends on the quality of communication between the parties. Although there have been several recent works describing experiences of interaction between schools and museums (Pavlenko, Vilkhova, Topchii, 2019; Cabała, Grzelak, 2020; Gómez-Hurtado, Cuenca-López, Borghi, 2020), but no comparative studies on the positions of key stakeholders have been published yet.

The goal of the study was to compare the perceptions of teachers, museum workers and school students' parents about the educational potential of museum spaces in the city in order to identify opportunities to improve the effectiveness of cooperation between schools and museums.

The study was quantative. The sample included representatives of all three groups of stake-holders (teachers, museum workers, and parents of schoolchildren) – overall 528 (417 respondents were teachers, 77 were museum workers, and 34 were parents). Responses were collected through an online survey. The key questions of the questionnaires addressed the following points: • Role of Museums in your life (personal attitude towards the museum as an institution) • The role of museums in contemporary society • Emotional state of schoolchildren in the museum • Types of museums that arouse students' interest • The most popular museum educational projects/products • Reasons why schools choose museums • Qualities of schoolchildren that should be targeted by the educational work (influence) of the museum? • For which skills is it most likely useless to take a child to a museum? • Obstacles to the effectiveness of educational programs in a museum • Forms of cooperation between museums and schools

Among the key conclusions the following points are worth noting: 1) Such research serves as a simple tool to diagnose the readiness of the stakeholders of museum educational projects to partner relationships. The structure of the survey is such that it can be used both before the start of the project and to diagnose its current state. 2) On the whole, the views of all the stakeholder groups agree, Representatives of the three groups believe that museums least often develop problem-solving and decision-making skills. In third place in all three groups are communication and collaboration skills. 3) But it is important to note that they diverge quite strongly on a number of crucial points (functionality of museums, educational outcomes), which confirms the importance of constant communication in educational projects. For instance, 41.2% of parents and 54.7% of teachers would like to see education as the main task of a museum but only 18.2% of museum staff agree with this idea. Also 40.5% of teachers and only 18.2% of museum workers are convinced that only very educated people are interested in visiting a museum. Here we can see the lack of communication and some problems with self-positioning. 3) Despite the importance of soft skills in the contemporary economy and the educational potential of museums for their development, at the moment all three stakeholders still underestimate the importance of this area. Representatives of all groups (44,6%, 44,2%, 50%) sure that the educational work (impact) of the museum should focus on erudition and broadening the mind, rather than on "soft skills".

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