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Партнерства школы и вуза: анализ практик по развитию образовательных организаций в зарубежных странах
Background. World practice confirms the importance of the role of external partners in the development of schools. Partnerships help schools to get additional funding and external expertise, to develop personnel, and to create opportunities for students to gain practical experience. Universities are the key partners for schools. However, despite the variety of existing forms and practices of such partnerships, no systematic work has been carried out so far to analyze and summarize the accumulated experience. In the article, the authors take the first step in this direction by analyzing various approaches, practices of school-university partnerships in developed and developing countries. Objective. The authors aim to carry out literature review on school-university partnership practices in foreign countries. Methods. Literature review analyzing foreign experience was carried out with the use of the databases ScienceDirect, Google Scholar, and ResearchGate. The final sample included cases of school-university partnerships from Australia, Great Britain, Germany, China, USA, Turkey, and Indonesia. Results. The article describes the key practices of school-university partnerships aimed at working with various participants of the educational process. The results of the study show that the target audience of partnership programmes can include school principals, deputies, teachers, as well as schoolchildren and parents. Despite the fact that initiatives and partnership programmes greatly depend on the context and challenges faced by the school, city or a region, they all set the goal of school improvement. Conclusions. The key issues addressed by school-university partnerships are related to the difficulty of supporting children with high educational achievements and children from low socio-economic status families, to the use of outdated teaching practices, as well as to low literacy levels and insufficient teachers’ qualification. Moreover, the authors of the article highlight complex partnership projects aimed at fundamental changes, which can be a part of reforms at the level of a region, federation or the education system as a whole. Such projects have a wide range of influence and can cover different aspects of school improvement.