Educational partnership in foreign researches: theory and practice

Internationalisation of education and challenges that modern social institutions face in the process of achievingcurrent and strategic goals of human resource development determine necessity not only of interdisciplinary research in education, butalso involvement of institutional resources in integration of theoretical knowledge in educational practice. Thus, it becomes relevant torefer to the analysis of foreign expertise in theory and practice of implementation of educational partnerships. Analysis of foreignpublications allows defining major research directions in the field of educational partnership: 1) description and analysis of varioustypes of partnerships, features of which are shaped by specific tasks being resolved, priorities of the participants and external (socioeconomic,political, cultural) conditions of interaction; 2) definition of functions of educational partnerships, principles of organization,effectiveness criteria of their implementation; 3) concrete definition of school-university partnership role in generation and transfer ofknowledge about teaching and learning; development of professional and personal competencies of participants in educational practices:4) research on limitations in various partnerships implementation and prerequisites for successful integration of resources of socialinstitutions in solving interdisciplinary tasks related to human resource development. As key features relevant for emergence ofeducational partnerships in practice of foreign education the following should be mentioned: tendency to position partnership as aneutral pragmatic construct, which in essence is a complex and contradictory social phenomenon that reveals the gap between theadministrative organization of partnerships and their practical and social implications; diversity of theoretical approaches to partnershipactivities and evaluation of their outcomes; focus on coordination of pedagogical and scientific-research activities; transition fromsolving local pedagogical tasks of secondary and higher education to meaningful cooperation in education; orientation at negotiating thevalues and traditions of academic cultures of school and university as a condition for emergence of a new culture of partnership ineducation. Overview of major approaches to educational partnership as a phenomenon of modern society development and a pragmaticconstruct of resolving applied tasks of educational practice development can be regarded as basic grounds for making sense of thepotential of educational practices in the context of development of the Russian social-economic institutions and practices.

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