Історичні особливості інтеграції соціальних та освітніх послуг у розширених школах Великобританії

Abstract

У статті досліджено історичні особливості інтеграції соціальних та освітніх послуг у розширених школах Великобританії. З урахуванням ступеню надання додаткових послуг поряд з традиційними освітніми в загальноосвітніх навчальних закладах виокремлено та схарактеризовано чотири етапи їх запровадження. Розкрито зміст нормативних актів, які історично визначали особливості надання розширеного комплексу послуг школами. Розглянуто мережу взаємодії розширеної школи з постачальниками соціальних послуг на сучасному етапі. Проілюстровано механізм поступового розширення послуг школи за рахунок вжиття ключових заходів та призначення відповідальних осіб протягом 2005–2010 років.

The article explores the historical peculiarities of the integration of social and educational services in the extended schools in the UK. On the basis of the degree of provision of additional services along with the traditional education in secondary schools four stages of their implementation are outlined and characterized. At the first stage (20–60’s of the XX century) there was the introduction of elements of extra services in some educational institutions, which were limited exclusively for adult learning and activities. At the second stage (60–70’s of the XX century) there was a growth of need of additional medical and social services for children, the creation of Committees on health of children in schools. The third stage (80–90’s of the XX century) was marked by the release of schools from the authority of local administrations of education, provision of schools’ greater autonomy, which prompted schools to grant the status and improve competitiveness on the market of educational services. During the fourth stage(90’s of the XX century–10’s of the XXI centuries) schools started to perform the role of the centers with predominant involvement of local communities to the extended complex of services. Contents of normative acts, which historically determined the specifics of the provision of extended services to schools, are analyzed. A network of cooperation of the extended school with suppliers of social services at the present stage is considered. The process of converting of the traditional school during the change of political cycles is illustrated. It was determined that the substantiation of conditions and development of the extended schools, the analysis of peculiarities of integration of social services in these educational institutions of the past generations allows you to organize modern educational process more efficiently and provide better services, thereby enhancing the competitiveness of each individual school and the education system as a whole.