РЕФОРМИРОВАНИЕ ВЫСШЕГО ОБРАЗОВАНИЯ В ВЕЛИКОБРИТАНИИ: НОРМАТИВНО¬ЦЕННОСТНЫЙ АСПЕКТ

Аннотация. Эволюция политики реформирования высшего образования в Великобритании при переходе от бинарной системы к унитарной рассматривается в контексте существующих альтернативных подходов к выбору стратегических приоритетов, форм и методов регулирования образовательного пространства, сформулированных в программных докладах лорда Робинса (1963), лорда Диринга (1997) и лорда Брауна (2010).

Противоречивость правительственного курса реформ, проводимого в последнее 25-летие, рассматривается как отражение напряженности между социально-культурной и экономической функциями образования. В его основе лежит противостояние технократического и социальногуманистического подходов к решению проблемы адаптации высшей школы к новой технологической и социальной реальности ХХI в. со стороны лейбористов и консерваторов. Конфликт интерпретаций принципов социальной справедливости, свободы выбора, ответственности и эффективности основными политическими акторами проецируется на их выбор стратегии формирования отношений «нового» партнерства между агентами системы высшего образования – университетами, студентами, бизнесом, государством.

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