DEVELOPMENT OF SOCIAL PARTNERSHIP IN THE EUROPEAN EDUCATIONAL SPACE: ISSUES OF PERIODISATION

Abstract

The formation of the European Union's educational policy is closely related to the definition of the directions of social partnership in education. The increase in the practice of social partnership requires systematization of the key concepts of this phenomenon and the study of the history of its formation. Social partnership in education is an important mechanism for the development of the European educational space, which promotes the exchange of experience, knowledge and innovation. The mobility of students and teachers, development of foreign language teaching, introduction of distance learning and teacher training are the main areas that are being developed through cooperation between educational institutions and enterprises. The author notes that the European educational policy has been gradually shaped by a number of international agreements aimed at integration and mutual recognition of the educational systems of the participating countries. The article analyzes the definition of social partnership and reveals that the combination of the public, business and citizens participating in voluntary, mutually beneficial, innovative relations to achieve common social goals by combining resources and competence is a common factor for all existing models. It is found that the approaches to allocating the stages of formation of the European Union's educational policy in the field of social partnership require some supplementation and detailing. The article identifies seven main stages in the history of social partnership as a pedagogical phenomenon in Europe. Within each stage, international documents, events, strategies and steps for their implementation, educational initiatives, projects and opportunities for the formation of social partnership are detailed. It is noted that the development of the European Education Area is based on the concept of lifelong learning and close cooperation between participants in the educational environment. The current period of neighborhood policy in education is characterized by the implementation of numerous programs aimed at supporting multicultural dialogue, developing multilingualism, and stimulating social partnerships between local authorities, educational institutions, businesses, and communities to promote economic progress.

Key words: social partnership; adult education; educational policy; governmental and non-governmental organizations; learning communities.