EDUCATIONAL TOURISM IN GREAT BRITAIN

Abstract

The article is devoted to the organisation of educational excursions in the UK and their role in the educational process of secondary schools. The purpose is to analyze the existing experience of organising school trips and to identify opportunities for using this experience in modern education in Ukraine. The historical origins of educational excursions are identified. The results of surveys and other studies conducted in the UK to determine the attitude of teachers to excursions as an element of the educational process, as well as the problems that arise in their organisation, are highlighted. Current experience of conducting excursions in various subjects - history, geography, natural sciences, mathematics, social sciences, computer technology. The article identifies the most popular educational tourism sites in the UK and highlights the methods used to organise school tours (specially designed tours related to the school curriculum, master classes, workshops, etc.) It is noted that special educational and training centers have been set up at certain facilities to conduct training sessions. It is noted that in Britain, excursions to government facilities such as the Parliament, the Royal Palace, the residence of the head of government, and the court have become widespread. It is determined that most museums and other visitor attractions establish preferential conditions for receiving groups of schoolchildren or provide opportunities for free visits. The problems that hinder the development of educational tourism at the present stage of development, in particular, lack of funding, are identified. The role of charitable foundations in the development and support of school excursions and the directions of their activities are highlighted. The experience of involving business structures, in particular Hyundai, in supporting educational tourism is analyzed. The unique experience of parliamentary support for educational tourism through the development of special bills on outdoor education, which are at different stages of consideration by the parliaments of Great Britain, Scotland and Wales, is indicated. The elements of experience that can be used in domestic education are identified.