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The purpose of the paper is to analyze the factors, which prevent a university teacher from becoming a real subject of the educational reform. Methods: analysis of the documents about the reform, empirical experience of realization of the main areas of the reform. The article shows that: 1) it is not productive to integrate innovations into the traditional educational system; 2) successful reform requires an adequate psycho-pedagogical basis; 3) the theory of contextual education can serve as adoaj:69c9960b8003461692d01d35ac042b17 fatcat:snu272u54jc3xdjrph2oq4dmle