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CiviC BRiCS GReen PaPeR:
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B R I C S
As for
China
, there were 9.39 million students taking China’s National Higher
Education Entrance Examination (Gao Cao) in June 2014. Investment in education
accounts for about 4% of China’s GDP.
45
Education is divided into three categories: basic education, higher education,
and adult education. The Compulsory Education Law stipulates that each child un-
dergoes nine years of formal education. Lower secondary has regional funding
with minimal federal support. Upper secondary education is provided by the central
government and Tertiary education is mostly of local responsibility.
For higher education there are vocational courses as well as undergraduate,
postgraduate, and doctoral degrees. Higher education is offered in universities,
colleges, institutes, and vocational colleges. Entrance to a university requires tak-
ing national entrance examination, which takes place every June and is now open
to people of all ages.
Adult education category overlaps all three of the above categories. Adult pri-
mary education includes Workers’ Primary Schools, Peasants’ Primary Schools,
and literacy classes.
46
China’s educational system is still burdened by the following problems:
1.
Inconsistent development in basic education;
2.
Stagnation of education development in the countryside;
3.
Commercialized substandard education;
4.
Bureaucratic administration of principals and teachers;
5.
Excessive profit-orientation of private education;
6.
Education assessments not consistent with human values;
7.
knowledge learning emphasis as oppose to ability training;
8.
Unrealistic expectations and emphasis on new curriculum;
9.
Difficulties of involving children from moving-population families;
10.
Professional ambition of educators overshadowing the true goals of educa
-
tion.
47
Reform strategies adopted by the 2013 plenary have called for rebuilding of
education system and encouraging bold experimentation in education to boost eco-
nomic growth in three main areas: equity, Gaokao (college entrance examination),
lower
bureaucratic control of education by government.
48
South Africa
spends 6% of GDP on education,
49
and provides 9 years of man-
datory education, however it just goes up to lower secondary levels. All South Afri-
cans have the right to basic education, including adult basic education and further
education. According to the Bill of Rights of the country’s Constitution, the state has
45
http://www.chinaeducenter.com/en/cedu.php
46
http://www.edu.cn/20041203/3123354.shtml
47
http://www.cgie.org/blog/resources/papers-publications/ten-urgent-problems-chinas-educational-
reformation-development/
48
http://oecdeducationtoday.blogspot.ru/2013/12/a-new-direction-for-education-reform-in.html
49
http://gtmarket.ru/ratings/expenditure-on-education/info
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an obligation, through reasonable measures, to progressively make this education
available and accessible.
50
Upper secondary is available but not mandatory. Basic
education is provided and mostly funded by provincial-level government, and the
country stands out for having substantial school-level managerial autonomy (with
community participation). Tertiary education is mostly provided by central govern
-
ment.
51
The government’s newest strategy for turning education around is called
the «Action Plan to 2014: Towards the Realization of Schooling 2025», which aims
to improve learning outcomes and teachers’ qualification.
To sum up, while BRICS countries have different starting points and current
state of affairs in educational area, joint efforts to overcome existing challenges are
needed. Among those are:
• Brazil’s high repetition rates
52
(with 24.5%, Brazil is one of the countries
with the highest number of repetition rates in the region in the first grade of
primary education
53
).
• Russia’s main problems are lack of funding, ongoing budgetary reductions,
corruption and counter-productive reforms.
•
Chinese quality expansion success is largely restricted to primary education.
•
India continues to experience a low enrolment rate, restrictive budgets, and
high repetition rates. have low budgets and high repetition rates.
•
South Africa faces extremely low coverage of tertiary education.
•
“Brain drain” is common problem for all BRICS countries.
Despite these setbacks, there are ongoing mutual efforts between China and
India to develop communication with qualified expatriates. Such an initiative can
also be considered by other BRICS members. .
It is often agreed upon that successful economic development of BRICS coun-
tries will inevitably produce experts capable at competing with Western ones.
Training of technical professionals, emphasizing science and innovation will
serve to produce professionals capable of successfully modernizing these coun
-
try’s economies.
BRICS deliberations on education
In November 2013, BRICS ministers of education met at UNESCO headquarters
in Paris to discuss for the first time opportunities for cooperation in education. The
conclusion of this landmark meeting was unanimous agreement that the BRICS
50
http://www.southafrica.info/about/education/education.htm#.VWB9d0-8PGc
51
Educational Systems of the BRICS countries: preliminary findings of a comparative, present and
future time, adequacy analysis, P.2
52
Repetition rate — proportion of pupils from a cohort enrolled in a given grade at a given school-
year who study in the same grade in the following school-year.
53
http://portal.unesco.org/geography/es/files/13662/12960781625TOM_-_Brazil's_Ed_System_
EN.pdf/TOM%2B-%2BBrazil's%2BEd%2BSystem_EN.pdf and http://www.epdc.org/sites/default/files/
documents/EPDC%20NEP_Brazil.pdf
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B R I C S
and the international community at large stand to gain hugely from enhanced col-
laboration among the five countries.
54
The BRICS Fortaleza Summit brought this commitment to the next level, when
BRICS leaders affirmed the strategic importance of education to sustainable develop
-
ment and inclusive growth and formally pledged to strengthen cooperation in this area.
With the higher focus on social issues, including healthcare, labor rights and
education, Russian presidency in BRICS presents a unique opportunity to raise
BRICS cooperation in this area to new heights.
SCIENCE AND EDUCATION WORKING GROUP
DRAFT RECOMMENDATIONS
Recognizing that today human capital is major factor of economic development,
which includes inherent talent and abilities as well as education and acquired skills
and seeing education as one of the most effective forms of investing in human capital.
Acknowledging that transition of contemporary global society to a “knowledge-
based economy” means that high educational standards act as decisive factor in
the competitive world market (thus formal education (school, university), profes
-
sional education and advanced training transforming the work force by providing
the means of accessing skilled labor with BRICS nations in need of attaining ad-
vanced global positions in human capital development).
Considering lifelong learning (LLL) to be an important leading trend in educa
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tion, we acknowledge progress contributing to it with educational institutions at all
levels and the content of education around the world acquiring an enhanced de-
gree of academic freedom, while students benefiting from greater academic mobil
-
ity. Preserving the basic features of national educational identity, LLL has emerged
as a global megatrend and become an important characteristic of human lifestyle,
regardless of age.
Emphasizing, that continuous education provides for the multi-dimensional devel
-
opment of the personality in the educational environment and the creation of the most
suitable conditions for such development, with primary focus on the following areas:
• Personality development — vectors of individual development in the educa
-
tional environment: enhancement of professional skills without changing the
level of formal education (forward vector); gradual transition to a higher edu
-
cational level (vertical vector); possibility of changing the educational profile
(horizontal vector);
• Educational processes (curricula): continuity in the educational process
characterizes the rate of a person’s involvement in the educational process
at all stages of personality development and the succession of educational
activities in transitioning from one form to another; and
54
http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/education-for-all/
coordination-mechanisms/brics/
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• Institutionalized structure of education: range of educational institutions and
their interrelation that create a range of educational services capable of
meeting the diverse needs of society as a whole as well as individuals
The global educational community devotes special attention to socio-cultural
issues pertaining to LLL and their role in professional training and ethical develop-
ment as well as the quality of teacher preparation and professionalism in the LLL
system.
At present and with ongoing dissemination, LLL has become an inseparable
component of sustainable regional and global development.
LLL thus responds to the stated objectives of the United Nations Conference
on Environment and Development (UNCED) in Rio de Janeiro on 3-14 June 2014.
Progression of contemporary education lies in the advancement of sciences.
Leading universities serve as important research centers that produce new gen-
erations of scientists. The following steps can play a crucial role in educational and
scientific cooperation among the BRICS nations:
• Provision of the free movement of knowledge and experts;
• Establishment of scholarships for student and faculty academic mobility;
•
Creation of a website for exchanging experiences in exporting and importing
educational services;
•
Arranging programs of professional development and retraining for educa-
tors, researchers and educational managers;
• Development of recommendations on educational standards and curricula
for educational institutions of different levels as well as criteria for assessing
educational quality.
BRICS civil society representatives call upon their leaders
to undertake the following actions:
1.
To work on the synchronization of general education curricula by the joint ef
-
forts of ministries of education and other relevant authorities with the broad
participation of educational communities (schools, colleges, universities,
parents, etc.) , and with the notion of further creating a virtual penta-lateral
committee on general education;
2.
To synchronize professional education curricula at all levels with the partici
-
pation of BRICS business communities that need skilled labor force;
3.
To provide open access for young people to general, higher and continuous
professional education;
4.
To synchronize governmental institutions efforts as well as those of edu
-
cational and business communities in developing national and international
programs aimed at the creation of new jobs for the graduates of institutions
of higher and vocational education;
5.
To synchronize efforts of the educational and business communities in devel
-
oping continuous professional education programs;
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6.
To start joint work of governmental structures, the educational and business
community on development of national and international programs for early
vocational guidance and early development of professional competencies;
7.
To synchronize efforts of the education and business communities in de
-
veloping national and international programs for the creation of new jobs
for graduates of institutions of higher and vocational education as well as
of continuous professional development programs, and also to establish an
interstate labor exchange;
8.
To provide open access for students to the presentations in various fields of
leading professors and scholars in the forthcoming BRICS Network Univer
-
sity. It goes beyond doubt that graduates from the BRICS Network University
can actively participate in the realization of important, integrative scientific
and humanitarian projects;
9.
To establish a League of BRICS universities creating conditions conducive
to the enhancement of student and faculty academic mobility and facilitating
robust inter-university cooperation;
10.
To establish a distance network BRICS research center and undertake joint
research in the natural sciences, medicine and health care, peace and secu-
rity, ecology, sustainable development, global leadership, financial security,
education, etc. Young researchers (undergraduate and graduate students,
junior scholars) are expected to play an active role in the work of the re
-
search center;
11.
To set up regular youth exchanges (schoolchildren, undergraduates and
graduate students and young researchers ) in the form of internships, themed
summer camps, Olympiads, competitions and conferences;
12.
To organize regular conferences, seminars, webinars, on-line conferences
and symposia for faculty and researchers, with the aim of sharing experi-
ences and the results of research in education and science;
13.
To create a web-page on the BRICS web portal, supported with assistance
from five governments, in all major languages used in five countries, for
news on science, culture and education (including pieces from the informa
-
tion agencies of the BRICS nations), with the goal of preparing young people
for international, intercultural communication and collaboration;
14.
To establish necessary legal framework for creating conditions conducive to
development of mutually beneficial collaboration in education and science.