educational systems of the brics countries: preliminary findings of a comparative, present and...
TRANSCRIPT
EDUCATIONAL SYSTEMS OF THE BRICS COUNTRIES: Preliminary Findings of
a Comparative, Present and Future Time, Adequacy Analysis.
Pedro Lara de Arruda (International Policy Centre for Inclusive Growth, IPC-IG, UNDP)1;
Ashleigh Kate Slingsby (IPC-IG, UNDP); Olga Ustyuzhantseva (Resource Centre ‘Russia-
India: education, science, technology’, Tomsk State University); Abdul Nafey (Dean,
Jawaharlal Nehru University)
Educational systems of the BRICS countries;
Present-time adequacy analysis (9 UNESCO indicators considered);
Future time adequacy analysis (absolute demand for 2030 and 2050 + time
pressure for educational-led human capital accumulation to mitigate fiscal
challenges of Demographic Transition’s fiscal challenges).
EDUCATIONAL SYSTEMS OF THE BRICS COUNTRIES (BRAZIL)
TOTAL YEARS MANDATORY EDUCATION
EDUCATIONAL LEVELS,
MANDATORY, PUBLICLY
PROVIDED
OPERATION FUNDING REGULAR TVET
EXTRA-CURRICULAR
TVET
14 Primary to upper secondary
· Pre-primary and primary: municipal responsibility · Secondary education: state’s responsibility · Balanced (central and states) provision of tertiary education
· Basic Education: 2/3 subnational + 1/3 central government. Pooled into central fund redistributed among the units
· Mostly provided by central government.
· National-level corporate responsibility flagship model – Sistema ‘S’. · Myriad of institutions accredited by an official Gateway.
EDUCATIONAL SYSTEMS OF THE BRICS COUNTRIES (RUSSIA)
TOTAL YEARS MANDATORY EDUCATION
EDUCATIONAL LEVELS,
MANDATORY, PUBLICLY
PROVIDED
OPERATION FUNDING REGULAR TVET
11 Primary to upper secondary
· Basic Education: Mostly provided and funded by regional governments (provinces), even though performance-oriented funds are provided by the Central government. · Balanced (central and states) provision of tertiary education
· Mostly provided by central government, fairly integrated to secondary education, but not so much to tertiary education
EDUCATIONAL SYSTEMS OF THE BRICS COUNTRIES (INDIA)
TOTAL YEARS MANDATORY EDUCATION
EDUCATIONAL LEVELS,
MANDATORY, PUBLICLY
PROVIDED
OPERATION FUNDING REGULAR TVET
EXTRA-CURRICULAR TVET
8 Primary to lower secondary
· Primary and secondary education provided by regional state government, but with growing funding and direct provision by central government. · Large use of PPPs. · tertiary education: · Balanced (central and states) provision of tertiary education
Fairly integrated to secondary and tertiary education.
· Publicly funded, with large use of PPP. · Has sustainability challenges that call for corporate responsibility and improved business model (TBI)
EDUCATIONAL SYSTEMS OF THE BRICS COUNTRIES (CHINA)
TOTAL YEARS MANDATORY EDUCATION
EDUCATIONAL LEVELS,
MANDATORY, PUBLICLY
PROVIDED
OPERATION FUNDING REGULAR TVET EXTRA-CURRICULAR
TVET
8 Primary to lower secondary
· Pre-primary to lower secondary: County operation and funding, with some support from the centre. · Upper secondary education is provided by the central government. · Tertiary education is mostly of local responsibility
· High enrolment rates. · Integrated to upper secondary and tertiary education
Firms have to provide the training themselves, or to outsource the training to specialized companies
EDUCATIONAL SYSTEMS OF THE BRICS COUNTRIES (SOUTH AFRICA)
TOTAL YEARS MANDATORY EDUCATION
EDUCATIONAL LEVELS,
MANDATORY, PUBLICLY
PROVIDED
OPERATION FUNDING REGULAR TVET EXTRA-CURRICULAR
TVET
9 Primary to lower secondary
· Basic education is provided and mostly funded by province-level government · Large school-level managerial autonomy (with community participation) · Tertiary education is mostly provided by central government.
Integral part of most public upper secondary educational systems, and fairly integrated with tertiary education
Firms provide it themselves or pay for the government, who however yet fails to convert the contributions into adequate training supply
EDUCATIONAL SYSTEMS OF THE BRICS COUNTRIES: LEARN-BY-DOING
Inclusive Production
o Workfare Programmes: India’s MGNREGA, South Africa’s EPWP, and
China’s Yigong-daizhen
o Programmes of access to credit to promote self-employment and
entrepreneurship: Brazil’s Fies and PRONATEC, India’s SJSRY, and
South Africa’s NYDA
EDUCATIONAL SYSTEMS OF THE BRICS COUNTRIES: LEARN-BY-DOING
State and market support to informal innovation and production
practices:
o BRAZIL (Social Technologies): Banco do Brasil, FINEP, Fiocruz, ASA,
CadÚnico, etc...
o RUSSIA: Supplementary (and not substitute) to formal work;
o INDIA (Grassroots Innovation, GRI): HoneyBeeNetwork, GIAN, NIF,
MVIF, GTIAF, etc…
o CHINA: Folk innovation (without State’s participation) and Indigenous
innovation (State’s supported initiatives in partnership with
universities);
o SOUTH AFRICA (Indigenous Knowledge System): become a core
concept on R&D policy planning.
PRESENT-TIME ADEQUACY ANALYSIS (PT. 1)
Despite vast amount of data existing at the national level, there is yet a
challenging lack of comparable data series on the BRICS countries (ex:
UNESCO’s lack of data on enrolment for Brazil, repetition for South Africa
and literacy for India).
PRESENT-TIME ADEQUACY ANALYSIS (PT. 2)
Countries’ main challenges:
o Brazil’s high repetition rates;
o Russia has more limitations on its primary education than at the
other levels;
o Chinese quality expansion success largely restricted to primary
education;
o India’s low to intermediate enrolment rates, low budgets, high
repetition rates.
o South Africa’s extremely low coverage of tertiary education;
PRESENT-TIME ADEQUACY ANALYSIS (PT 3)
Countries’ main achievements:
o Brazil and South Africa have high expenditure on education;
o China has massive expansion of quality primary education;
o Russia has the best indicators of the BRICS;
o India has high percentual budgets dedicated to TVET and tertiary
education
Overall characteristics:
o Overall high pupil-teacher ratios and, except for Russia, low
coverages for pre-primary education;
o Almost 100% literacy rates;
o Stable proportion or personal allocated to R&D in the last decades,
but, except for South Africa, increasing expenditures in the area;
FUTURE-TIME ADEQUACY ANALYSIS (Exercise 1: forecasting demand)
FUTURE-TIME ADEQUACY ANALYSIS (Exercise 1: forecasting demand)
Most countries will possibly have a reduction on their demand for pre-
primary and primary education, whereas secondary and tertiary
education might have its demand stabilized or increased (except for
maybe Brazil and India).
These prospects are the outcome of admittedly, methodologically weak
forecasts, which ought to be further fine-tuned and controlled for other
relevant factors.
o Inadequacy between UNDESA’s age-groups and the countries’ specific
age groups corresponding to each educational level;
o Not controlling for repetition, age-inadequacy and other phenomena
than determine demand for the specific educational levels.
FUTURE-TIME ADEQUACY ANALYSIS (Exercise 2: time-pressure to increase
education-led, human capital
FUTURE-TIME ADEQUACY ANALYSIS (Exercise 2: time-pressure to
increase education-led, human capital)
Russia and China have more time-pressure for preparing themselves to
face the fiscal challenges of their ongoing demographical transition. If
education-led, human capital accumulation strategies are to be considered
for such purposes, they must complement their formal education with
TVET-like strategies, which can compensate for gaps of the past in a
relatively short time spam.
The other countries have a bigger time-span to accumulate education-led
human capital through means of regular education, except maybe for
Brazil whose first generation to live in this altered demographic context are
current pupils older than 5 years-old, and mostly the youth (15-24 years-
old) – who will all be the core of Brazil’s EAP by 2030.
CONCLUSIONS
Brazil, India and (to a certain extent) China have been seeking to improve
their education through allowing for a bigger participation of the central
government on the funding and operation of basic education. Russia and
South Africa keep a more decentralized management and funding
structure for their educational system;
Overall, the BRICS countries seem to be building corporate responsibility
based extra-curricular TVET networks somewhat similar to Brazil’s Sistema
‘S’;
Smaller pressure upon Brazil, India and South Africa to invest on TVET-like
educational strategies due to fiscal challenges related to their demographic
transition doesn’t mean such strategies shouldn’t be sought for other,
equally pushing reasons (like market adequacy of the labour-force, etc).