Harmonization Problems of the education systems indicators in the BriCs Countries

• Author: D. Yampolskaya - A. Korneeva - H. Cai - B. Campolina
• Position: Peoples' Friendship University of Russia (Moscow, Russia) - Nielsen Russia (Moscow, Russia) - Beijing Normal University (Beijing, China) - Federal University of Minas Gerais (Belo Horizonte, Brazil)
• Pages: 5-40

BRICS LAW JOURNAL Volume VI (2019) Issue 1

ARTICLES

HARMONIZATION PROBLEMS OF THE EDUCATION SYSTEMS INDICATORS

IN THE BRICS COUNTRIES

DIANA YAMPOLSKAYA,

Peoples’ Friendship University of Russia (Moscow, Russia)

ANASTASIYA KORNEEVA,

Nielsen Russia (Moscow, Russia)

HONGBO CAI,

Beijing Normal University (Beijing, China)

BERNARDO CAMPOLINA,

Federal University of Minas Gerais (Belo Horizonte, Brazil)

DOI: 10.21684/2412-2343-2018-6-1-5-40

The conditions for the development of modern states are impossible without cooperation

and integration with other states in various socio- economic areas. The formation and

protection of an alternative position in the world by a number of countries led to the

creation of the BRICS association. Participation in this association is of great importance

for Russia in a variety of elds. One of the promising areas of cooperation is the sphere

of education in all its aspects, ranging from preschool education to the attainment of

various degrees and titles. This article addresses the issue of coordination of the BRICS

countries in the eld of education.

The basis for determining the indicators of the education systems and the principles of

their comparison was the similar data from the international organizations UNESCO,

OECD and Eurostat. As a result of studying the principles of collecting statistical data

and methodological materials for comparing the education sector indicators in these

international organizations, a certain vision of the database of the BRICS countries has

BRICS LAW JOURNAL Volume VI (2019) Issue 1 6

been set. On the one hand, this base should not contradict international practice; on the

other hand, the chosen indicators should be used by all countries of the BRICS association.

Following this study, a proposal on the principles of information collection was made,

as well as a proposal on the main indicators for education indicators comparison in the

BRICS countries.

The basis for cooperation between the education systems is a harmonized system of

concepts and denitions, which allows unambiguous interpretation of such fundamental

terms as education, educational program, educational institution, student, entrant,

acceptance for study programs, graduates, graduations, p ersonnel of educational

institutions, expenses for education, etc.

In parallel with the harmonization of the education system terminology, it is necessary

to harmonize statistical indicators that can quantify the education system at all levels.

As a rule, observation units of education statistics are institutions that provide educational

services at all levels of education to both individuals and legal entities.

Keywords: BRICS countries; education; indicators of education; harmonization of

information indicators of the education system; methods of comparing indicators.

Recommended citation: Diana Yampolskaya et al., Harmonization Problems of the

Education Systems Indicators in the BRICS Countries, 6(1) BRICS Law Journal 5–40

(2019).

Table of Contents

Introduction

1. Analysis of Approaches to the Formation of a Methodology

for Comparing Indicators of the Education Systems

1.1. Characteristics of the Statistical Base of UNESCO

1.2. Characteristics of the Statistical Base of the OECD

1.3. Characteristics of the Statistical Base of the Statistical Oce

of the European Union (Eurostat)

1.4. Characteristics of the Formation of Statistical Indicators of Other

International Organizations

2. Assessment of the Socio-Economic Status of the BRICS Countries

3. Principles for the Formation of a Base of Information Comparison

4. The Results of the Study on the Harmonization of Indicators

of the Education Systems of the BRICS Countries

Conclusion

DIANA YAMPOLSKAYA, ANASTASIYA KORNEEVA, HONGBO CAI, BERNARDO CAMPOLINA 7

Introduction

In today’s unstable political conditions, education plays an important role as the

basis for the formation of interstate relations. In this connection, great importance

is attached to the development of humanitarian ties between various countries and

associations of countries. At the meeting of BRICS education ministers, held in New

Delhi in September 2016, it was noted that

the BRICS countries will strengthen international cooperation, promote

fair and inclusive education.1

The hope was expressed for further strengthening of cooperation between all

countries in such areas as vocational education, ensuring the quality of education,

continuing education and promoting exchanges of teachers and students. It was also

noted that the “Declaration” fully meets the requirements of the United Nations in

the eld of sustainable development until 2030. In accordance with the conclusions

of the meeting of the M inisters of Education of the BRICS countries, the Ministr y of

Education of the Russian Federation set the task of assessing the education systems

of the ve BRICS countries and developing approaches to assessing and harmonizing

these systems. In 2017, the Peoples’ Friendship University of Russia conducted a study

related to the search for ways in which to harmonize the indicators of the educational

activities of the BRICS countries, some aspects of which are discussed in this article.

The main objective of this study is the development of guidelines for the

renewable and long-term comparability of statistical data on the BRICS countries.

The BRICS countries have quite dierent education systems. In these countries, the

following areas can be identied in the development of education systems:

– Increase in compulsory schooling;

– Improvement in quality of education at all levels;

– Ensuring continuous learning;

– Improving the quality of education;

– Improvement of control over the quality of education;

– Increase in public spending on the education system.

However, not all directions are developed evenly. The tasks of active development

of distance education are stated in Russia, India, China and South Africa. The task of

developing the internationalization of universities is set by Russia, India and China.

A preliminary analysis of the education statistics of the BRICS countries allowed

the determination of the general characteristics:

– Pre-school and higher education is not mandatory;

1 New Delhi Declaration of the 4th Meeting of BRICS Ministers of Education, New Delhi, 30 September

2016 (Dec. 10, 2018), available at http://www.brics-info.org/new-delhi-declaration-of-the-4th-meeting-

of-brics-ministers-of-education/.