14 results
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2. Managing Racial Integration in BRICS Higher Education Institutions
- Author
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Naidoo, Shantha and Shaikhnag, Noorullah
- Abstract
The Sustainable Development Goals (SDGs) were developed by the United Nations in 2015 to encompass universal respect for equality and non-discrimination regardless of race, gender, ethnicity, and cultural diversity. Since 2000, Brazil, Russia, India, China, and South Africa (BRICS) have aligned with SDG 4.3 by developing higher education institutions (HEIs) which aims to "By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university". This was intended to create equal opportunities and permit full realisation and prosperity of human rights and human dignity. This paper explores the effectiveness of managing racial integration in BRICS HEIs and illustrates remarkable progress in research and policy enactment. Particular attention is devoted to the period from the mid-2000s when evidence around the globe exposed the presence of many forms of violence, which inhibit management of effective racial integration. Based on case studies from selected BRICS countries (South Africa, Russia, and Brazil), this paper explores how the management of racial integration is being addressed within these contexts. [For the complete Volume 20 proceedings, see ED622631.]
- Published
- 2022
3. Knowledge as Currency: A Comparative Exploration of the Relationship between Education Expenditure and Gross Domestic Product in the European Union and BRICS Countries
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Bulgarian Comparative Education Society (BCES) and Otto, Michelle
- Abstract
The purpose of this paper is to explore the relationship between the percentage of expenditure on public education of a country and the effect that each percentage mark has on the economic growth, and therefore Gross Domestic Product (GDP) of a country. The goal of this paper is to explore how investment in education impacts the economic growth of a country through the production of more skilled workers in the workforce. This paper aims to draw a comparison between the BRICS countries, and a representative number of the countries in the European Union to compare the investment, process and product delivered through these groupings. By looking at the production function from a Marxist perspective it is inevitable to notice that the error coefficient is significantly higher within the BRICS countries than in the European Union, which is reflected in the rate of economic growth. This paper would be of interest to economists, education policy makers, researchers, and scholars.
- Published
- 2020
4. Homeschooling in the BRICS Members States: A Comparative Study
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Bulgarian Comparative Education Society (BCES), de Beer, Louw, Vos, Deon, and Myburgh, Jeannine
- Abstract
Homeschooling is an alternative method of teaching where parents take the responsibility of education and teach their children at home. This method of education is increasing worldwide. Various authorities around the world have taken note of this trend and recognized homeschooling as an alternative method of education in their legislation. The paper examines the educational policy and practice of homeschooling in the BRICS countries (Brazil, Russia, India, China, and South Africa) through a literature study, with the aim of comparing the five countries to hit. It also looks at what the BRICS countries can learn from each other regarding homeschooling. Most of the BRICS countries have education law that does not provide for homeschooling. In the countries where homeownership is legal, there are strict requirements that must be met. These requirements place a heavy burden on home school parents. However, it is clear from the investigation that homeschooling is increasing in the BRICS countries legally and illegally. There are also other similarities arising from the study.
- Published
- 2020
5. Religion as an External Determinant of the Education Systems of the BRICS Member Countries: A Comparative Study
- Author
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de Kock, Fleetwood Jerry, de Beer, Zacharias Louw, Wolhuter, Charl C., and Potgieter, Ferdinand Jacobus
- Abstract
Various internal and external determinants influence an education system. External determinants include language, demographics, geography, technology, politics, and financial and economic trends. Religion is also one of these external determinants that can influence an education system, as well as the education systems of the. The BRICS member countries consist of Brazil, Russia, India, China, and South Africa. The BRICS member countries are one of the most organized and supportive international cooperation organizations that currently exist. Religion is considered a controversial and sensitive topic. This research aimed to determine how religion as an external determinant influences the education systems of the BRICS member countries. The study focused on the differences and similarities that can be identified based on religion as an external determinant of the various education systems in the BRICS member countries. The BRICS member countries were deliberately chosen for this study because each member state is considered a secular country in terms of religion, yet each member state treats religion differently in their country. The comparative method was used during this study to identify the best practices from the BRICS member countries. The interpretive research paradigm was used during this study using the qualitative research approach. The document analysis was used during the study to analyse the content of policies, legislation, articles, and government publications using content analysis to be able to identify themes to be able to perform the comparison between the different education systems of the BRICS member countries. The findings from this study are as follows: Religion as an external determinant of an education system does have a significant influence on the education systems of the various BRICS member countries. It is very important to observe and describe these findings from the context of the various member states. [For the complete Volume 20 proceedings, see ED622631.]
- Published
- 2022
6. The Structure for Teaching as a Component of the Education Systems of South Africa and India: A Comparative Study
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du Plessis, Hendrik Abraham and Steenkamp, Danielle
- Abstract
This research focused on the structure for teaching as a component of the education systems of South Africa and India. India and South Africa form part of the BRICS grouping, and BRICS have set out certain development goals about quality education. This qualitative interpretive study utilised relevant documents from India and South Africa that focused on the structure of teaching. The relevant documents were analysed by employing content analysis. The structure for teaching in the national education system organises and formulates the framework for education in the applicable countries. The study aimed to identify differences and similarities regarding the following elements of the structure for teaching. The elements foci were educational levels and the medium of instruction. One of the aims was to enhance the structure for teaching and learning in the BRICS countries. This research forms part of a larger BRICS project that compares the four components of the education systems and its elements as well as the internal and external determinates of the BRICS member states. It will contribute to a BRICS Education Encyclopaedia. [For the complete Volume 20 proceedings, see ED622631.]
- Published
- 2022
7. Towards the Next Epoch of Education. BCES Conference Books, Volume 20
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Bulgarian Comparative Education Society (BCES), Popov, Nikolay, Wolhuter, Charl, de Beer, Louw, Hilton, Gillian, Ogunleye, James, Achinewhu-Nworgu, Elizabeth, Niemczyk, Ewelina, Popov, Nikolay, Wolhuter, Charl, de Beer, Louw, Hilton, Gillian, Ogunleye, James, Achinewhu-Nworgu, Elizabeth, Niemczyk, Ewelina, and Bulgarian Comparative Education Society (BCES)
- Abstract
This volume contains selected papers submitted to the 20th Jubilee Annual International Conference of the Bulgarian Comparative Education Society (BCES), conducted virtually in June 2022. The 20th BCES Conference theme is "Towards the Next Epoch of Education." The theme is focused on problems, discussions, changes, solutions, and challenges that have recently happened, and as well on various opportunities, prospects, and advantages that have been made available to all actors in the educational systems around the world--students, parents, teachers, administrators, psychologists, principals, faculty members, researchers, and policy makers at municipal, regional, and national level. The book includes 33 papers and starts with an introductory piece authored by Charl Wolhuter. The other 32 papers are divided into 6 parts representing the BCES Conference thematic sections: (1) Comparative and International Education & History of Education; (2) International Education Issues; (3) School Education: Policies, Innovations, Practices & Entrepreneurship; (4) Higher Education & Teacher Education and Training; (5) Law and Education; and (6) Research Education & Research Practice. [Individual papers are indexed in ERIC. This content is provided in the format of an e-book.]
- Published
- 2022
8. Affirmative Action in Education and Black Economic Empowerment in the Workplace in South Africa since 1994: Policies, Strengths and Limitations
- Author
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Herman, Harold D.
- Abstract
This paper explains the concepts of Affirmative Action (AA) and Black Economic Empowerment (BEE) and the policies developed in post-Apartheid South Africa. It compares it to similar policies adopted in different contexts in Malaysia, India and the U.S.A. It explains and critiques the South African policies on AA and BEE, its history since 1994 and how class has replaced race as the determinant of who succeeds in education and the workplace. It analyses why these policies were essential to address the massive racial divide in education and the workplace at the arrival of democracy in 1994, but also why it has been controversial and racially divisive. The strengths and limitations of these policies are juxtaposed, the way it has benefitted the black and white elites, bolstered the black middle-class but has had little success in addressing the education and job futures of poor, working class black citizens in South Africa. The views of a number of key social analysts in the field are stated to explain the moral, racial, divisive aspects of AA in relation to the international experience and how South Africa is grappling with limited success to bridge the divide between the rich and poor. [For the complete Volume 15 proceedings, see ED574185.]
- Published
- 2017
9. Special Education in BRICS: A Comparative Overview
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van Jaarsveld, Leentjie
- Abstract
Many discussions have taken place around the issue of the special needs of learners, special schools and inclusivity. UNESCO argues that inclusive education will accommodate all children, regardless of their physical, intellectual, social, emotional, linguistic or other conditions. This would include disabled and gifted children, street and working children, children from remote or nomadic populations, children from linguistic, ethnic or cultural minorities and children from other disadvantaged areas or groups. In inclusive education, the diverse needs of students would be recognised and responded to, accommodating different styles and rates of learning and ensuring quality education to all. However, globally, the views of countries on inclusivity differ, and setting up schools for learners with special needs is often preferred. The overall aim of this study is to give an overview of the perspectives of the BRICS countries regarding learners with special needs, special schools and inclusivity. A document analysis was done of both printed and electronic (computer-based and Internet-transmitted) material. The views of the BRICS countries on learners with special needs, special schools and inclusivity differ. [For the complete Volume 19 proceedings, see ED613922.]
- Published
- 2021
10. Technology as an External Determinant of the Education Systems of South Africa and India: A Comparative Study
- Author
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de Beer, Zacharias Louw and Greyling, Serita
- Abstract
The framework of the education system can be defined as an effective educational environment where learners are prepared for different roles in society. It also contributes to providing for the learners' existing needs in society (Steyn et al., 2017, p. 15). The functioning of the education system can be influenced by different internal and external determinants (Steyn et al., 2017, p. 23). External determinants are external contextual factors that influence the education system such as geography, demography, and technology. In this research study, the emphasis was placed on technology as an external determinant of the education system. Technology is a very important external determinant because it influences the nature, content, and delivery of the educational programs and the curriculum. This research aimed to compare technology as an external determinant on the education systems of South Africa and India. [For the complete Volume 19 proceedings, see ED613922.]
- Published
- 2021
11. New Challenges to Education: Lessons from around the World. BCES Conference Books, Volume 19
- Author
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Bulgarian Comparative Education Society (BCES), Popov, Nikolay, Wolhuter, Charl, de Beer, Louw, Hilton, Gillian, Ogunleye, James, Achinewhu-Nworgu, Elizabeth, Niemczyk, Ewelina, Popov, Nikolay, Wolhuter, Charl, de Beer, Louw, Hilton, Gillian, Ogunleye, James, Achinewhu-Nworgu, Elizabeth, Niemczyk, Ewelina, and Bulgarian Comparative Education Society (BCES)
- Abstract
This volume contains a collection of selected papers submitted to the 19th Annual International Conference of the Bulgarian Comparative Education Society (BCES) held in June 2021. The 19th BCES Conference theme is "New Challenges to Education: Lessons from around the World." The book includes 40 papers written by 66 authors from 15 countries. The volume starts with an introductory piece co-authored by Zoltán Rónay and Ewelina K Niemczyk. The other 39 papers are divided into 6 parts representing the thematic sections: (1) Comparative and International Education & History of Education; (2) International Organizations and Education; (3) School Education: Policies, Innovations, Practices & Entrepreneurship; (4) Higher Education & Teacher Education and Training; (5) Law and Education; and (6) Research Education & Research Practice. The papers included in this year's conference volume outline a variety of challenges all actors in the education process (students, teachers, administrators, policy decision makers) at all levels of the education systems have recently faced. Readers can find conceptual and empirical studies, quantitative and qualitative methods, descriptive and analytical approaches, and even pessimistic and optimistic authors' views. This volume presents how novel concepts, ironical definitions, and provoking considerations are born in difficult times, when restricted life meets unrestricted spirit. [Individual papers are indexed in ERIC.]
- Published
- 2021
12. Education's Role in Preparing Globally Competent Citizens. BCES Conference Books, Volume 12
- Author
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Bulgarian Comparative Education Society (BCES), Popov, Nikolay, Wolhuter, Charl, Ermenc, Klara Skubic, Hilton, Gillian,, Ogunleye, James, Chigisheva, Oksana, Popov, Nikolay, Wolhuter, Charl, Ermenc, Klara Skubic, Hilton, Gillian,, Ogunleye, James, Chigisheva, Oksana, and Bulgarian Comparative Education Society (BCES)
- Abstract
This volume contains papers submitted to the 12th Annual International Conference of the Bulgarian Comparative Education Society (BCES), held in Sofia and Nessebar, Bulgaria, in June 2014, and papers submitted to the 2nd International Partner Conference, organized by the International Research Centre 'Scientific Cooperation,' Rostov-on-Don, Russia. The volume also includes papers submitted to the International Symposium on Comparative Sciences, organized by the Bulgarian Comparative Education Society in Sofia, in October 2013. The 12th BCES Conference theme is "Education's Role in Preparing Globally Competent Citizens." The 2nd Partner Conference theme is "Contemporary Science and Education: New Challenges -- New Decisions." The book consists of 103 papers, written by 167 authors and co-authors, and grouped into 7 parts. Parts 1-4 comprise papers submitted to the 12th BCES Conference, and Parts 5-7 comprise papers submitted to the 2nd Partner Conference. The 103 papers are divided into the following parts: (1) Comparative Education & History of Education; (2) Pre-service and In-service Teacher Training & Learning and Teaching Styles; (3) Education Policy, Reforms and School Leadership; (4) Higher Education, Lifelong Learning and Social Inclusion; (5) Educational Development Strategies in Different Countries and Regions of the World: National, Regional and Global Levels; (6) Key Directions and Characteristics of Research Organization in Contemporary World; and (7) International Scientific and Educational Cooperation for the Solution of Contemporary Global Issues: From Global Competition to World Integration.
- Published
- 2014
13. Using Multilingual Analytics to Explore the Usage of a Learning Portal in Developing Countries
- Author
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Protonotarios, Vassilis, Stoitsis, Giannis, Kastrantas, Kostas, and Sanchez-Alonso, Salvador
- Abstract
Learning analytics is a domain that has been constantly evolving throughout recent years due to the acknowledgement of its importance by those using intelligent data, learner-produced data, and analysis models to discover information and social connections for predicting and advising people's learning [1]. Learning analytics may be applied in a variety of different cases, but their role in understanding the multilingual requirements of users of learning portals is of an outstanding significance. As the adaptation of existing portals in multilingual environments is a cost- and time-consuming aspect of the development of a portal, the outcomes of learning analytics may provide the requirements on which further multilingual services of a portal will be built, ensuring their efficiency. This paper aims to identify and interpret the behavior of users from developing countries in a multilingual learning portal using the log files of the portal by applying the methodology defined in a previous work by Stoitsis et al. [2] The paper also aims to identify the aspects that should be studied by future related works by focusing on specific regions and countries that exhibit special interest for further adaptation of the portal to additional multilingual environments.
- Published
- 2013
14. Turning the Digital Divide into Digital Dividends through Free Content and Open Networks: WikiEducator Learning4Content (L4C) Initiative
- Author
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Schlicht, Patricia
- Abstract
In today's world where tuition fees continue to rise rapidly and the demand for higher education increases in both the developing and developed world, it is important to find additional and alternative learning pathways that learners can afford. Traditional education as we have known it has begun to change, allowing for new parallel learning opportunities to take shape and new avenues to open up. This paper describes the world's largest online training initiative on open education that teaches wiki technology to educators in the formal education sector worldwide. WikiEducator, founded in 2006, initially operated with funding support from the William and Flora Hewlett Foundation (WFHF) under the auspices of the Commonwealth of Learning (COL), an intergovernmental organization created by Commonwealth Heads of Government to encourage the development and sharing of open learning and distance education knowledge, resources, and technology. In May 2009, it became its own entity residing under Otago Polytechnic's International Centre for Open Education Resources under the auspices of the Open Education Resource Foundation (OERF) in Dunedin, New Zealand, where it continues today. WikiEducator's flagship, the Learning4Content (L4C) project, builds capacity among global educators by teaching wiki technology to newcomers and experts in the field of open education. In exchange for the free training opportunity they receive, participants are asked to create open content on WikiEducator and contribute toward WikiEducator's strategic objectives. The success of the L4C project helped WikiEducator reach its target number of equipping 2,500 educators with wiki skills to create open educational resources online two years ahead of the initially planned three years and was the reason for a large additional number of novices and experts alike joining the project. Even though many learners make use of the free learning opportunities offered through the L4C project, for those who do not have access to online content--or even computers--WikiEducator has developed a feature called "wiki-to-print," which allows users to select free and open WikiEducator content and combine it into a book that can be printed and used offline. Distribution of these print-based, compiled books provides an opportunity to those who do not or will never have access to the Internet and technology to gain access to knowledge and information. This paper will describe WikiEducator's stages of development and the outcomes it has achieved as the world's largest attempt to build wiki skills among global educators.
- Published
- 2013
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