Resumen

VOS, Deon  y  DE BEER, Louw. A comparative study of the nature and role of education governance in the education systems of the BRICS countries. Tydskr. geesteswet. [online]. 2018, vol.58, n.1, pp.77-95. ISSN 2224-7912.  http://dx.doi.org/10.17159/2224-7912/2018/v58n1a5.

The aim of this study is to determine how the nature and role of education governance of the five BRICS countries (international organisation consisting of Brazil, Russia, India, China and South Africa) can be to the benefit of one another. In order to achieve this aim research is done, firstly, to determine the nature and role of education governance on national (macro), provincial (meso) and local (micro) levels in the BRICS countries and, secondly, to compare the nature and role of the education governing structures in the BRICS countries. The reason for this comparison ofthe nature and role ofthe education governing structures is to formulate lessons to be learned from best practices in the different BRICS countries. These lessons can be to the benefit of all five countries, regarding their education governance. Different sources are used to meet the aims of the study. The literature study consists of a document analysis of acts, policies, articles and government publications. Other relevant literature is also used in the theoretical discussion. The documents that were used contributed to a clear understanding of what kind of education governance is used on the three levels of education governance in the five member states of the BRICS organization. It is also clear that the member states are moving to a more decentralised education governance system and therefore it makes it a more acceptable education system from a democratic point ofview. It is also clear that the different role players on all levels of governance must have a clear understanding of what is expected from them; and they must also have the knowledge, skills and attitude to make a meaningful contribution to the effectiveness of the education system. The strong influence of the government and political role players in all the countries under discussion is noteworthy, but the effectiveness or the benefit for the education system of these influences is questioned. It was also noted that where a country was divided into different states, the nature and role of the educational governance structures in the different states were not the same. The reason for this statement is because the different states are governed by different means of governance. At the end ofthe article it is shown that well established structures exist on the three education governance levels in the five countries and that, although the nature and role ofthese structures differ from one another, the general ideal is that education must be equally available to all and that there is a lifelong learning opportunity for all.

Palabras clave : Brazilian education system; BRICS countries education system; Indian education system; local education governance; Russian education system; Chinese education system; South African education system.

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