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Tydskrif vir Geesteswetenskappe

versão On-line ISSN 2224-7912
versão impressa ISSN 0041-4751


BLAKE, Reinette; VOS, Deon; DE BEER, Louw  e  SERFONTEIN, Erika. A comparative study regarding support services for teachers in public schools in the BRICS member states. Tydskr. geesteswet. [online]. 2022, vol.62, n.3, pp.498-526. ISSN 2224-7912.

Teacher support services are an element of the component support services of an effective education system. In this study, the BRICS member countries are investigated, and the focus is placed on teachers in public schools. The BRICS member countries are Brazil, Russia, India, China, and South Africa. The BRICS organisation strives to be a well organised and supportive organisation in terms of economic growth through effective education and training. The BRICS member countries have been selected for this study because there is a dearth of research on this topic. This study shows that there is a gap in the BRICS organisation in terms of teachers receiving the necessary support services with a view to ensuring effective teaching. The aim of the research was to determine how support services are provided to teachers in public schools in the BRICS member countries. The study focuses on the differences and similarities that can be identified based on support services provided to teachers in public schools in the BRICS member countries. The comparative research method was used to identify and compare best practices with regard to support services offered to teachers within the BRICS member countries. The following themes were identified where best practices occurred within the local context of the individual BRICS member states: support services within media support, support in the pension fund, law advice services, and services that the unions provide. A Uniform framework for support services for educators is important to provide effective support to educators. In this way, support services of better quality to teachers can be ensured. However, it is important that the context of each country be considered before formulating such a policy. Improving cooperation between the BRICS member countries can also strengthen relations between the countries. Raising awareness of international organisations ' involvement in making a financial contribution to the education systems in the BRICS member countries could lead to teachers receiving more support services. In this way, a positive contribution can be made to the education system. During the BRICS Member States ' meetings, emphasis should be placed on best practices of assisting the other Member States in attempting to change unsuccessful practices. Emphasis was placed on media services, pension funds, legal advice services, and trade unions. An interpretive research paradigm was used as a starting point, and a qualitative research method was followed in analysing the content of existing articles and government publications in order to extract data. The data were processed and analysed in tabular form to identify best practices. The overall finding from this study is that support services are available for teachers in the BRICS member countries, although the degree of support varies within the different member countries. The best practices identified during the research can benefit each of the BRICS member countries. Various resources were consulted to improve not only the support services provided to teachers in each country but also the provision of education in these countries.

Palavras-chave : BRICS; BRICS education objectives; comparative education; education system; public schools; support services; teachers.

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