Abstract

KAMPFER, Loui-Marie; VOS, Deon  and  DE BEER, Louw. Support services to learners in public schools in the education systems of the BRICS member countries. Tydskr. geesteswet. [online]. 2023, vol.63, n.4, pp.836-859. ISSN 2224-7912.  http://dx.doi.org/10.17159/2224-7912/2023/v63n4a5.

An education system is a framework that meets the educational needs of a particular target group. Education systems consist of different components and elements to provide effective education to the target group with specific educational needs. These components include the education system policy, education system administration, education structure and support services. For the effective functioning of an education system, it is necessary that all components collaborate. New challenges are constantly being posed to education systems, and changes in technology, the community, the target group and the curriculum are constantly occurring. To ensure effective teaching in the education situation, education depends on additional help from service providers which do not form part of the education system. These support services (additional assistance) are essential for the effective functioning of education and contribute to the effectiveness of teaching. The need for specific types of educational support services differs with respect to different education systems, as the needs of particular target groups may differ from one another. This study investigates educational support services for learners as an element of the education system in the ERICS member countries and identifies the best practices in the educational support services of these countries. The aim of the study derives from the fact that there have been concerns among various education authorities regarding support services that do not function optimally and do not meet the educational needs of teachers and learners, as well as teaching activities and structures. There is a lack of research on specifically the nature of the component "support services to learners in the ERICS countries". Therefore, the problem was addressed by using a comparative view of the education component of support services to learners in the ERICS countries in order to identify challenges and best practices and make recommendations to improve these support services to learners. The research was conducted using a qualitative research approach within the framework of the interpretivist research paradigm by using a document analysis as the method of data generation. Various types of documents were used, which had mainly been found through the use of the search engines Google Scholar and SAePublications, as well as books and academic journals. After careful study of the documents, all data relevant to the study were screened and categorised so that themes could be identified. The following themes were identified: inclusive education; assistance to learners employing the aid of medical and dental services; social services; and nutrition services. The ERICS member countries were selected as participating countries for the study, as all five member countries are involved in identifying their needs and establishing action plans to ultimately meet the educational needs of the target group.

Keywords : BRICS countries; BRICS organisation; comparative education; education system; support services for learners.

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