Die BRICS-organisasie : betekenis vir onderwysvoorsiening in die lidlande

Abstract

Internasionale samewerking gebeur om verskeie redes. Die Verenigde Nasies, Europese Unie en Unesco is van die bekendste voorbeelde van Internasionale samewerkingsorganisasies. BRICS is een van die mees resente internasionale samewerkingsorganisasies. Onderwys en veral "Onderwys vir Almal" (OVA) is een van die areas waarop die BRICS-lidlande fokus. Die onderwysstelsels in van die BRICS-lidlande presteer nie na wense nie. BRICS-lidlande kan dus deur middel van identifisering van beste praktyke hul onderskeie onderrigstelsels verbeter. Hierdie navorsing het dus op die volgende probleemstelling gefokus: Watter betekenis behoort die BRICS-organisasie vir die onderwysvoorsiening in die BRICS-lidlande te hê? Die navorsingsprobleem het die navorsingsdoelwitte gerig. Die doel van die navorsing was om te bepaal wat die betekenis was van die BRICS-organisasie vir onderwysvoorsiening in die lidlande. Ten einde hierdie navorsingsdoelstelling te bereik is die volgende doelwitte geïdentifiseer: Eerstens is die betekenis van internasionale samewerking in onderwys beskryf. Vervolgens is die historiese ontwikkeling van die BRICS-organisasie beskryf. Die onderwysdoelstellings van die onderskeie lande is ook beskryf. Die vierde doelwit het op “Onderwys vir Almal” in die BRICS-lidlande gefokus. Laastens is daar tersaaklike riglyne ontwerp vir effektiewe funksionering en implementering van “Onderwys vir almal” in die BRICS-lidlande. Kwalitatiewe navorsing fokus op eienskappe wat nie tot getalle gereduseer kan word nie. Deur die lens van ʼn interpretivistiese filosofiese oriëntasie is die dokumente en onderhoude geanaliseer. Doelgerigte steekproefneming is gebruik om deelnemers te kies. Dokumente van die vyf lidlande is ontleed en daar is ook met kundiges uit die BRICS-lidlande onderhoude gevoer. Weftq-programmatuur is aangewend om data te analiseer. Die vergelykende metode is gebruik om beste praktyk ten opsigte van ondervoorsiening in die BRICS-lidlande te identifiseer. Die bevindinge is soos volg: Internasionale samewerking in onderwysvoorsiening is redelik effektief maar daar word nie volgens beplande tydraamwerke gehou nie. Vanuit ʼn historiese perspektief funksioneer die BRICS-organisasie as ʼn effektiewe internasionale organisasie. Die onderwysdoelstellinge van elke BRICS-lidland is deeglik beskryf. Die laaste bevinding is die assessering van BRICS-lidlande se OVA-doelwitbereiking. Die BRICS-lidlande voldoen nog nie aan al die OVA-doelwitte soos gemeet aan tyd en uitkomste nie. Laastens word daar riglyne voorgestel, ten einde die OVA-doelwitte van die BRICS-lidlande meer effektief en vinniger te bereik. International cooperation happens for various reasons. The United Nations, European Union and Unesco are some of the best known examples of international cooperation organisations. BRICS is one of the most recent international cooperation organisations. Education – and especially “Education for All” (EFA) – is one of the areas that the BRICS member countries are focusing on. The educational systems in some of the BRICS member countries do not perform as may be desired. BRICS member countries could therefore improve their respective systems of teaching by identifying best practices. This research therefore focused on the following problem statement: What significance should the BRICS organisation have for the provision of education in the BRICS member countries? The research problem governed the research objectives. The aim of the research was to determine the significance of the BRICS organisation for education provision in the member countries. To attain this research aim the following objectives were identified: Firstly, the meaning of international cooperation in education was described. Subsequently the historical development of the BRICS organisation was described. The educational aims of the different countries were also explained. The fourth objective focused on “Education for All” in the BRICS member countries. Finally, relevant guidelines were designed for effective functioning and implementation of "Education for All" in the BRICS member countries. Qualitative research focuses on characteristics that cannot be reduced to numbers. Through the lens of an interpretivistic philospohical orientation the documents and interviews were analysed. Purposive sampling was used to choose participants. Documents from the five member countries were analysed and interviews were conducted with experts from the BRICS member countries. The Weftq-program was used to analyse the data. The comparative method was used to identify best practices in respect of underprovision in the BRICS member countries. The findings are as follows: International cooperation in education provision is reasonably effective but planned time frames are not complied with. From a historical perspective the BRICS organisation functions as an effective international organisation. The educational aims of each BRICS member country were described in detail. The last finding is the assessment of the attainment of the EFA objectives by the BRICS member countries. The BRICS member countries have not achieved all the EFA objectives as measured in terms of time and outcomes. Finally, a few guidelines are suggested, to bring about a more effective and more rapid attaining of the EFA objectives by the BRICS member countries.