Abstract
This study investigates the internal determinant of historical nature and its influence on the development, structure and functioning of the education systems of the five original BRICS member countries, namely Brazil, Russia, India, China and South Africa. Education systems operate within distinctive historical, political, economic and sociocultural contexts that influence educational provision, institutional development and policy formulation. Historical circumstances continue to shape contemporary educational opportunities, particularly regarding equitable access, resource allocation, curriculum development and educational quality. Although the BRICS countries share aspirations concerning educational improvement, economic development and international cooperation, their education systems reflect diverse historical experiences and reform processes. Consequently, understanding the influence of historical determinants is essential for evaluating contemporary educational challenges and identifying contextually appropriate practices that may contribute to sustainable educational development.
The research addresses a gap in comparative education scholarship concerning the specific influence of the internal determinant of historical nature on the education systems of the BRICS countries. Although previous research has examined educational policies, economic conditions, technological development and international cooperation within these countries, limited attention has been devoted to a systematic comparison of historical determinants across all five education systems. Accordingly, the study aimed to investigate the positive and negative influences of historical developments on educational provision, establish similarities and differences between the respective systems, and identify best practices capable of informing future educational improvement. The investigation was situated within Comparative Education, recognising that education systems must be understood in relation to the circumstances responsible for their historical development and contemporary functioning.
The conceptual framework examined education systems through their interrelated components, including education policy, education system administration, educational structures and support services. Particular attention was devoted to the manner in which historical developments influence these components and their capacity to respond to changing societal expectations. The theoretical orientation emphasised the importance of examining historical developments to understand contemporary educational arrangements and identify opportunities for improvement. Through a historical perspective, the study considered how political transitions, colonial legacies, industrialisation, economic development, cultural values, pedagogical developments and modernisation have influenced the organisation and functioning of education systems. This perspective provided a foundation for examining historical continuity and transformation across the BRICS countries.
An interpretivist-constructivist research paradigm informed the investigation, supported by a qualitative research design and comparative research approach. Data were generated through document analysis and a review of relevant literature, including official educational documents, policy materials and scholarly publications. Content analysis facilitated the identification, organisation and interpretation of information concerning historical developments, education policies and educational practices. The comparative method was employed to examine similarities, differences and recurring patterns across the five national education systems. This methodological approach enabled the interpretation of educational developments within their respective historical and sociocultural contexts, while supporting the identification of practices relevant to educational improvement. The analysis focused primarily on historical developments and educational reforms examined within the period from 1960 to 2024.
The findings demonstrate that Brazil's education system has been influenced by political transitions, socioeconomic inequalities and successive educational reforms. Developments during military rule, democratisation and subsequent modernisation shaped educational administration, access and policy priorities. Persistent inequalities between urban and rural communities continue to influence educational provision, particularly concerning infrastructure and resources. Nevertheless, initiatives such as the Fund for the Maintenance and Development of Basic Education and the Valorisation of Education Professionals (FUNDEB) illustrate approaches to educational financing and redistribution. The Bolsa Família programme further demonstrates the relationship between social assistance and school participation, highlighting the potential contribution of integrated social and educational policies.
Russia's education system reflects the historical influence of Soviet educational arrangements, the transition following the dissolution of the Soviet Union and subsequent reforms responding to economic and technological developments. The analysis identified the enduring significance of centralised educational administration, technical education and investment in science, technology, engineering and mathematics. These priorities have supported educational development and international competitiveness, although regional inequalities and differences in educational resource availability remain important challenges. Russia's experience demonstrates the contribution of coordinated educational planning and technological development while illustrating the continuing influence of historical institutional structures on contemporary educational practices.
In India, educational development has been influenced by colonial history, post-independence policy reforms, economic liberalisation and longstanding sociocultural inequalities. The research identified persistent challenges relating to caste, gender, regional disparities and unequal educational opportunities. Educational legislation and initiatives, including the Right to Education Act and Digital India, reflect efforts to expand educational participation and technological accessibility. Nevertheless, disparities in infrastructure and resources, particularly within rural communities, continue to affect equitable educational provision. India's experiences further illustrate the importance of curriculum development that accommodates linguistic diversity, cultural contexts and historically established social differences.
China's education system reflects the influence of political transformation, centralised educational planning, economic reform and technological modernisation. The findings highlight the significance of compulsory education reforms, coordinated policy implementation and sustained investment in digital educational infrastructure. Technological initiatives and online learning platforms demonstrate approaches to expanding educational opportunities and supporting educational continuity. Nevertheless, inequalities between urban and rural areas and challenges associated with population migration remain evident. China's experience illustrates how strategic educational planning, technological innovation and international cooperation can contribute to educational modernisation, while requiring continued attention to equitable access and resource distribution.
South Africa's education system has been profoundly influenced by colonialism, apartheid and the subsequent transition to democratic governance. Historical segregation and unequal educational resource allocation continue to affect infrastructure, educational quality and access to opportunities. Post-apartheid reforms have sought to address these inequalities through inclusive education policies, no-fee schools and financial assistance initiatives, including the National Student Financial Aid Scheme. Although these interventions have contributed to expanding educational access, socioeconomic disadvantages, inadequate infrastructure and funding constraints continue to restrict their effectiveness. The findings therefore demonstrate the enduring relationship between historical injustice, educational inequality and contemporary reform priorities.
The comparative analysis identified eight interrelated themes: historical influences and colonialism; economic inequality and educational provision; education policy and reform; educational access and equity; technology and digital infrastructure; educational funding and budgetary prioritisation; participation in global initiatives and international cooperation; and unforeseen educational challenges. Across these themes, the findings revealed shared commitments to educational development and inclusion, alongside substantial differences in historical experiences, institutional arrangements and implementation capacities. Economic inequalities, unequal access to resources and infrastructure limitations remain common challenges, although their manifestations differ between countries. Furthermore, the COVID-19 pandemic exposed educational vulnerabilities and demonstrated the importance of technological preparedness, adaptable teaching arrangements and sustained educational support.
The identification of best practices represents an important outcome of the comparative investigation. Brazil's FUNDEB financing arrangements demonstrate the potential of redistributive funding mechanisms, while its social assistance initiatives illustrate opportunities for promoting school attendance. China's educational planning, digital infrastructure and approaches to maintaining learning during unforeseen disruptions offer insights into technological integration and institutional preparedness. Russia's emphasis on technical education and research provides relevant perspectives on educational development and skills formation. India's educational inclusion initiatives and culturally responsive curriculum approaches offer considerations for addressing social diversity, while South Africa's equity-oriented interventions demonstrate efforts to redress historical educational disadvantages. Importantly, these practices cannot be transferred uncritically between countries, as their applicability depends on distinctive national circumstances.
Based on these findings, the study developed macro-policy guidelines addressing five priorities: promoting equity through transparent and redistributive educational funding; strengthening teacher education and continuing professional development; adapting curricula to reflect cultural and linguistic contexts; improving digital infrastructure and technological integration; and aligning educational policies with broader social support initiatives. These guidelines emphasise targeted investment in disadvantaged communities, accountability in resource allocation and strategies responsive to historically established inequalities. The study further highlights the importance of international collaboration, knowledge exchange and educational partnerships among the BRICS countries.
The overarching conclusion is that the internal determinant of historical nature plays a fundamental role in shaping the structure and functioning of the education systems of Brazil, Russia, India, China and South Africa, although its manifestations and consequences differ considerably. The study contributes to Comparative Education by providing a historically informed comparative framework through which educational developments, persistent inequalities and reform practices can be examined. Its findings offer practical guidance for educational policymakers while establishing opportunities for further research concerning BRICS+. Although differences in national contexts and documentary evidence limit direct comparisons, the identified guidelines provide a foundation for contextually responsive educational policy development. Through informed adaptation, international cooperation and sustained attention to historical inequalities, the BRICS and BRICS+ countries may strengthen educational provision and advance inclusive, sustainable human development.
Keywords: BRICS group; comparative education; education administration; education policy; education structures; education system; historical determinants
- This article’s featured image was created by Mikhail Nilov and obtained from Pexels.