HSE’s Education Observatory Establishes Research Network Across All BRICS Countries
The International Education Observatory initiative, launched by HSE University to focus on expert evaluation, analytics, and joint scientific research, has successfully completed the formation of a research network across all BRICS nations. South Africa was the final link, with the University of Pretoria and the University of the Witwatersrand joining experts from Russia, China, India, and Brazil.
The Education Observatory was established at the end of 2024 to study schools and universities across BRICS countries. The HSE Institute of Education has gathered a team of experts from all five nations, including Liesel Ebersöhn, President of the World Education Researcher Association, and Stephanie Matseleng Allais from South Africa, renowned for her work in vocational education.
This initiative functions as an analytical centre, examining educational practices in BRICS countries and offering recommendations for improvement. Unlike many research projects that primarily focus on European and American educational models, the Education Observatory considers the unique characteristics of emerging economies, which collectively account for over 40% of the world’s population.
‘This is a major story, covering analytics, expert assessments, and research on education across all levels in BRICS countries. We have agreed that in 2025, we will start with the topic of TVET (Technical and Vocational Education and Training). This is one of the most complex areas, as there is no single global equivalent to vocational education systems,’ explained Evgeniy Terentev, Director of the HSE Institute of Education, Expert of the BRICS Expert Council – Russia.
Vocational education has been prioritised because all BRICS countries are facing a shortage of skilled workers and technical specialists. Each country has an urgent need for professionals in these fields. The research team will focus on the relationship between vocational colleges and employers, as well as the regional characteristics of professional education systems.
‘We are not looking for a single model to unify us but rather a space that embraces diversity—understanding it and systematising it. Apart from China, which has been extensively studied, there is very little research on Russia, India, South Africa, and Brazil. This is due to a lack of high-quality academic texts and professional platforms for discussion,’ explained Evgeniy Terentev.
Comparative analysis has already highlighted some fascinating differences among BRICS countries. For example, China and India each have populations of approximately 1.5 billion, yet India has eight times more schools. India prioritises accessibility, establishing schools in nearly every village to maximise reach. China, on the other hand, focuses on consolidation, developing larger educational centres for more efficient management.
The Education Observatory will operate in three key areas: regular expert seminars, annual analytical reports, and joint scientific research. Participants will establish a sustainable research network to ensure experience sharing and comparative analysis of educational systems within BRICS.