Call for papers: “Education in emerging countries: new educational laboratories of the 21st century?” – nº 38 Revista Española de Educación Comparada

The designation of emerging markets or economies has fluidly categorized certain nations under the designation of an economic or commercial phenomenon since the decade of the last century (Authers, 2006). Among these countries, the so-called BRICS (Brazil, Russia, India, China and South Africa) are considered an important economic group, given their enormous economic expansion in the last decade and, at least in some cases, due to their transition from the relative slowdown towards a dynamic economic growth (Industry Week, 2011; Follath & Hesse, 2014).

Although the statements made at the BRICS summits focus on mutual economic and commercial cooperation (BRICS Think Tanks Council, 2013), there have been also considerable attempts to improve collaboration in education; as well as research, due to the enormous opportunities that can be contribute to their economic consolidation in the face of the various challenges they share (Havlik et. al., 2009; Rensburg, et. al., 2015). Representing a milestone both in the BRICS association and in UNESCO's collaboration with the Group, the Ministers of Education agreed to join forces with UNESCO to support the progress of education at the global level through coordinated actions, in the consultation organized on the margins of the 37th Session of UNESCO General Conference in Paris in November 2013.  Moreover, there was a consensus on the promotion and establishment of a mechanism for permanent cooperation in education, inviting UNESCO to play a central role in supporting its collective action. Since then, the Group's commitment to education and research at the BRICS summits held has highlighted attempts to lay the foundations for this collective action by affirming the strategic importance of education for sustainable development and inclusive and committed economic growth for strengthen cooperation.

These countries have increased their great initial potential to individually influence global educational trends through the experience they can share, their growing roles as development partners, and the new approaches they are developing for international cooperation. As a result, in the recent years the world map of education has been transformed, enrolling millions of students, establishing world-class learning centers, which drive innovation and share experience and knowledge (UNESCO, 2014). From this scenario, the study of the advances, trends and challenges of education and comparative research in this group of countries we are issuing a call for the papers that is opening from the 15th of July 2020 until 15th of January 2021.


Deadline: 15th of january of 2021

Publication date: july 2021


Authers, J. 2006.  “The Long View: How adventurous are emerging markets?”  Published: October 20, 2006.  The Financial Times.  Disponible en; 4

BRICS Think Tanks Council. 2013. Declaration on the Establishment of the BRICS Think Tanks Council. South Africa: Durban.

Follath, E., and M. Hesse. 2014. Troubled Times: Developing Economies Hit a BRICS wall. Disponible en tional/world/economy-slows-in-brics-countries-as-worries-mount-a-951453.html

Havlik, P., R. Stollinger, O. Pindyuk, G. Hunya, B. Dachs, C. Lennon, M. P. Ribeiro, J. Ghosh, W. Urban, V. Astrov, and E. Christie. 2009. EU and BRICs: Challenges and opportunities for European competitiveness and cooperation. Brussels: European Commission.

Industry Week. 2011. BRIC Countries Face Both Growth and Crucial Challenges. Disponible en

Rensburg, I., Motala, S. & Arulraj David, S. 2015. Opportunities and challenges for research collaboration among the BRICS nations, Compare: A Journal of Comparative and International Education, 45:5, 814-818, DOI: 10.1080/03057925.2015.1074823

United Nations, Educational, Scientific and Cultural Organization (UNESCO). 2014. BRICS Building Education for the Future. UNESCO. Disponible en: