Optimismo más allá de problemas: la cooperación de BRICS en educación superior desde la perspectiva china

Autores/as

  • Jin Sun Institute of International and Comparative Education, Beijing Normal University, China
  • Aiyi Yang Institute of International and Comparative Education, Beijing Normal University, China

DOI:

https://doi.org/10.5944/reec.39.2021.29840

Palabras clave:

países BRICS, cooperación en educación superior, la Universidad de Red de BRICS, China

Resumen

La cooperación multilateral en educación superior entre los países BRICS se ha llevado a cabo durante 7 años, desde 2013. Los académicos tienen diferentes puntos de vista y juicios cerca de la importancia, el progreso y las perspectivas de la cooperación en educación superior entre los BRICS (CES BRICS), algunos positivos y optimistas, otros negativos y pesimistas. ¿Cuáles son las opiniones y juicios de los participantes de las universidades chinas? Esta pregunta aún no ha sido respondida por la falta de investiga- ción empírica relevante. Para responderla, en este estudio se entrevistó a seis expertos de las universidades chinas que participan en la organización o investigación de CES BRICS, comprobando que los seis expertos reconocían completamente la necesidad y la importancia de cooperación. Identificaron los logros principales de la cooperación, incluido el establecimiento de dos proyectos (la Universidad de Red de BRICS y la Liga de Universidades de BRICS) y el desarrollo de una serie de cooperación en el intercambio de estudiantes y en la investigación científica. También señalaron los problemas exis- tentes, como las dificultades de cooperación multilateral y de confirmación mutua de créditos y calificaciones, y el entusiasmo insuficiente entre los posibles participantes. A pesar de estos problemas, cinco de los seis expertos hicieron comentarios positivos sobre el progreso de dicha cooperación y se mostraron optimistas sobre sus perspectivas. Las opiniones positivas y optimistas de los expertos chinos se contrastan con los problemas, obstáculos y expectativas pesimistas dominantes en los estudios anteriores, lo que indica que CES BRICS no solo cuenta con el apoyo del gobierno chino, sino también con la aceptación de los participantes chinos, que constituirá una importante fuente de motiva- ción para el desarrollo sostenible de CES BRICS.

Descargas

Los datos de descargas todavía no están disponibles.

Biografía del autor/a

Jin Sun, Institute of International and Comparative Education, Beijing Normal University, China

Professor of Institute of International and Comparative Education, Beijing Normal University, Beijing, PR China. Main research interests: Education in China and Germany, theories and methods in comparative education, global educational governance, intercultural competence.

Aiyi Yang, Institute of International and Comparative Education, Beijing Normal University, China

Ph.D. Candidate of Institute of International and Comparative Education, Beijing Normal University, Beijing, PR China. Main research interests: International and comparative education, education in China and Spain

Citas

Altbach, P. G. and Bassett, R. G.(2014a). Nix the BRICs—At Least for Higher Education Scholarship. Change: The Magazine of Higher Learning, 46(5), 30-33. doi: 10.1080/00091383.2014.941768

Altbach, P. G. and Bassett, R. G. (2014b). Nix the BRICs—At Least for the Higher Education Debate. International Higher Education, 77, 2-5. doi: 10.6017/ihe.2014.77.5671

BRICS Network University (2015). Memorandum of understanding on establishment of the Brics Network University. Retrieved from http://nu-brics.ru/media/uploads/filestorage/documents/MoU_SU_BRICS.pdf.

BRICS Network University (2017). Different scenarios of the BRICS future were presented at Ural Federal University. Retrieved from http://nu-brics.ru/news/8/

BRICS Network University (2018). Important documents. Retrieved from http://nu-brics.ru/pages/documents/

BRICS Business Council (2020). BRICS Summer Workshop (BRICS Program) 2020. Retrieved from http://www.brics-info.org/brics-summer-workshop-brics-program-2020/

BRICS RUSSIA 2020 (2020). Experts discuss Concept of functioning and development, as well as Roadmap for BRICS Network University. Retrieved from https://eng.brics-russia2020.ru/news/20201015/852498/Experts-discuss-Concept-of-functioning-and-development-as-well-as-Roadmap-for-BRICS-Network.html

Cheng, J. (2020). BRICS Students Education in China from 2010 to 2018: Development, Problems and Recommendations. Conjuntura Asutral, 11(53), 67-91. doi: 10.22456/2178-8839.96259

Finardi, U. and Buratti, A. (2016). Scientific collaboration framework of BRICS countries: an analysis of international coauthorship. Scientometrics, 109, 433-446. doi: 10.1007/s11192-016-1927-0

Flick, U. (2009). An Introduction to Qualitative Research. London: Sage.

Henan Education Association for International Exchange (2018). North China University of Water Resources and Electric Power. Retrieved from http://www.hneaie.com/article/643.html.

Khomyakov, M. B. (2018). BRICS and Global South: Towards Multilateral Educational Collaboration. Changing Societies & Personalities, 2(4), 329-350. doi:10.15826/csp.2018.2.4.050

Khomyakov, M., Dwyer, T., and Weller, W. (2020). Internationalization of higher education: excellence or network building? What do BRICS countries need most? Sociologias, 22(54), 120-143. doi: 10.1590/15174522-99066

Khomyakov, M., Panova, V., Piskulova, N. and Abramova, A. (2015). BRICS: a new multilateral entity. Report to the BRICS Global University Summit. Retrieved from http://gusbrics.mgimo.ru/doc/gusbrics-report.pdf

Kovalev, I. and Shcherbakova, A. (2019). BRICS Cooperation in Science and Education. Strategic Analysis, 43(6), 532-542. doi:10.1080/09700161.2019.1669903

Kowal, S. and O’Connell, D. C. (2014). Transcription as a Crucial Step of Data Analysis. In U. Flick (Ed.). The SAGE Handbook of Qualitative Data Analysis(70). London: Sage.

Kuckartz, U. (2014). Qualitative Text Analysis. A Guide to Methods, Practive & Using Software. London: Sage, 69-88.

Li, Y. (2018). Development of Cooperation in Higher Education in BRICS Countries. Changing Societies & Personalities, 2(4), 393–405. doi:10.15826/csp.2018.2.4.053

Liu, Y. (2015). Mapping the research collaboration between BRICS countries during 2001-2012 using co-authorships. Global Science, Technology and Economy Outlook, 30(2), 67-75. doi: 10. 3772 / j. issn.1009-8623.2015.02.010

Muhr, T., and Azevedo, M. D. (2018). The BRICS development and education cooperation agenda. Vestnik RUDN. International Relations, 18(3), 517-534. doi: 10.22363/2313-0660-2018-18-3-517-534

O’Neill, J. (2001). Building Better Global Economic BRICs. Goldman Sachs Global Economics Paper. Retrieved from https://www.goldmansachs.com/insights/archive/archive-pdfs/build-better-brics.pdf

Oleksiyenko, A. and Yang, R. (2015) Nix the BRICs? Competitive and Collaborative Forces in the Ostensibly “Blocalized” Higher Education Systems. Frontiers of Education in China, 10(1), 1-6. doi:10.3868/s110-004-015-0001-3

Rensburg, I., Motala, S. and David, S.A. (2015). Learning mobility and internationalisation of higher education: economic and policy implications for BRICS nations. Education Economics and Development, 6(3), 262-277. doi:10.1504/IJEED.2015.073164

Rensburg, I., Motala, S. and David, S.A. (2016). Research collaboration among emerging economies: policy and economic implications for BRICS nations. International Journal of Economic Policy in Emerging Economies, 9(4), 344-360. doi: 10.1504/IJEPEE.2016.10002394

Schreier, M. (2018). Sampling and Generalization. In U. Flick (Ed.).The SAGE Handbook of Qualitative Data Collection(88). London: Sage.

Schriewer, J. (1988). The Method of Comparison and the Need for Externalization: Methodological Criteria and Sociological Concepts. In Schriewer, J. Brian Holmes (Ed.). Theories and Methods in Comparative Education(40). Frankfurt am Main: Peter Lang.

Singh, K. (2017). BRICS and Mortar: New Architecture in Education. Occasional Publication, 83.

Smagina, I. (2016). Conference review notes the first forum of the Brics Network University. BRICS law journal, 3(1), 144-151. doi:10.21684/2412-2343-2016-3-1-144-151

University of Toronto. BRICS Information Center (2009). Joint Statement of the BRIC Countries' Leaders Yekaterinburg, Russia, June 16, 2009. Retrieved from http://www.brics.utoronto.ca/docs/index.html

University of Toronto. BRICS Information Center(2011). Sanya Declaration. Sanya, Hainan, China, April 14, 2011. Retrieved from http://www.brics.utoronto.ca/docs/110414-leaders.html

University of Toronto. BRICS Information Center(2020). BRICS Official Documents and Meetings. Retrieved from http://www.brics.utoronto.ca/docs/index.html#education

Varghese, N. V. (2015). BRICS and International Collaborations in Higher Education in India. Frontiers of Education in China, 10(1), 46-65. doi: 10.3868/s110-004-015-0004-4

Wang, X. L., Liu, J. and Sun, J. (2018) Bibliometric analysis of scientific and technological cooperation papers of BRICS countries. China Science & Technology Resources Review (China),50(3), 87-93. doi:10.3772/j.issn.1674-1544.2018.03.013

Xinhua Net (2020). Full text of BRICS Summit Moscow Declaration. Retrieved from http://www.xinhuanet.com/english/2020-11/17/c_139523088.htm

Descargas

Publicado

2021-06-27

Cómo citar

Sun, J., & Yang, A. (2021). Optimismo más allá de problemas: la cooperación de BRICS en educación superior desde la perspectiva china. Revista Española de Educación Comparada, (39), 103–122. https://doi.org/10.5944/reec.39.2021.29840

Número

Sección

MONOGRÁFICO: La educación en los países emergentes: ¿nuevos laboratorios educativos del siglo XXI?