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Die doel van hierdie navorsing is om te bepaal hoe die aard en rol van onderwysbeheer in die vyf BRICS-lande (internasionale organisasie wat bestaan uit Brasilië, Rusland, Indië, China en Suid-Afrika) gebruik kan word om mekaar tot voordeel te strek. Ten einde hierdie doel te bereik, word eerstens bepaal wat die aard en rol van onderwysbeheer op nasionale (makro-), provinsiale (meso-) en plaaslike (mikro-)vlak in die BRICS-lande behels en tweedens word die aard en rol van die onderwysbeheerstrukture van die BRICS-lande met mekaar vergelyk. Die onderlinge vergelyking van die aard en rol van die onderwysbeheerstrukture van die vyf lidlande se onderwysbeheerstelsels het ten doel om lesse wat geleer kan word met betrekking tot beste praktyke in die onderwysbeheerstelsels van die BRICS-lande, te formuleer. Laasgenoemde lesse kan tot voordeel van elke land se onderwysbeheerstelsel strek. Verskeie bronne is geraadpleeg ten einde die doel van die navorsing te bereik. Die literatuurstudie sluit onder andere 'n dokumentanalise van wetgewings, beleide, artikels en staatspublikasies in. Ander tersaaklike literatuur is ook gebruik as bronne om die teoretiese begronding te staaf. Aan die einde van die artikel word verduidelik dat, in al die lidlande, strukture op die drie onderwysbeheervlakke saamgestel word en dat, hoewel die aard en rol van hierdie onderwysbeheerstrukture van mekaar verskil, die gemeenskaplike ideaal is om gelyke, toeganklike en lewenslange onderwysgeleenthede vir almal beskikbaar te stel. The aim of this study is to determine how the nature and role of education governance of the five BRICS countries (international organisation consisting of Brazil, Russia, India, China and South Africa) can be to the benefit of one another. In order to achieve this aim research is done, firstly, to determine the nature and role of education governance on national (macro), provincial (meso) and local (micro) levels in the BRICS countries and, secondly, to compare the nature and role of the education governing structures in the BRICS countries. The reason for this comparison ofthe nature and role ofthe education governing structures is to formulate lessons to be learned from best practices in the different BRICS countries. These lessons can be to the benefit of all five countries, regarding their education governance. Different sources are used to meet the aims of the study. The literature study consists of a document analysis of acts, policies, articles and government publications. Other relevant literature is also used in the theoretical discussion. The documents that were used contributed to a clear understanding of what kind of education governance is used on the three levels of education governance in the five member states of the BRICS organization. It is also clear that the member states are moving to a more decentralised education governance system and therefore it makes it a more acceptable education system from a democratic point ofview. It is also clear that the different role players on all levels of governance must have a clear understanding of what is expected from them; and they must also have the knowledge, skills and attitude to make a meaningful contribution to the effectiveness of the education system. The strong influence of the government and political role players in all the countries under discussion is noteworthy, but the effectiveness or the benefit for the education system of these influences is questioned. It was also noted that where a country was divided into different states, the nature and role of the educational governance structures in the different states were not the same. The reason for this statement is because the different states are governed by different means of governance. At the end ofthe article it is shown that well established structures exist on the three education governance levels in the five countries and that, although the nature and role ofthese structures differ from one another, the general ideal is that education must be equally available to all and that there is a lifelong learning opportunity for all.

MEd (Comparative and International Education), North-West University, Potchefstroom Campus Countries globally are grappling with challenges such as food insecurity, poverty, inequality, economic growth, and climate change. The emergence of Covid-19 has exacerbated the aforesaid challenges and revealed the true nature of inequality in developing countries such as South Africa and Brazil. Now, more than ever, citizens globally require a type of education instilling knowledge, skills, behaviours and values that will enable them to take actions towards sustainable development. In other words, education for sustainable development (ESD) is necessary if the world is to mitigate current environmental, economic and social challenges. Higher educational institutions (HEIs) play a pivotal role in the quest for sustainable development, as these institutions develop future leaders, policymakers, business owners, and community leaders. The curriculum, research, extension activities and strategic planning of HEIs should be geared towards ESD, which has the potential to create a humane and fair world. The purpose of this qualitative study was to explore the effectiveness of HEIs in South Africa and Brazil in implementing ESD. In order to address the research objectives of this study, qualitative document analysis, following the principles of grounded theory, was employed, grounded in a postmodern research paradigm. The purpose of this study was distinctive, as scholarly literature is calling for more studies on the implementation of ESD in HEIs and in developing countries. In addition, the limited available research focuses on the environmental dimension of sustainability and sustainability in primary and secondary education, whereas less attention is devoted to higher education. This study addressed the latter. The findings reveal that South African and Brazilian HEIs have made considerable progress towards the implementation of ESD in their mission and vision statements, research, and extension activities. However, for improved implementation, ESD should be better inserted into the curricula and teaching practices of South African and Brazilian HEIs. In addition, there is an urgent need to provide training for educators and prospective teachers on sustainability-related pedagogical knowledge and competencies. The findings lead to the conclusion that the effective implementation of ESD will require a holistic approach of HEIs. This means that sustainability principles, knowledge and actions are clear in all academic activities and practices. Support from HEIs’ leaders is imperative in this regard. Masters