Russia has launched the BRICS International Competence Centre as part of a larger initiative to create a network of BRICS-focused educational institutions. Supported by Russia’s Agency for Strategic Initiatives (ASI), the centre aims to develop an international educational tourism system among BRICS countries, offering programs in economics, science, education, and public administration.
Expanding BRICS Educational Influence
The primary mission of the Competence Centre is to expand educational collaboration within BRICS, which comprises Brazil, Russia, India, China, and South Africa. This new initiative will focus on youth policy, career guidance, and specialized training programs. Educational tourism is positioned as a powerful tool to promote cultural exchange and strengthen BRICS influence globally.
In her remarks, Olga Zakharova, ASI’s Director of Urban Economy, highlighted the potential impact of Russia’s successful educational projects within BRICS: “We want Russian educational methodologies to be replicated across BRICS countries.”
Strategic BRICS Collaboration for Educational Tourism
The centre’s opening event featured discussions on strengthening BRICS educational ties, with representatives from institutions like MGIMO University and the State Duma. Educational tourism, identified as a key initiative, will allow member nations to engage in mutually beneficial exchanges, thus enhancing BRICS’ “soft power.”
Focus on Youth Development and Training
Gunay Abilova, Director of the BRICS+ International School, emphasized the importance of integrating national educational systems to train a globally competitive workforce. “Engaging young people and refining educational processes are vital for the continued competitiveness of BRICS,” she stated.
With Russia’s support, the Competence Centre aims to build stronger international ties, enhancing BRICS’ presence in global education. This effort follows President Vladimir Putin’s call for such initiatives to elevate Russian education and culture within BRICS and beyond.
