The better the BRIC States are, a better world we’ll have.

Global giants


As and emergent economy, powerful and influenced by size as well as by their population, India, Brazil, Russia and China have challenged themselves by improving their achievements in technology, industry and entrepreneurship.

In first place is India that strides confidently towards the future. Still, more than 300 million of Indians including children are not fortunate. In India as well as in Russia, Brazil, and China there is hunger, illiteracy, and diseases consuming more than 51 per cent of the population.

The BRIC States


China has currently more than 1.3 billion people whereas India has 1.21 billion people and counting. It is supposed it’ll surpass China’s populations by 2025. In addition, China and India made the 40 per cent of the total world population. On the other hand, Brazil and Russia are very large in terms of space more than population itself, thus, changing their goals, choices, and opportunities.

Those four giants shared multiple nationalities, ethnicities, languages and religions, and above all of that all four countries are looking at the same path: Provide education as the main point to succeed in nowadays society.


For their economic growth and their political systems, the BRIC States have developed an important impact on investment in education. China invests a significant amount of its pubic expenditure on education, however, how are being educated the Chinese population? is that how the true education should be? On the other hand, there is Brazil where it is not only a fast growing economy and democracy, but also it is an advanced service industry in Latin America, however, there are a lot of concerns about the Brazilian politics in education. Not everybody has access to it.


Brazil has changed the way of looking at issues such as environmental concerns, reduction of poverty, and education investment, thus, becoming the most powerful economy in South America. India has also seen a significant change since the mid 90’s, and its economy has grown reducing the percentage of poverty by about 10 per cent.

Free and Compulsory Education in India

It is supposed that the political commitment for India is to have free and compulsory education of ALL CHILDREN BETWEEN THE AGES OF 6-14 and the infrastructure to make this possible, however the reality says other things. Millions of people are still without access to water, energy, and education.

There is too much poverty in the world including India. So, according to that I made myself the following question: what do our politicians, leaders and rights defenders, do with our money if is not investing in education, health care, or housing? Where is the free and compulsory education they claim for us? Is really our education improving? or the problem is: are we too many? are we too many people to get our unlimited needs and wants satisfied and covered in a positive ways?

Then, the problem is: OUR RESOURCES ARE NOT BEING WELL DISTRIBUTED. There is too much corruption out there, thus, making only one side of the story happy; they are the rich people, and leaving aside the poor whom are the most of the world population.

Some few are who have access to the government’s aid. The access to education is in some case scarce. There is not an equal distribution of what our countries have.

We’ve been creating every kind of excuses to divide the human race in real and meaningless social classes where who does not have money is with one foot in heaven whereas the other is suffering the unfair distribution of our resources by some few called politicians, and unfortunately, they are who have the power to make work the unfair system they created leaving aside the majority as I pointed it out before.


India has created a globally competitive software industry. It has also improved and made progress in primary education and health care. They’ve built world-class educational institutions.

Furthermore, China and Russia are considered as transition societies. It means they are countries that implement some communist ideas in their way of governing. Also, they have a centrally controlled system to a market economy fact that affect their welfare.

High commitment to equity, however, China has been favoring some schools by improving technical and scientific higher education.

In both countries, China and Russia schooling was traditionally provided by the state, but some reforms have happened between the 80’s and 90’s trying to modernize and transform the educational system.


Governments and world’s governors must lead their people to prosperous and successfully ways of developing knowledge and good work skills to improve the economic and political system, thus, improving and making positive changes in our social, health, and cultural systems as well.

Some few have the power to decide over our dreams, needs, and wants, so it is our politicians responsibility to lead us to a good path of evolving until we develop completely our self-realization.

We are too many people in the world. It is almost impossible to make changes in our cultures where our strong beliefs are almost impossible to put away from our daily coexistence. Our thinking process as a society is stronger than some people ideas of changing. I mean, our thinking process is very well built since our beginning that it is a hard job to change how we act, behave, or think about our own social issues.

Significant inequalities in education, housing, health care, life style, way of getting food, and among others are still all around the world. So, let’s critique together our corrupt and stupid system we live in for the way they are spending and distributing in a WRONG way not only our natural resources, but also our taxes, and dreams.


Converged Education

Knowledge: The New Primary Production Factor to succeed in today’s society.


Finding in areas such as technology, biotechnology, space technology, weather forecasting, disaster management, telemedicine, and tele-education, academics are trying to shape this new concept we are facing in our classrooms as teachers and students. Nowadays, the society has been developing successfully processes to generate some improvement in our economy, politics, social behavior, and above all, our education. According to that, politicians, teachers, students, parents, and all the people involved in this new educational revolution have created a new concept called Converged Education.


Click here to see an interactive India map

Countries such as India are generating so much knowledge where young people are capable to develop intellectual skills to compete as knowledge superpower country in the era of the Knowledge Society and the educational revolution the world is facing.

CONVERGED EDUCATION defines the process of consuming and generating information for learning and teaching benefits in the classrooms, so it is appropriate to understand that by using technology, teachers and students are developing creative process of learning. Indeed, societies, such as the Indian, are trusting in developing “knowledge as the primary production resource instead of capital and labour.”

However, there are some people that disagree with the idea of implementing technology in classrooms. Dustin L. Annan, is one of them, and she wrote an article called “Facilitating Adoption of Technology in Higher Education” where it is written that not only setting all the technology up in the classrooms is so expensive, but also by using technology for teaching students and teachers may not increase their relation and connection to learn.” But, she is not the only one who thinks like that because Michael Zwaagstra who wrote “Computers in classrooms may not increase learning” also does. Zwaagstra demonstrated that “there may not be a link between higher academic achievements and more access to computers at schools” (Zwaagstra, 2009.)

Nowadays, technology could be also an issue in the educational field, so many people may ask themselves: is technology increasing or decreasing the students capacity of learning? The huge amount of millions of dollars used in technology equipment for schools could be used to fill the schools up with text books to increase the students reading skills.

For example, “more than 16 million of dollars are spent annually on technology in public schools in United States while in India is much less access either monetary, or technology itself” (Zwaagstra, 2009,) and “the use of computer-based technologies and the significant financial requirements associated with hardware, software, and infrastructure development continue to be expensive for many schools around the world” (Annan, 2011)

So, schools should pay more attention to improve and increase some other skills from the students mind such as reading and thinking than spend a lot of money in some tools that could stop some critical thinking process.


Societies such as the Indian, that since the past have been recognized not only as a knowledge society, but also as a community that has been contributing a lot in today’s technologies, are generating new challenges of reforming their education ideas.

People from India have been recovering that status of knowledge superpower and learning from their mistakes in the past. They are developing the strongest spirit of defeat with the spirit of victory. India has been facing a huge change in their way to teach students. They are using multiples technologies and appropriate management structures that working together are capable to generate one of the strongest knowledge society.

Nevertheless, it is very important how the faculty-teachers- and the students are going to apply the new educational technologies skills. Teachers may not have the enough time or interest to learn about new teaching technologies even though we are already in the level where everybody is involved in the Converged process of not only education, but also, media, entertainment, etc.


In that way, it could happen as Randy Moore wrote in “Grades and self-esteem” that “many teachers have lowered their standards,” and it is happening because sometimes teachers are not available to learn how to use technology in classrooms, so how will they teach a class without the enough knowledge about technology?

Furthermore, Moore wrote that “the primary mission of many schools has shifted from education to [not only] “building self-esteem,” but also to improve technology skills putting the reading, critical learning, and problem solving skills away from the school’s curriculum.

Aside from speculations and fears, India has been developing one of the most effective service sector of technology which is the emerging as result from convergence information and entertainment. In that way, core technologies such as tele – education are encouraging the spirit of the young in order to evolve intellectually.


Some people can be asking themselves why technology has not been adopted more fully by faculty in higher education everywhere, and it will be very interesting to named just some of the issues that experts in education as Dustin L. Annan already figured out to answer that question.

First of all, the access of technology could increase students scores in their grades, however, the technology must be taught in the best possible way, if it is not like that, the results are going to be the opposite, and technology will become a distractor instead to be a tool for teaching and learning.

One of the issues that Annan talked about is that by adopting certain technology may require an important and huge change in the way faculty have always approached teaching. It may require a revision of the new teaching strategies; it is a fact that if schools want to adopt technology in classrooms, they must have enough knowledge about technology, the enough capacity to persuade students, the enough decision to implement new teaching strategies, and the correct infrastructure to adapt technology in the classrooms.

Even though technology is hard to implement in classrooms, it could be and important tool teachers can use to improve new concepts and ideas, but technology never will replace the students individual needs to learn from the weight that the written words have in books. “We should insist on the real thing” (Moore, p. 117,) and because it is possible to improve society’s education, schools must be worried about learning, thinking or communicating new concepts. Daniel Willingham, in summer 2010, wrote “Have Technology and Multitasking Rewired How Students learn,” and he said that “today’s students are indeed immersed in technology.”

However, students have not been so much interested in using technology as a learning tool instead they have been using it as an entertainment tool; idea that collide with the concept of increasing the students’ education by implementing technological tools in the classrooms.

According to a recent study, “the average American between the ages of 8 and 18 spends more than 7.5 hours per day using a phone, computer, television, or other electronic device” (Willingham, 2010.) Zwaagstra found in his studies that “when controlled for variables such as income, students with most access to computers at home and schools had lower scores in math, reading and science than students with less computers access. While a moderate level of computers access had a positive correlation with students achievements, excessive computer access had a negative correlation” (Zgwaagstra, 2009.)

It is a proof why even in higher education technology may not guarantee higher grade scores, however, countries as India are transforming themselves into a knowledge superpower. India has been implementing excellent educational strategies where teachers are teaching the young how the country can generate wealth through using technology in areas such as agro, chemical, and textiles industries. It is for that that in recent decades, higher education institutions have seen an influx of advances in technology.


Advances such as personal computing, classrooms technologies, and the access to internet that has been improving and creating many teaching tools. Indeed, computers in classrooms are increasing exponentially students education in India and the whole world, and it is a fact that technology in huge amounts in schools is making higher the students capacity to learn. The access of technology is guaranteeing students higher scores in their grades thus allowing the young students, such as students from India, to develop the new primary production factor to succeed: Knowledge.