THE EDUCATIONAL MODEL OF BRICS+ PUBLIC REPRESENTATION AS A MECHANISM FOR IMPLEMENTING BRICS INITIATIVES AT THE NATIONAL AND LOCAL LEVELS

Abstract

The article provides a justification of the theoretical and organizational foundations for the formation of the BRICS+ public representation institution as a mechanism for implementing integration initiatives at the national and local levels. The methodological basis of the study is a systems approach, which allows to view public diplomacy as a set of interrelated actors, levels, and forms of interaction that ensure the implementation of international initiatives. In the course of the study, methods of analysis, generalization, classification, structuring, and structural‑functional analysis were used. It has been established that the institutional gap between the formulation of BRICS+ initiatives and their implementation by specific organizations and communities can be bridged through a networked three‑tier public representation institution. A model has been substantiated that includes the BRICS+ level, the national level, and the local level; its participants, functions, interaction tools, and a reproducible institutional cycle for implementing initiatives have been identified. It has been shown that the educational component of the model creates conditions for the formation of sustainable professional and youth‑related ties, the implementation of joint educational and scientific projects, and the promotion of local initiatives on the international agenda.