,Contents
QUESTION 1....................................................................................................................................................................2
Comparative Education – MCQ compilation................................................................................................................2
History of SA Education – MCQ Compilation.............................................................................................................19
QUESTION 2..................................................................................................................................................................33
CIE EXAMINATION GUIDELINES.................................................................................................................................33
Question 2 A..............................................................................................................................................................35
Chapter 1...............................................................................................................................................................35
Tutorial Letter 102/2018........................................................................................................................................36
Chapter 2...............................................................................................................................................................36
Chapter 6...............................................................................................................................................................39
Question 2B...............................................................................................................................................................41
Chapter 4...............................................................................................................................................................41
Question 2C...............................................................................................................................................................43
Chapter 11.............................................................................................................................................................43
1
,QUESTION 1
Questions 1 – 20 focuses on the CIE part of this module.
Questions 21 – 40 focuses on the History part of this module
Prologue
Chapter 7
Chapter 8
Epilogue
Comparative Education – MCQ compilation
Sourc Question
Nr Answer
e
A Key feature of qualitative research in Comparative Education is
that…
[1] It could fall into one of four categories, namely descriptive research.
Correlational research, casual-comparative research or experimental
research
MJ16
MJ18
13
13
[2] Results are presented in a narrative and represent the perspectives of
those who are studied – the data are often in the form of recorded texts. 2
[3] the overall purpose is to explain, and thus to predict the relationship
between objects and events
[4] large-scale studies, involving a large sample of representatives are
frequently carried out by teams of researchers and agencies such as
UNESCO
A key feature of quantitative research in Comparative Education is
that
[1] data are presented in terms of numbers
MJ16
MJ18
12
12
[2] the overall purpose is to understand the life of individuals or groups
from their own perspectives 1
[3] it could fall into four categories, namely phenomenological research,
case study research, ethnological research or grouped theory
[4] data gathered by means of interviews are in the form of recorded text
A significant part of the tradition of comparative education has been
to…
[1] Emulate best education practices unchanged
JF18 3
[2] describe, define, analyse, interpret and compare education practices
as they have developed in the modern world 2
[3] develop research capacity
[4] develop a benchmark education system valid for all countries
[5] develop a universal education policy
According to Bray and Thomas (1995) the units of
analysis/comparison…
[1] could be presented in a cube for classifying comparative education by
2MJ17 6
level and type
[2] could be on a geographical locational level 5
[3] could be non-locational demographic groups
[4] could be aspects of education and society
[5] All of the above
Although the prescribed book is a relatively recent publication, as a
comparative educationist ...
[1] one still need to keep abreast of further developments in education
ASS18 2 [2] one should study popular magazines such as Time and Newsweek
[3] one should read newspapers such as The Mail and Guardian
5
[4] one should listen to local radio broadcasts and television programmes
[5] All of the above
2
, An important aspect of research in Comparative Education…
[1] is that this type of research is the exclusive domain of experts and
academics only but not for policy makers
[2] is reflective practice whereby teachers and other practitioners in the
MJ16
MJ18
9
7
field of education investigate their own practice in order to improve it
[3] is that there is no difference in ‘comparing’ as a daily activity and
3
comparative educational research
[4] is that parents who are looking for suitable schools for their children
may compare schools for affordability and access
Applying theoretical knowledge requires that …
[1] a specific problem must be formulated
[2] the specific aims of the research must be derived from your problem
ASS18 9 statement
[3] the methods you have chosen must be described briefly
5
[4] a logical and systematic exposition must be given
[5] All of the above
Approaches to research in Comparative Education could be:
[1] Positivist/interpretative, interventionist, experimental/naturalistic
ASS18
2MJ17
24
8
[2] Case studies or surveys
[3] Quantitative or qualitative or mixed method
4
[4] All of the above
Approaches to research in Comparative Education:
[1] there are a large variety of approaches and paradigms identifiable in
education research
[2] broadly speaking, two main approaches can be identified, namely
quantitative and qualitative approaches
MJ16
MJ18
11
11
[3] the selection of an approach depends on the intent or purpose of the
research
5
[4] The convergence of quantitative and qualitative approaches is
increasingly being acknowledged by researchers who opt for a mixed
method design.
[5] All of the above
At provincial level the South African education system is governed
by:
ASS18 30 [1] The Department of Basic Education
2MJ17
JF17
15
20
[2] The provincial department of education, the MEC and the HOD
[3] District offices, SGB and the school management team
2
[4] All of the above
[5] None of the above
At provincial level the South African education system is governed
by:
[1] The Department of Education
MJ17 14 [2] The principals and their SMT
[3] The school’s administrative teams
4
[4] The provincial department of education, the MEC and the HOD
[5] None of the above
Comparative Education as a science has developed form travellers’
tales, or stories of far-off countries to…
[1] generalisations and speculations about the universal best practice in
education
2MJ17 5
JF18
JF16
7
5
[2] the scientific study of science and technology
[3] a desire to establish a universally valid science of education that would 3
enable explanations and predictions
[4] a science which is interested only in large-scale quantitative
investigations and the use of numerical data
[5] All of the above
3
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