International Comparative and History of education (ICH4801)
Summary
Summary - International Comparative and History of education (ICH480-1)
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Course
International Comparative and History of education (ICH4801)
Institution
University Of South Africa (Unisa)
1. Introduction to Comparative Education:
This section introduces the concept of comparative education, which is the study of how various elements like philosophical foundations, policies, and practices influence educational systems in different countries.
It highlights the importance of compar...
International Comparative and History of education (ICH4801)
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Question 1.
Questions 1(a)
1.
A specialized area of research called comparative education is concerned with examining and
comprehending the impact of many elements, such as philosophical foundations, goals, policies,
and practices, on the educational systems of various nations. It looks at how the evolution of
education over time, across various historical eras and geographic regions, has influenced the
educational landscape in particular countries.
Comparative education is a distinct study that seeks to pinpoint both similarities and differences
across various educational systems around the world within the larger field of education.
Researchers in this discipline can learn important lessons that might help them understand and
even improve their own educational systems by making methodical comparisons. In order to gain
a fuller understanding of the variables affecting educational outcomes, these comparisons may
involve analyzing individual features, such as academic achievement in a given subject, across
multiple countries.
In essence, comparative education is a useful instrument for scholars, politicians, and educators
to obtain an understanding of other cultures and to guide decisions regarding policy and
educational change. It encourages cross-border sharing of ideas and best practices, which
eventually helps to enhance global education.
2.
I. Phase 1: Emergence through Travellers' Tales (Prescientific Era): The roots of comparative education
trace back to humanity's early interactions with diverse communities and cultures. These encounters
naturally led people to assess and contrast their own educational practices with those of others. These
comparisons, often recorded informally in newspapers and popular media, marked the inception of
comparative education. However, during this phase, the observations were anecdotal, unsystematic, and
subjective, lacking the rigor and objectivity that would come to define the field.
I. Phase 2: Systematic Exploration for Borrowing (Early 19th Century): In the early 19th
century, a more structured approach emerged as government officials embarked on
comprehensive studies of foreign education systems. Their objective was to identify and
selectively adopt successful policies and practices from abroad, seeking to enhance their own
education systems. This phase marked a transition from casual comparisons to a more deliberate
effort to import effective educational elements.
II. Phase 3: International Collaboration (Since the 1930s): Comparative education entered a
transformative phase in the 20th century when its focus shifted from borrowing to a broader,
altruistic mission. The field's goal evolved from merely improving one country's education system
to serving the collective interests of humanity. This phase witnessed the emergence of
international organizations, collaborative research projects, and global educational initiatives, all
geared towards addressing universal educational challenges and enhancing the quality of life
worldwide.
III. Phase 4: Contextual Considerations (Since the 1930s): Acknowledging the limitations of
uninformed borrowing, this phase emphasized the critical role of contextual factors. These
encompassed geographical, demographic, social, economic, political, and cultural influences,
along with religious and philosophical frameworks. This recognition underscored the inherent
complexity of national education systems, deeply embedded within their respective societal
contexts. The phase stressed the necessity of evaluating these contextual forces when
contemplating educational reforms or transplants from one system to another.
, 3.
a) Description: The fundamental role of comparative education, situated within the expansive
scholarly domain of education, is to meticulously examine and portray education systems and
learning communities within the rich tapestry of their societal contexts. This endeavor is driven by
the enduring human quest for knowledge, a deeply ingrained facet of our nature. Comparative
education seeks not only to describe but also to analyze and dissect the intricate nuances of
these educational systems, shedding light on their origins, evolution, and distinctive features.
Delving into the intricate web of educational practices and policies enables a deeper
understanding of the multifaceted forces at play in shaping societies through their educational
institutions. This, in turn, serves as a critical foundation for informed decision-making, policy
development, and the continual advancement of educational practices on a global scale.
b) Understanding/interpretation/explanation: At a more profound level, the field of comparative
education serves as a valuable tool for comprehending and interpreting diverse educational
systems and their underlying societal contexts. An illustrative example of this can be found in Gu
Mingyuan's groundbreaking work, "Cultural Foundations of Chinese Education" (2014), where he
delves into the 5,000-year history of education in China. Within this context, Gu Mingyuan
highlights how the American education system provides us with a unique perspective into the
profound individualism prevalent in American society. This individualism is intricately tied to the
decentralized nature of American education, characterized by a significant degree of power and
autonomy vested in individual school districts and institutions. This distinctive educational
structure was shaped by the pioneering conditions that unfolded across a vast continent, as well
as by the diverse backgrounds of the first immigrants who brought with them a wide array of
cultural and religious beliefs. Consequently, these factors collectively contributed to the cultivation
of a pronounced individualistic ethos, as opposed to a more communal spirit in American society.
The ideas put forth by philosopher and educational reformer John Dewey further illuminate the
pragmatic and progressive nature of American culture. Dewey's profound influence on American
education underscores the emphasis on practicality, adaptability, and experiential learning within
the American educational landscape. By examining Dewey's educational philosophy and its
impact on American schooling, we gain valuable insights into the broader cultural values that
underpin the American approach to education. comparative education not only facilitates a
deeper understanding of various educational systems but also allows us to uncover the intricate
connections between educational practices and the broader societal dynamics and cultural values
that shape them. This multifaceted approach to comparative education enriches our
comprehension of the complex interplay between education and society across different contexts.
c) Evaluation: A third crucial role of comparative education systems, as emphasized by (Wiseman ,
2012), is their contribution to the evaluation of both one's own domestic education systems and
the broader, more holistic assessment of global education systems. In an increasingly competitive
and globalized world, the evaluation of domestic education initiatives has gained paramount
significance. This emphasis on evaluation has led to the proliferation of studies such as the PISA
test series conducted by the Organisation for Economic Co-operation and Development (OECD),
the EIA test series, including assessments like the TIMSS (Trends in International Mathematics
and Science Study), and international rankings of universities. The universal or holistic evaluation
of education pertains to how effectively education systems worldwide are responding to the
challenges posed by the 21st-century global landscape. Such evaluations also encompass an
estimation of the potential societal impacts, both limitations and possibilities, of education. Some
pertinent questions in this context include:
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