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ICH4801 ASSIGNMENT 3 ( COMPLETE ANSWERS 2024) DUE ON 22nd JULY 2024.: 100% TRUSTED WORKINGS, EXPLANATIONS & SOLUTIONS $5.99
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ICH4801 ASSIGNMENT 3 ( COMPLETE ANSWERS 2024) DUE ON 22nd JULY 2024.: 100% TRUSTED WORKINGS, EXPLANATIONS & SOLUTIONS
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ICH4801 ASSIGNMENT 3 DUE 22 JULY 2024. QUESTIONS AND CORRECT DETAILED ANSWERS (VERIFIED ANSWERS) |ALREADY GRADED A+

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  • June 17, 2024
  • 21
  • 2023/2024
  • Exam (elaborations)
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  • international comperative
  • history of education
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ICH4801 Assignment 3 2024 | Due 22 July 2024

Questions 1(A) (20 Marks) and 1(B) (20 Marks) – Compulsory


1(A) Comparative Education (Chapter 8 of the Prescribed Book)


1. Define “Comparative Education”. (4)


This is the study of different education systems and practices in various countries, with the aim
of understanding their similarities and differnces, and identifying best practices that can be
applied across different contexts. It involves examining various aspects of education such as
curriculum, teaching methods, administration and educational outcomes.
References: (Brembeck, 1975) Bray, M., Adamson, B., & Mason, M. (Eds.).
(2007). Comparative education research: Approaches and methods. Springer Science + Business
Media; Comparative Education Research Centre.


2. Discuss Any Four Phases Of The Historical Evolution Of The Field Of Comparative And
International Education. (8)
a. Pre-world war ii: the phase focused on the comparison of education systems and practices
in different countries with an emphasis on understanding differences and similarities.
This phase laid groundwork for the field of comparative and international education by
focusing on educational reforms and policy developments.
b. Post-world war ii: the phases were characterized with increased emphasis on international
cooperation and development, with focus on education as a tool for promoting peace and
understanding between nations. The period after the war saw establishment of
organizations like UNESCO nd the Word Bank that played crucial role in shaping the
field of comparative and international education.
c. 1970s-1990s: the phase was characterized with a shift toward a more critical and inter-
disciplinary approach to comparative and international education. Scholars begun to
examine the impacts of colonialism, globalization and neoliberal economic policies on
education systems around the world. The phase also saw an increased focus on issues of
social justice, equity and human rights in education

, d. 21st century: in this phase, field of comparative and international education has continued
to evolve, with a growing emphasis on the study of transnational education, international
student mobility, and the impact of technology on education. There is a renowned focus
on the role of education in addressing global challenges such as climate change and
poverty.

References: Alexander W. Wiseman, David P. Baker: The Impact of Comparative
Education Research on Institutional Theory
3. Discuss Four Areas That Show The Value And The Purpose Of Comparative Education
And Its Contribution To Education As A Whole. (8)


a. Comparative education contributes to the improvement of educational systems through
allowing professional to study and compare different educational policies, practices and
outcomes across different countries. This comparative analysis assist identify successful
or innovative practices that can be adopted or adapted to improve educational in other
countries. Furthermore it aid policymakers and educators understand impact of different
educational approaches on student learning and success and inform development of
evidence based policies and practices. (Bray, M, and Adamson, 2019).
b. Helps promote understanding and appreciation of different education systems from
different cultures, values and educational traditions. Through comparing and contrasting
educational systems, of different countries, scholars can gain insights into different social
and cultural contexts, and develop a more global perspective on education. This can lead
to greater appreciation and respect for diversity, as well as the developments of more
culturally and inclusive practices. ( Philips & Schweisfurth, 2014).
c. Comparative education can contribute to the professional development of educators and
researchers by providing opportunities for international collaboration and exchange of
ideas. It is via comparative research and collaboration educators and researchers can gain
new perspectives on education matters. (Brembeck, 1975)
d. Comparative education allows countries to learn from each other’s success and failures.
Through this, policy makers can adopt and adapt educational practices that have proven
effective elsewhere and may opt to improve on its deficiencies. (Little, 2000)

, 1(B) Tanzania (Chapters 7 And 10 Of The Prescribed Book)


“… IF Education In Tanzania And, Indeed, In Other Parts Of Africa Is To Mean
Anything, It Must Aim At Equipping Children With The Knowledge, Skills And Attitudes
For Tackling … Societal Problems.” (Ndunguru 1976:75)


1. What Is Your Understanding Of Education For Self-Reliance? (2)
This was an education philosophy adopted in Tanzania BY Julius Nyerere for adoption by
Tanzania and African Countries aimed at preparing scholars to be self-sufficient and
productive members of the society. Key emphasis was on gaining practical skills, being
critical thinkers and having sense of responsibility to the community. (Nyerere, 1967)
2. What Is Generally Understood By The Concept “Ujamaa”? (2)
It is a philosophical word coined from Swahili language meaning ‘Family hood” or “Socialism”.
It was the ground stone for Tanzania’s development policy under president Nyerere promoting
collective responsibilities to tackle societal problems and tasks like agriculture, communal living,
and cooperative economies to aid achieve social equality and economic self-reliance.


3. In A Few Sentences, Explain The Aim Of Education For Self-Reliance. (8)


Self-Reliance The ESR system of education in Tanzania had the following general objectives:
 To equip learners with knowledge, skills and attitudes for tackling societal problems
 To prepare the youth for work in Tanzania’s predominantly agricultural society; and to
enable learners know, appreciate and develop a culture of Tanzania that preserves the
national tradition, individual freedom, responsibility, tolerance and respect (Tanzania
Ministry of Education, 1982).
 Thus ESR aimed at developing in each citizen an inquiring open mind; ability to learn
from others; basic confidence in one’s own position and ability to learn and contribute to
the society.
 The education encompassed Ujamaa or socialist outlook, which entail a sense of
individual and collective responsibility in all areas of activity and a willingness to co-

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