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ICH4801 Assignment 3 2023 - ANSWERS [DUE:28 SEPTEMBER 2023]
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- ICH4801
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- University Of South Africa (Unisa)
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ICH4801Assignment 3
2023
Unique No.: 642913
Assignment 03
Nikhil
,Comparative and International Education
Due date: 28 September 2023
Unique assignment number: 642913
COMPULSORY READING
Prescribed book: Seroto, J, Davids, MN & Wolhuter, C (eds). 2020. Decolonising
education
in the Global South: historical and comparative international perspectives.
Cape Town: Pearson.
Focus on chapters 8 (scope of ICE), 9 (India), 10 (Tanzania), 11 (Turkey),
12 (Chile), 13 (Iran), 14 (curriculum), and 15 (higher education).
Additional reading: Brindhamani, M & Marisamy, K (eds). 2016. Comparative education.
Solapur: Laxmi Book Publication. (Google this source.)
Take note of the following instructions:
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”.
Comparative education involves a thorough examination of educational systems to uncover how
cultural values and beliefs impact the way education is structured and delivered, aiming to provide a
tailored and effective learning experience. It delves into a comprehensive analysis of educational
ideologies and methodologies across different nations. Its objective is to utilize international data to
validate hypotheses about the interplay between education and society, as well as between teaching
methodologies and learning achievements. This field seeks to scrutinize education systems from
diverse countries, meticulously evaluating aspects such as organizational framework, curriculum
design, administrative practices, funding models, and levels of participation. Through this
examination, the goal is to comprehend the factors and influences that contribute to variations and
commonalities within these educational systems.
, The roots of comparative education can be traced back to humanity's earliest epochs. For instance,
even in prehistoric times, humans discerned distinctions between genders – male and female.
Comparative analysis has always held significance as a means for individuals to enhance their lives. In
the realm of politics, leaders have drawn inspiration from their neighbors, aiming to attain equal or
heightened power and authority. Similarly, within the domain of education, reformers and educators
have engaged in cross-national comparisons to improve their own systems, looking to insights from
other countries as a catalyst for advancement.
2. Discuss any four phases of the historical evolution of the field of comparative and international
education.
Phase 1: A phase of travelers’ tales; since times immemorial
These travelers’ tales of the education practices of foreign societies and cultures are mostly
incidental, cursory, and not at all scientifically done. This phase could be regarded as a pre-scientific
phase of Comparative Education.
Phase 2: A phase of the systematic study of foreign education systems for borrowing; since
approximately 1830
By the beginning of the nineteenth century, mostly government officials began to undertake
comprehensive studies of education systems and educational developments in foreign countries,
with the goal of borrowing the best ideas, methods, insights, and practices to improve their own
education systems back home. These developments could be understood against the backdrop of the
rise of national states in the countries of Western Europe and Northern America at this time, and the
establishment of national education systems of primary education in the states, as part of the
national project of state and nation formation. Though comprehensive, these studies of foreign
education systems generally do not comply with the rigors of scientific scholarship. Often, on the
basis of pre-conceived ideas, beliefs, and prejudices, rather than on the basis of evidence, some
systems and practices were declared better than others. Comparative Education was still in a pre-
scientific stage.
Phase 3: International co-operation since 1925
Comparative education transcended from borrowing to improve the education system of one
country, to a more altruistic, universal ameliorative motive - comparative education to serve the
interests of humanity, to improve the fate of humanity, and to better the quality of life of all humans.
French scholar Marc-Antonite Jullien de Paris was the first to use the term ‘Comparative Education’
and therefore he is called the 'father of Comparative Education'. While he had little influence during
the 19th century, his ideas were realized in the contemporary world in a variety of ways - by the
activities of international organizations, such as UNESCO, international research projects, and test
series such as the IEA, and comparative education societies, conferences, and journals. Comparative
education societies have played a major role in establishing contact and interaction amongst learners
and scholars of various countries.
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