,ICH4801 Assignment 3 (COMPLETE ANSWERS) 2023 () - DUE 28
September 2023 100% TRUSTED workings, explanations and solutions. for
assistance ...............................................................
SECTION A: COMPULSORY SECTION
Question 1 [40 marks]
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)
2. Discuss any four phases of the historical evolution of the field of
comparative and international education. (8)
3. Discuss four areas that show the value and the purpose of comparative
education and its contribution to education as a whole. (8) [20]
AND 1(b) Tanzania (chapters 7 and 10 of the prescribed book) “… [I]f
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)
2. What is generally understood by the concept “Ujamaa”? (2)
3. In a few sentences, explain the aim of education for self-reliance. (8)
4. What were the challenges of education for self-reliance? (8) [20] 16
(a) Comparative Education:
1. Definition of Comparative Education (4 points): Comparative
education is a field of study that involves the systematic comparison of
educational systems, practices, and outcomes across different
countries or regions. This discipline aims to analyze and understand
the similarities and differences in education systems to draw valuable
insights and improve educational practices.
2. Historical Evolution of Comparative Education (8 points): a.
Early Comparative Studies (19th Century): Comparative
education emerged in the 19th century when educators and scholars
began to compare educational systems to understand how different
countries approached education. This phase was marked by
descriptive comparisons of educational practices. b. Development of
, Theoretical Frameworks (Early 20th Century): In the early 20th
century, scholars like George Z. F. Bereday and George F. Kneller
developed theoretical frameworks for comparative education. They
emphasized the importance of cultural, social, and economic factors in
educational analysis. c. Shift Towards Policy Analysis (Mid-20th
Century): Comparative education evolved to focus on policy analysis.
Researchers began to investigate how educational policies affected
student outcomes and societal development. d. Globalization and
Contemporary Comparative Education (Late 20th Century and
Beyond): In recent decades, globalization has increased the relevance
of comparative education. Researchers now examine the impact of
globalization on education, including international benchmarks, best
practices, and the role of international organizations.
3. Value and Purpose of Comparative Education (8 points): a.
Policy Improvement: Comparative education helps identify
successful policies and practices from different systems that can be
adapted or adopted to improve education in a specific context. b.
Cultural Understanding: It promotes cross-cultural understanding by
highlighting the influence of culture on education, fostering tolerance,
and enhancing international cooperation. c. Quality Assurance:
Comparative education contributes to quality assurance by
benchmarking educational standards and highlighting areas for
improvement. d. Innovation and Adaptation: It encourages
innovation and adaptation of educational methods and policies to
address emerging challenges and changing societal needs.
1(b) Tanzania:
1. Education for Self-Reliance (2 points): Education for self-reliance
is an educational philosophy and approach that aims to equip students
with the knowledge, skills, and attitudes needed to become self-reliant
individuals who can contribute to the development of their
communities and nation. It emphasizes practical, hands-on learning
and a focus on relevant skills for addressing societal challenges.
2. Ujamaa (2 points): Ujamaa is a Swahili term that means
"familyhood" or "brotherhood." In the context of Tanzania, it was a
social and economic ideology promoted by Julius Nyerere, Tanzania's
first president. Ujamaa aimed to create a socialist society based on
communal ownership and cooperation among citizens.
3. Aim of Education for Self-Reliance (8 points): The aim of
education for self-reliance in Tanzania was to:
Foster self-sufficiency: Prepare students to meet their basic
needs and contribute to their communities without relying on
external assistance.
The benefits of buying summaries with Stuvia:
Guaranteed quality through customer reviews
Stuvia customers have reviewed more than 700,000 summaries. This how you know that you are buying the best documents.
Quick and easy check-out
You can quickly pay through EFT, credit card or Stuvia-credit for the summaries. There is no membership needed.
Focus on what matters
Your fellow students write the study notes themselves, which is why the documents are always reliable and up-to-date. This ensures you quickly get to the core!
Frequently asked questions
What do I get when I buy this document?
You get a PDF, available immediately after your purchase. The purchased document is accessible anytime, anywhere and indefinitely through your profile.
Satisfaction guarantee: how does it work?
Our satisfaction guarantee ensures that you always find a study document that suits you well. You fill out a form, and our customer service team takes care of the rest.
Who am I buying this summary from?
Stuvia is a marketplace, so you are not buying this document from us, but from seller ambassodor. Stuvia facilitates payment to the seller.
Will I be stuck with a subscription?
No, you only buy this summary for R48,96. You're not tied to anything after your purchase.
