ICH4801 Assignment
3 (COMPLETE
ANSWERS) 2024
(322793) - DUE 22 July
2024 ;100% TRUSTED
workings,
explanations and
solutions.
ADMIN
[COMPANY NAME]
,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)
ICH4801/101/02024 27 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]
1(a) Comparative Education
1. Definition of Comparative Education (4 marks)
Comparative education is a field of study that analyzes and
compares educational systems, processes, and outcomes
across different countries and cultures. It aims to
understand the similarities and differences in educational
practices and policies, providing insights that can improve
education worldwide.
,2. Four Phases of the Historical Evolution of Comparative
and International Education (8 marks)
o Phase 1: Early Travelers and Missionaries (Pre-
19th Century) Early comparative education efforts
can be traced back to travelers, missionaries, and
scholars who observed and reported on education
systems in different countries. These accounts, though
anecdotal and descriptive, laid the groundwork for
more systematic comparisons.
o Phase 2: Pioneering Systematic Studies (19th
Century) During this period, educators like Marc-
Antoine Jullien de Paris began to develop methods for
systematic comparison of education systems. Jullien's
work in the early 19th century is often cited as the
beginning of modern comparative education.
o Phase 3: Institutionalization and Expansion (20th
Century) The field became more institutionalized
with the establishment of organizations and journals
dedicated to comparative education. The creation of
UNESCO in 1945 further propelled the field by
promoting educational exchange and research
globally.
o Phase 4: Theoretical and Methodological
Diversification (Late 20th Century to Present)
Comparative education has evolved to include diverse
theoretical perspectives and methodologies.
Researchers now use a variety of qualitative and
quantitative methods to study complex educational
phenomena, considering broader social, economic, and
political contexts.
, 3. Four Areas Showing the Value and Purpose of
Comparative Education (8 marks)
o Policy Borrowing and Lending Comparative
education allows countries to learn from each other’s
successes and failures. Policymakers can adopt and
adapt educational practices and policies that have
proven effective elsewhere.
o Global Understanding and Cooperation By
comparing education systems, educators and
researchers can promote global understanding and
cooperation. This can lead to collaborative efforts to
address common educational challenges.
o Educational Improvement and Innovation Insights
gained from comparative studies can lead to
improvements and innovations in teaching methods,
curriculum development, and educational technology,
enhancing overall educational quality.
o Cultural Awareness and Sensitivity Comparative
education fosters an appreciation of cultural diversity
in educational practices. This awareness can help
educators create more inclusive and culturally
responsive educational environments.
1(b) Tanzania
1. Understanding of Education for Self-Reliance (2 marks)
Education for self-reliance in Tanzania refers to an
educational philosophy aimed at preparing students to be
self-sufficient and productive members of society. It
emphasizes practical skills, critical thinking, and a sense of
responsibility to the community.
