Exam (elaborations)
ICH4801 Assignment 3 2024 (322793) - DUE 22 July 2024
- Course
- ICH4801 (ICH4801)
- Institution
- University Of South Africa (Unisa)
ICH4801 Assignment 3 2024 (322793) - DUE 22 July 2024 QUESTIONS WITH ANSWERS
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ICH4801 Assignment 32024 (322793) - DUE
22 July 2024
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,ICH4801 Assignment 3 2024 (322793) - DUE 22 July 2024
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(a) Comparative education is a branch of education that examines and compares educational systems,
practices, and policies across different countries or regions. It seeks to understand similarities and differences in
educational structures, philosophies, methodologies, and outcomes in order to draw insights and improve
educational practices globally.
2. The historical evolution of comparative and international education can be divided into four phases:
a. Early Beginnings: This phase dates back to ancient civilizations where scholars like Confucius in China and
Plato in Greece compared educational practices across regions. During this period, comparative education was
more observational and focused on philosophical ideas.
b. Colonial and Imperial Era: With the rise of colonialism and imperialism, the need to compare educational
systems became more pronounced. Colonial powers compared their systems with those of their colonies, often
with the aim of imposing their educational ideologies. This phase laid the groundwork for more systematic
comparative studies.
c. Development of Comparative Education as a Discipline: This phase emerged in the late 19th and early
20th centuries, characterized by the establishment of academic institutions and journals dedicated to
comparative education. Scholars like George Bereday and Harold Noah contributed significantly to the
development of theoretical frameworks and methodologies for comparative studies.
d. Globalization and Contemporary Trends: In the modern era, globalization has intensified the need for
comparative education. With increased mobility and interconnectedness, there's a growing demand to
understand and learn from diverse educational systems worldwide. This phase also emphasizes the role of
comparative education in addressing global challenges and promoting educational equity and quality.
3. Comparative education contributes to education as a whole in several ways:
, a. Policy Formulation: By comparing different educational policies and practices, policymakers can identify
effective strategies and adopt best practices from other countries. This helps in shaping educational policies that
are more responsive to local needs and global trends.
b. Educational Reform: Comparative education provides valuable insights into successful educational reforms
implemented in other countries. By studying these reforms, educators can learn from past experiences and tailor
reforms to suit their own contexts, leading to improvements in educational quality and equity.
c. Cultural Understanding: Through comparative education, educators gain a deeper understanding of the
cultural, social, and historical contexts that shape educational systems. This promotes cultural sensitivity and
enables educators to design inclusive curricula that reflect the diversity of learners' backgrounds.
d. Research and Innovation: Comparative education fosters research and innovation by encouraging scholars
to explore new methodologies, theories, and approaches to studying educational systems. This interdisciplinary
field generates knowledge that contributes to the advancement of education as a whole, driving innovation and
improvement in teaching and learning practices.
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]
Education for self-reliance is an educational philosophy and approach that emphasizes equipping individuals
with the knowledge, skills, and attitudes necessary to be self-sufficient and contribute to the development of
their communities and society as a whole. It prioritizes practical, hands-on learning experiences and emphasizes
the importance of entrepreneurship, innovation, critical thinking, and problem-solving skills.
"Ujamaa" is a Swahili term that roughly translates to "familyhood" or "extended family" and is often
associated with the socio-economic and political philosophy promoted by Julius Nyerere, the first President of
Tanzania. It emphasizes communal living, cooperation, and collective responsibility for the well-being of
society. In the context of education, Ujamaa emphasizes the importance of education in fostering solidarity,
community development, and self-reliance.
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