HED4806 ASSIGNMENT 4 2026

International and Comparative Education - HED4806 Assignment 4 2026; 100 % TRUSTED workings, Expert Solved, Explanations and Solutions. For assistance call or W.h.a.t.s.a.p.p us on ...(.+.2.5.4.7.7.9.5.4.0.1.3.2)........... Question 1 [20] 1.1 Read the excerpt below and answer the questions that follow: “The study of foreign systems of education for borrowing is an important feature in the historical development of the field of Comparative and International Education. This significant trend began in 1830 and continues into the 21st century.” a) What, in your view, are the challenges associated with the implementation of models/policies of education borrowed from foreign countries? (5) b) As an “expert” in Comparative and International Education, what advice would you give to a borrowing country, to help overcome the above challenges? (5) c) Briefly discuss the future relevance of the field of Comparative and International Education, referring to the role of knowledge economies in the development of the field. (5) d) How can Comparative and International Education improve teaching practice? (5) Question 2 [30] Read the excerpt below and answer the questions that follow: “The problem of ‘rote learning’ is one of the discernible features of education in the postcolonial contexts. This problem was evident in the educational systems of India and Tanzania in the aftermath of colonial conquest.” a) Define “rote-learning”. (2) b) Briefly explain how officials in India and Tanzania tackled the problem of “rote-learning” in their educational reforms. (8) Educational reforms in post-independence Tanzania were informed by an analysis of the wrongs associated with the inherited system of colonial education. Education for Self-Reliance (ESR) emerged as a crucial education reform intervention after the Arusha Declaration. c) Mention four (4) criticisms that were levelled against the colonial system of education in Tanzania. (8) d) Briefly discuss how ESR sought to overcome the challenges of the inherited colonial system of education in Tanzania, focusing on the key principles of ESR. (12) Question 3 [30] Read the following excerpt on Chilean educational reforms and answer the questions which follow: “The democratically elected governments that immediately followed the end of military rule proceeded carefully to amend the LOCE (Delannoy, 2000). Changes included increased length of the school day by several hours and intensified in-service teacher-training programmes (Osandón et al., 2018). Initially, the emphasis was on modernisation preferring consensus, especially with representatives of the economic sector, rather than debate about the purposes of education. A first modification listing fundamental objectives and minimal contents was changed by a one-term conservative government to emphasis[e] learning objectives, making the curriculum more aligned with contents of international achievement tests such as the Programme for International Student Assessment (PISA). Results from this initial phase were disappointing” a) Evaluate the inefficiencies associated with “teaching-to-the-test” as regards the educational reforms articulated in the above excerpt. (15) b) Briefly discuss the key principles of the new Chilean basic education curriculum passed by a centre-left government in 2017. (15) Question 4 [20] 4.1 Answer the following question: a) Compare and contrast the higher education challenges facing South Africa and the Islamic Republic of Iran. (10) b) Policies played an important role in the development of higher education in South Africa after 1994. Indicate any five (5) important policies that led to the reform of higher education.