ICH4801
Assignment 3
(COMPLETE
ANSWERS)
2023 (642913)
- DUE 28
September
2023
, 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 Question 2 Answer 2.1 or 2.2. 2.1 South Africa
(chapter 14 of the prescribed book) “Recent calls for a decolonised curriculum
from movements such as #FeesMustFall in South Africa have amplified and
refuelled a quest to reassess and develop a curriculum that is relevant to the
problems of countries in the Global South. More specifically, these calls are for
a decolonised curriculum for these countries. In South Africa, the calls for a
decolonised curriculum must be interpreted within broader contextual debates
for the internationalisation of the curriculum, and rebuttal of its regressive
racial, economic and political status. The arguments for a decolonised
curriculum need to take this broader context into consideration” (Source: :
Seroto, J, Davids, MN & Wolhuter, C (eds). 2020. Decolonising education in
the Global South: historical and comparative international perspectives. Cape
Town: Pearson. a) Account for the recent calls for a decolonised curriculum by
movements such as #FeesMustFall in South Africa. (10) b) Explain the
successes and the failures of #FeesMustFall. (5) [15] OR 2.2 India (chapter 9 of
the prescribed book) a) Explain the development of formal education in India.
Assignment 3
(COMPLETE
ANSWERS)
2023 (642913)
- DUE 28
September
2023
, 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 Question 2 Answer 2.1 or 2.2. 2.1 South Africa
(chapter 14 of the prescribed book) “Recent calls for a decolonised curriculum
from movements such as #FeesMustFall in South Africa have amplified and
refuelled a quest to reassess and develop a curriculum that is relevant to the
problems of countries in the Global South. More specifically, these calls are for
a decolonised curriculum for these countries. In South Africa, the calls for a
decolonised curriculum must be interpreted within broader contextual debates
for the internationalisation of the curriculum, and rebuttal of its regressive
racial, economic and political status. The arguments for a decolonised
curriculum need to take this broader context into consideration” (Source: :
Seroto, J, Davids, MN & Wolhuter, C (eds). 2020. Decolonising education in
the Global South: historical and comparative international perspectives. Cape
Town: Pearson. a) Account for the recent calls for a decolonised curriculum by
movements such as #FeesMustFall in South Africa. (10) b) Explain the
successes and the failures of #FeesMustFall. (5) [15] OR 2.2 India (chapter 9 of
the prescribed book) a) Explain the development of formal education in India.
