,HED4806 Assignment 2 (COMPLETE ANSWERS)
Semester 1 2025 - DUE 2025; 100% trusted, comprehensive
and complete reliable solution with clear explanation
INSTRUCTIONS
Read the questions below carefully and attend to all the aspects
of each question.
COMPULSORY READING
Prescribed book: Seroto, J, Davids, MN & Wolhuter, C (eds).
2020. Decolonising education in the Global South: historical and
comparative international perspectives. Cape Town: Pearson.
Focus on chapters 8 (scope of ICE), 9 (India), 10 (Tanzania), 11
(Turkey), 12 (Chile), 13 (Iran), 14 (curriculum), and 15 (higher
education).
Additional reading: Brindhamani, M & Marisamy, K (eds).
2016. Comparative education. Solapur: Laxmi Book
Publication. (Google this source.)
SECTION A: COMPULSORY SECTION
Question 1 [40]
Answer both sub-questions 1(a) (20 marks) and 1(b) (20 marks).
Both are compulsory.
1(a) Comparative education (chapter 8 of the prescribed book)
1. Define “Comparative and International Education.” (4)
,2. Discuss any four phases in the historical evolution of the field
of Comparative and
International Education. (8)
3. Discuss four areas that show the value and purpose of
comparative education and its contribution to education. (8)
[20]
Question 1(a) - Comparative Education (Chapter 8 of the
Prescribed Book)
1. Define “Comparative and International Education” (4
marks)
Comparative Education refers to the field of study that
systematically compares education systems, structures, policies,
and practices across different countries and regions to identify
similarities, differences, and trends. The goal is to analyze
educational phenomena in different contexts to better understand
the role of education in societal development, address
challenges, and propose solutions for improvement.
International Education goes beyond comparison and involves
the study and exchange of educational practices, policies, and
ideas across nations with the aim of fostering understanding,
cooperation, and the sharing of knowledge. It involves global
educational frameworks, international organizations, and cross-
border educational initiatives that promote educational
collaboration and unity.
, 2. Discuss any four phases in the historical evolution of the
field of Comparative and International Education (8 marks)
The historical evolution of Comparative and International
Education can be traced through several key phases:
1. Pre-scientific Phase (Before the 19th Century):
Education comparison existed in rudimentary forms,
typically through informal observations or in the context of
colonial rule. Scholars, missionaries, and travelers would
offer observations on the educational systems of different
regions. These comparisons were often based on cultural or
ideological perspectives rather than systematic inquiry.
2. The Early Scientific Phase (Late 19th Century): With
the rise of modern social sciences, comparative education
became a more structured academic discipline. Scholars
like Marc-Antoine Jullien de Paris in the early 1800s
advocated for the scientific study of education across
different countries. This period marked the shift from
anecdotal comparisons to empirical, research-based
comparisons of educational systems.
3. The Post-World War II Phase (Mid-20th Century):
After World War II, comparative education became more
institutionalized with the establishment of international
organizations like UNESCO and the development of global
educational policies. This phase also saw an increased
focus on the application of comparative studies to address
issues of educational equality, development, and global
cooperation, particularly in the newly independent
countries of Africa and Asia.
Semester 1 2025 - DUE 2025; 100% trusted, comprehensive
and complete reliable solution with clear explanation
INSTRUCTIONS
Read the questions below carefully and attend to all the aspects
of each question.
COMPULSORY READING
Prescribed book: Seroto, J, Davids, MN & Wolhuter, C (eds).
2020. Decolonising education in the Global South: historical and
comparative international perspectives. Cape Town: Pearson.
Focus on chapters 8 (scope of ICE), 9 (India), 10 (Tanzania), 11
(Turkey), 12 (Chile), 13 (Iran), 14 (curriculum), and 15 (higher
education).
Additional reading: Brindhamani, M & Marisamy, K (eds).
2016. Comparative education. Solapur: Laxmi Book
Publication. (Google this source.)
SECTION A: COMPULSORY SECTION
Question 1 [40]
Answer both sub-questions 1(a) (20 marks) and 1(b) (20 marks).
Both are compulsory.
1(a) Comparative education (chapter 8 of the prescribed book)
1. Define “Comparative and International Education.” (4)
,2. Discuss any four phases in the historical evolution of the field
of Comparative and
International Education. (8)
3. Discuss four areas that show the value and purpose of
comparative education and its contribution to education. (8)
[20]
Question 1(a) - Comparative Education (Chapter 8 of the
Prescribed Book)
1. Define “Comparative and International Education” (4
marks)
Comparative Education refers to the field of study that
systematically compares education systems, structures, policies,
and practices across different countries and regions to identify
similarities, differences, and trends. The goal is to analyze
educational phenomena in different contexts to better understand
the role of education in societal development, address
challenges, and propose solutions for improvement.
International Education goes beyond comparison and involves
the study and exchange of educational practices, policies, and
ideas across nations with the aim of fostering understanding,
cooperation, and the sharing of knowledge. It involves global
educational frameworks, international organizations, and cross-
border educational initiatives that promote educational
collaboration and unity.
, 2. Discuss any four phases in the historical evolution of the
field of Comparative and International Education (8 marks)
The historical evolution of Comparative and International
Education can be traced through several key phases:
1. Pre-scientific Phase (Before the 19th Century):
Education comparison existed in rudimentary forms,
typically through informal observations or in the context of
colonial rule. Scholars, missionaries, and travelers would
offer observations on the educational systems of different
regions. These comparisons were often based on cultural or
ideological perspectives rather than systematic inquiry.
2. The Early Scientific Phase (Late 19th Century): With
the rise of modern social sciences, comparative education
became a more structured academic discipline. Scholars
like Marc-Antoine Jullien de Paris in the early 1800s
advocated for the scientific study of education across
different countries. This period marked the shift from
anecdotal comparisons to empirical, research-based
comparisons of educational systems.
3. The Post-World War II Phase (Mid-20th Century):
After World War II, comparative education became more
institutionalized with the establishment of international
organizations like UNESCO and the development of global
educational policies. This phase also saw an increased
focus on the application of comparative studies to address
issues of educational equality, development, and global
cooperation, particularly in the newly independent
countries of Africa and Asia.
