ICH4801 History of Education Assignments
COMPULSORY READING
Prescribed book: Seroto, J. Davids, MN & Wolhuter, C. 2020. Decolonising education in the Global South:
historical and comparative international perspectives. Cape Town: Pearson:
Chapters 8 (Scope of ICE), 9 (India), 10 (Tanzania), 11 (Turkey), 12 (Chile), 13 (Iran), 14 (Curriculum), 15
(Higher Education)
Additional reading: Brindhamani, M & Marisamy, K. 2016. Comparative education – concept of comparative
education. Raviwar Peth, Solapur, Maharashtra, India: Laxmi Book Publication (Google this source).
ASSIGNMENT 1
Question 1
1.1 Define the following concepts in your own words. Provide the source of your definition.
· African curriculum (5)
· Comparative Education (5)
· mother-tongue teaching and learning (5)
· curriculum decolonisation (5)
· Ujamaa (5)
[25]
1.2 Write short paragraphs on at least five (5) of the following sentences:
· The purpose of Comparative Education (5)
· The uses and abuses of Comparative Education (5)
· The aims and objectives of education in India (5)
· The aims and objectives of education in Chile (5) · Education in
Tanzania has largely been guided by the ideology of Ujamaa. (5) · The formal education system in Turkey
was centralised at the beginning of 1924.
· The main purpose of this approach was to create a Western type of education system with the emphasis on
secularism and democratic values. (5)
· The medium of teaching and learning has always been a key issue for educational institutions
across the world, especially in those nations that were colonised. (5)
[25]
[50]
2. Question 2: History of Education
2. 1 Write explanatory notes on each of the following:
2.1.1 the history of the first known schools (10)
2.1.2 the Global North and the Global South (10)
2.1.3 the History of Education (10)
2.1.4 pre-colonial art education (10)
2.1.5 ubuntu as an African philosophical worldview (10)
[50]
1
, ICH4801 History of Education Assignments
ASSIGNMENT 2
Question 1
Critically discuss in an essay format the rise and fall of Bantu Education in South Africa. Refer in your answer to the
following:
1.1 the policy of the white minority National Party’s role in the formulation of Bantu education (1948-
1994) 1.2 resistance to apartheid education (1976 student uprising)
1.3 people’s education for people’s power (25)
Question 2
Critically appraise the Timbuktu manuscripts as evidence of an earlier African civilization that was the learning centre
of the world before European colonialism. In your answer, refer to the following:
2.1 essential theoretical concepts to understand colonialism
2.2 South Africa’s role in the preservation of the Timbuktu manuscripts
2.3 the higher education curriculum of Timbuktu universities (25)
Question 3
Write an essay in which you critically evaluate Ujamaa (Tanzania) and Harambee (Kenya) as decolonisation projects.
Critically discuss how South African rural schools may benefit from these educational
programmes. (25)
Question 4
Critically discuss the history of Muslim education in South Africa with reference to the contribution of the following
personalities:
4.1 Tuang Guru (1781-1807)
4.2 Abu Bakr Effendi 4.3 Soofie Saheb
4.4 Dr A Abdurahman (25)
[100]
2
COMPULSORY READING
Prescribed book: Seroto, J. Davids, MN & Wolhuter, C. 2020. Decolonising education in the Global South:
historical and comparative international perspectives. Cape Town: Pearson:
Chapters 8 (Scope of ICE), 9 (India), 10 (Tanzania), 11 (Turkey), 12 (Chile), 13 (Iran), 14 (Curriculum), 15
(Higher Education)
Additional reading: Brindhamani, M & Marisamy, K. 2016. Comparative education – concept of comparative
education. Raviwar Peth, Solapur, Maharashtra, India: Laxmi Book Publication (Google this source).
ASSIGNMENT 1
Question 1
1.1 Define the following concepts in your own words. Provide the source of your definition.
· African curriculum (5)
· Comparative Education (5)
· mother-tongue teaching and learning (5)
· curriculum decolonisation (5)
· Ujamaa (5)
[25]
1.2 Write short paragraphs on at least five (5) of the following sentences:
· The purpose of Comparative Education (5)
· The uses and abuses of Comparative Education (5)
· The aims and objectives of education in India (5)
· The aims and objectives of education in Chile (5) · Education in
Tanzania has largely been guided by the ideology of Ujamaa. (5) · The formal education system in Turkey
was centralised at the beginning of 1924.
· The main purpose of this approach was to create a Western type of education system with the emphasis on
secularism and democratic values. (5)
· The medium of teaching and learning has always been a key issue for educational institutions
across the world, especially in those nations that were colonised. (5)
[25]
[50]
2. Question 2: History of Education
2. 1 Write explanatory notes on each of the following:
2.1.1 the history of the first known schools (10)
2.1.2 the Global North and the Global South (10)
2.1.3 the History of Education (10)
2.1.4 pre-colonial art education (10)
2.1.5 ubuntu as an African philosophical worldview (10)
[50]
1
, ICH4801 History of Education Assignments
ASSIGNMENT 2
Question 1
Critically discuss in an essay format the rise and fall of Bantu Education in South Africa. Refer in your answer to the
following:
1.1 the policy of the white minority National Party’s role in the formulation of Bantu education (1948-
1994) 1.2 resistance to apartheid education (1976 student uprising)
1.3 people’s education for people’s power (25)
Question 2
Critically appraise the Timbuktu manuscripts as evidence of an earlier African civilization that was the learning centre
of the world before European colonialism. In your answer, refer to the following:
2.1 essential theoretical concepts to understand colonialism
2.2 South Africa’s role in the preservation of the Timbuktu manuscripts
2.3 the higher education curriculum of Timbuktu universities (25)
Question 3
Write an essay in which you critically evaluate Ujamaa (Tanzania) and Harambee (Kenya) as decolonisation projects.
Critically discuss how South African rural schools may benefit from these educational
programmes. (25)
Question 4
Critically discuss the history of Muslim education in South Africa with reference to the contribution of the following
personalities:
4.1 Tuang Guru (1781-1807)
4.2 Abu Bakr Effendi 4.3 Soofie Saheb
4.4 Dr A Abdurahman (25)
[100]
2
