,ICH4801 ASSIGNMENT 03
1(a) Comparative education (chapter 8 of the prescribed book)
1. Define “comparative education”. (4)
Comparative education is the study of different education systems and
practices in various countries, with the aim of understanding their similarities
and differences, and identifying best practices that can be applied across
different contexts. It involves examining various aspects of education such as
curriculum, teaching methods, administration, and educational outcomes.
Reference:
Bray, M., & Adamson, B. (2014). Comparative education: A field in search of
its future. In M. Bray, B. Adamson, & M. Mason (Eds.), Comparative
Education Research: Approaches and Methods (pp. 1-17). Springer.
2. Discuss any four phases of the historical evolution of the field of
comparative and international education. (8)
1. Pre-World War II: This phase focused on the comparison of education
systems and practices in different countries, with an emphasis on
understanding the differences and similarities. This phase laid the
groundwork for the field of comparative and international education by
focusing on educational reform and policy development.
2. Post-World War II: This phase saw an increased emphasis on international
cooperation and development, with a focus on education as a tool for
promoting peace and understanding between nations. The period after the
war saw the establishment of organizations such as UNESCO and the World
Bank, which played a crucial role in shaping the field of comparative and
international education.
3. 1970s-1990s: During this phase, there was a shift towards a more critical
and interdisciplinary approach to comparative and international education.
Scholars began to examine the impact of colonialism, globalization, and
neoliberal economic policies on education systems around the world. This
, period also saw an increased focus on issues of social justice, equity, and
human rights in education.
4. 21st Century: In this phase, the field of comparative and international
education has continued to evolve, with a growing emphasis on the study of
transnational education, international student mobility, and the impact of
technology on education. There is also a renewed focus on the role of
education in addressing global challenges such as climate change and
poverty.
Reference:
Baker, D., & Wiseman, A. W. (2006). The world is their classroom: Education
as transnational commodity. New York: Routledge.
3. Discuss four areas that show the value and the purpose of comparative
education and its contribution to education as a whole. (8)
1. Comparative education contributes to the improvement of educational
systems by allowing professionals to study and compare different
educational policies, practices, and outcomes across different countries. This
comparative analysis helps identify successful or innovative practices that
can be adopted or adapted to improve education in other countries. It also
helps policymakers and educators understand the impact of different
educational approaches on student learning and success, and informs the
development of evidence-based policies and practices (Bray, M. and
Adamson, 2019).
2. Comparative education helps promote understanding and appreciation of
different cultures, values, and educational traditions. By comparing and
contrasting educational systems from different countries, educators and
students can gain insights into different social and cultural contexts, and
develop a more global perspective on education. This can lead to greater
appreciation and respect for diversity, as well as the development of more
culturally responsive and inclusive educational practices (Phillips &
Schweisfurth, 2014).
3. Comparative education can contribute to the professional development of
educators and researchers by providing opportunities for international
1(a) Comparative education (chapter 8 of the prescribed book)
1. Define “comparative education”. (4)
Comparative education is the study of different education systems and
practices in various countries, with the aim of understanding their similarities
and differences, and identifying best practices that can be applied across
different contexts. It involves examining various aspects of education such as
curriculum, teaching methods, administration, and educational outcomes.
Reference:
Bray, M., & Adamson, B. (2014). Comparative education: A field in search of
its future. In M. Bray, B. Adamson, & M. Mason (Eds.), Comparative
Education Research: Approaches and Methods (pp. 1-17). Springer.
2. Discuss any four phases of the historical evolution of the field of
comparative and international education. (8)
1. Pre-World War II: This phase focused on the comparison of education
systems and practices in different countries, with an emphasis on
understanding the differences and similarities. This phase laid the
groundwork for the field of comparative and international education by
focusing on educational reform and policy development.
2. Post-World War II: This phase saw an increased emphasis on international
cooperation and development, with a focus on education as a tool for
promoting peace and understanding between nations. The period after the
war saw the establishment of organizations such as UNESCO and the World
Bank, which played a crucial role in shaping the field of comparative and
international education.
3. 1970s-1990s: During this phase, there was a shift towards a more critical
and interdisciplinary approach to comparative and international education.
Scholars began to examine the impact of colonialism, globalization, and
neoliberal economic policies on education systems around the world. This
, period also saw an increased focus on issues of social justice, equity, and
human rights in education.
4. 21st Century: In this phase, the field of comparative and international
education has continued to evolve, with a growing emphasis on the study of
transnational education, international student mobility, and the impact of
technology on education. There is also a renewed focus on the role of
education in addressing global challenges such as climate change and
poverty.
Reference:
Baker, D., & Wiseman, A. W. (2006). The world is their classroom: Education
as transnational commodity. New York: Routledge.
3. Discuss four areas that show the value and the purpose of comparative
education and its contribution to education as a whole. (8)
1. Comparative education contributes to the improvement of educational
systems by allowing professionals to study and compare different
educational policies, practices, and outcomes across different countries. This
comparative analysis helps identify successful or innovative practices that
can be adopted or adapted to improve education in other countries. It also
helps policymakers and educators understand the impact of different
educational approaches on student learning and success, and informs the
development of evidence-based policies and practices (Bray, M. and
Adamson, 2019).
2. Comparative education helps promote understanding and appreciation of
different cultures, values, and educational traditions. By comparing and
contrasting educational systems from different countries, educators and
students can gain insights into different social and cultural contexts, and
develop a more global perspective on education. This can lead to greater
appreciation and respect for diversity, as well as the development of more
culturally responsive and inclusive educational practices (Phillips &
Schweisfurth, 2014).
3. Comparative education can contribute to the professional development of
educators and researchers by providing opportunities for international
