ICH4801 Assignment
3 2024 (322793) -
DUE 22 July 2024
QUESTIONS WITH COMPLETE ANSWERS
[DATE]
[Company address]
,ICH4801 Assignment 3 2024 (322793) - DUE 22 July 2024
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) ICH4801/101/02024 27 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(a) Comparative education is a branch of education that examines and compares educational systems,
practices, and policies across different countries or regions. It seeks to understand similarities and
differences in educational structures, philosophies, methodologies, and outcomes in order to draw
insights and improve educational practices globally.
2. The historical evolution of comparative and international education can be divided into four
phases:
a. Early Beginnings: This phase dates back to ancient civilizations where scholars like Confucius in
China and Plato in Greece compared educational practices across regions. During this period,
comparative education was more observational and focused on philosophical ideas.
b. Colonial and Imperial Era: With the rise of colonialism and imperialism, the need to compare
educational systems became more pronounced. Colonial powers compared their systems with those of
their colonies, often with the aim of imposing their educational ideologies. This phase laid the
groundwork for more systematic comparative studies.
c. Development of Comparative Education as a Discipline: This phase emerged in the late 19th and
early 20th centuries, characterized by the establishment of academic institutions and journals dedicated
to comparative education. Scholars like George Bereday and Harold Noah contributed significantly to
the development of theoretical frameworks and methodologies for comparative studies.
, d. Globalization and Contemporary Trends: In the modern era, globalization has intensified the need
for comparative education. With increased mobility and interconnectedness, there's a growing demand to
understand and learn from diverse educational systems worldwide. This phase also emphasizes the role
of comparative education in addressing global challenges and promoting educational equity and quality.
3. Comparative education contributes to education as a whole in several ways:
a. Policy Formulation: By comparing different educational policies and practices, policymakers can
identify effective strategies and adopt best practices from other countries. This helps in shaping
educational policies that are more responsive to local needs and global trends.
b. Educational Reform: Comparative education provides valuable insights into successful educational
reforms implemented in other countries. By studying these reforms, educators can learn from past
experiences and tailor reforms to suit their own contexts, leading to improvements in educational quality
and equity.
c. Cultural Understanding: Through comparative education, educators gain a deeper understanding of
the cultural, social, and historical contexts that shape educational systems. This promotes cultural
sensitivity and enables educators to design inclusive curricula that reflect the diversity of learners'
backgrounds.
d. Research and Innovation: Comparative education fosters research and innovation by encouraging
scholars to explore new methodologies, theories, and approaches to studying educational systems. This
interdisciplinary field generates knowledge that contributes to the advancement of education as a whole,
driving innovation and improvement in teaching and learning practices.
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)
3 2024 (322793) -
DUE 22 July 2024
QUESTIONS WITH COMPLETE ANSWERS
[DATE]
[Company address]
,ICH4801 Assignment 3 2024 (322793) - DUE 22 July 2024
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) ICH4801/101/02024 27 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(a) Comparative education is a branch of education that examines and compares educational systems,
practices, and policies across different countries or regions. It seeks to understand similarities and
differences in educational structures, philosophies, methodologies, and outcomes in order to draw
insights and improve educational practices globally.
2. The historical evolution of comparative and international education can be divided into four
phases:
a. Early Beginnings: This phase dates back to ancient civilizations where scholars like Confucius in
China and Plato in Greece compared educational practices across regions. During this period,
comparative education was more observational and focused on philosophical ideas.
b. Colonial and Imperial Era: With the rise of colonialism and imperialism, the need to compare
educational systems became more pronounced. Colonial powers compared their systems with those of
their colonies, often with the aim of imposing their educational ideologies. This phase laid the
groundwork for more systematic comparative studies.
c. Development of Comparative Education as a Discipline: This phase emerged in the late 19th and
early 20th centuries, characterized by the establishment of academic institutions and journals dedicated
to comparative education. Scholars like George Bereday and Harold Noah contributed significantly to
the development of theoretical frameworks and methodologies for comparative studies.
, d. Globalization and Contemporary Trends: In the modern era, globalization has intensified the need
for comparative education. With increased mobility and interconnectedness, there's a growing demand to
understand and learn from diverse educational systems worldwide. This phase also emphasizes the role
of comparative education in addressing global challenges and promoting educational equity and quality.
3. Comparative education contributes to education as a whole in several ways:
a. Policy Formulation: By comparing different educational policies and practices, policymakers can
identify effective strategies and adopt best practices from other countries. This helps in shaping
educational policies that are more responsive to local needs and global trends.
b. Educational Reform: Comparative education provides valuable insights into successful educational
reforms implemented in other countries. By studying these reforms, educators can learn from past
experiences and tailor reforms to suit their own contexts, leading to improvements in educational quality
and equity.
c. Cultural Understanding: Through comparative education, educators gain a deeper understanding of
the cultural, social, and historical contexts that shape educational systems. This promotes cultural
sensitivity and enables educators to design inclusive curricula that reflect the diversity of learners'
backgrounds.
d. Research and Innovation: Comparative education fosters research and innovation by encouraging
scholars to explore new methodologies, theories, and approaches to studying educational systems. This
interdisciplinary field generates knowledge that contributes to the advancement of education as a whole,
driving innovation and improvement in teaching and learning practices.
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)
