ICH4801
ASSIGNMENT 3 2025
UNIQUE NO.
DUE DATE: 2025
,ICH4801 – Assignment 3 (2025)
Section A: Compulsory Section
Question 1(a): Comparative Education
[20 Marks]
1. Define “comparative education”.
(4 marks)
Comparative education is a field of study that examines and compares educational
systems, policies, practices, and outcomes across different countries or regions. It aims
to understand how diverse cultural, political, economic, and historical contexts shape
education, and how lessons from one system can inform improvements in another. The
purpose is to promote mutual learning and contribute to more effective and equitable
education globally.
2. Discuss any four phases of the historical evolution of the field of comparative
and international education.
(8 marks)
The field of comparative and international education has evolved through several
distinct phases:
a) Descriptive Phase (Early 19th Century):
This phase focused on the simple description of foreign education systems, often based
on travellers' observations and anecdotal evidence. There was little analysis or
theoretical grounding. Scholars such as Marc-Antoine Jullien de Paris advocated for the
systematic collection of educational data across countries.
b) Analytical Phase (Early 20th Century):
In this period, comparative education moved beyond mere description. Researchers
began using historical, philosophical, and sociological tools to analyse how and why
, different education systems functioned. Emphasis was placed on understanding
education within its specific cultural and national context.
c) Social Science Phase (Post-World War II):
This phase introduced more rigorous, scientific, and empirical methods. Comparative
education became interdisciplinary, drawing from economics, sociology, and political
science. Quantitative research and theory-based analysis became more common,
especially in the context of development and education reform.
d) Globalisation Phase (Late 20th Century to Present):
Modern comparative education now focuses on the global interconnectedness of
education systems. Themes such as international testing (e.g., PISA, TIMSS), global
education policies, policy borrowing, and the influence of organisations like UNESCO
and the World Bank are central. This phase also deals with the challenges and
opportunities presented by globalisation and digital technologies in education.
ASSIGNMENT 3 2025
UNIQUE NO.
DUE DATE: 2025
,ICH4801 – Assignment 3 (2025)
Section A: Compulsory Section
Question 1(a): Comparative Education
[20 Marks]
1. Define “comparative education”.
(4 marks)
Comparative education is a field of study that examines and compares educational
systems, policies, practices, and outcomes across different countries or regions. It aims
to understand how diverse cultural, political, economic, and historical contexts shape
education, and how lessons from one system can inform improvements in another. The
purpose is to promote mutual learning and contribute to more effective and equitable
education globally.
2. Discuss any four phases of the historical evolution of the field of comparative
and international education.
(8 marks)
The field of comparative and international education has evolved through several
distinct phases:
a) Descriptive Phase (Early 19th Century):
This phase focused on the simple description of foreign education systems, often based
on travellers' observations and anecdotal evidence. There was little analysis or
theoretical grounding. Scholars such as Marc-Antoine Jullien de Paris advocated for the
systematic collection of educational data across countries.
b) Analytical Phase (Early 20th Century):
In this period, comparative education moved beyond mere description. Researchers
began using historical, philosophical, and sociological tools to analyse how and why
, different education systems functioned. Emphasis was placed on understanding
education within its specific cultural and national context.
c) Social Science Phase (Post-World War II):
This phase introduced more rigorous, scientific, and empirical methods. Comparative
education became interdisciplinary, drawing from economics, sociology, and political
science. Quantitative research and theory-based analysis became more common,
especially in the context of development and education reform.
d) Globalisation Phase (Late 20th Century to Present):
Modern comparative education now focuses on the global interconnectedness of
education systems. Themes such as international testing (e.g., PISA, TIMSS), global
education policies, policy borrowing, and the influence of organisations like UNESCO
and the World Bank are central. This phase also deals with the challenges and
opportunities presented by globalisation and digital technologies in education.
