HED4806
ASSIGNMENT 2
ANSWERS 2025
HED4806 ASSIGNMENT 2 ANSWERS
2025
,HED4806 Assignment 02
Question 1(a)
1. Define “Comparative and International Education.” (4 marks)
Comparative and International Education (CIE) is a field of study that examines
education systems, policies, and practices across different countries and cultures. It
involves comparing and contrasting these elements to understand their similarities
and differences, and to identify the factors that influence their development and
outcomes. It goes beyond simply describing different systems; it seeks to analyze
and interpret them within their social, political, economic, and cultural contexts. It can
be useful to add that *International Education* is often defined as educational
programs and initiatives designed to foster global understanding and cooperation,
such as student exchanges, study abroad programs, and international curricula, and
how CIE offers a robust and systematic basis for understanding its contexts and
impacts.
2. Discuss any four phases in the historical evolution of the field of
Comparative and International Education. (8 marks)
The historical evolution of CIE can be roughly divided into several phases:
* **Phase 1: Borrowing/Early Travelers and Education Reformers (19th Century):**
This initial phase was characterized by educators and reformers traveling to other
countries to observe their education systems and borrow ideas for improving their
, own. Thinkers like Marc-Antoine Jullien de Paris sought to establish a systematic
basis for comparing educational practices. The focus was primarily on practical
improvements and often lacked rigorous theoretical frameworks. *Example:* The
Prussian education system was often studied for its efficiency and organization.
* **Phase 2: UNESCO and the Rise of Quantitative Methods (Post World War II):**
The establishment of UNESCO in 1945 provided a platform for international
cooperation in education. This era saw an increase in the collection of statistical
data on education systems worldwide. Quantitative methods, such as statistical
analysis and surveys, became more prevalent in comparative studies. *Example:*
UNESCO's work in collecting and disseminating data on literacy rates and school
enrollment across countries. This era was marked by a rise in social science theory
like modernization theory, which informed much of the international education policy
of the time.
* **Phase 3: Focus on Development and Dependency Theory (1960s-1970s):** As
newly independent nations emerged, CIE began to address issues of educational
development in the context of colonialism and neocolonialism. Dependency theory
gained prominence, highlighting the ways in which education systems in developing
countries were often shaped by and dependent on the industrialized world.
*Example:* Studies examining the impact of colonial education systems on post-
colonial societies. Focus on the role of education in nation-building and economic
development.
* **Phase 4: Globalization and Critical Perspectives (1980s-Present):** This phase
is marked by increasing globalization, the rise of neoliberal policies, and the
emergence of critical perspectives on education. CIE scholars began to examine the
impact of globalization on education systems, including issues of standardization,
privatization, and the spread of Western educational models. Critical theories, such
as postmodernism and postcolonialism, challenged traditional assumptions about
education and development. *Example:* Research on the impact of international
ASSIGNMENT 2
ANSWERS 2025
HED4806 ASSIGNMENT 2 ANSWERS
2025
,HED4806 Assignment 02
Question 1(a)
1. Define “Comparative and International Education.” (4 marks)
Comparative and International Education (CIE) is a field of study that examines
education systems, policies, and practices across different countries and cultures. It
involves comparing and contrasting these elements to understand their similarities
and differences, and to identify the factors that influence their development and
outcomes. It goes beyond simply describing different systems; it seeks to analyze
and interpret them within their social, political, economic, and cultural contexts. It can
be useful to add that *International Education* is often defined as educational
programs and initiatives designed to foster global understanding and cooperation,
such as student exchanges, study abroad programs, and international curricula, and
how CIE offers a robust and systematic basis for understanding its contexts and
impacts.
2. Discuss any four phases in the historical evolution of the field of
Comparative and International Education. (8 marks)
The historical evolution of CIE can be roughly divided into several phases:
* **Phase 1: Borrowing/Early Travelers and Education Reformers (19th Century):**
This initial phase was characterized by educators and reformers traveling to other
countries to observe their education systems and borrow ideas for improving their
, own. Thinkers like Marc-Antoine Jullien de Paris sought to establish a systematic
basis for comparing educational practices. The focus was primarily on practical
improvements and often lacked rigorous theoretical frameworks. *Example:* The
Prussian education system was often studied for its efficiency and organization.
* **Phase 2: UNESCO and the Rise of Quantitative Methods (Post World War II):**
The establishment of UNESCO in 1945 provided a platform for international
cooperation in education. This era saw an increase in the collection of statistical
data on education systems worldwide. Quantitative methods, such as statistical
analysis and surveys, became more prevalent in comparative studies. *Example:*
UNESCO's work in collecting and disseminating data on literacy rates and school
enrollment across countries. This era was marked by a rise in social science theory
like modernization theory, which informed much of the international education policy
of the time.
* **Phase 3: Focus on Development and Dependency Theory (1960s-1970s):** As
newly independent nations emerged, CIE began to address issues of educational
development in the context of colonialism and neocolonialism. Dependency theory
gained prominence, highlighting the ways in which education systems in developing
countries were often shaped by and dependent on the industrialized world.
*Example:* Studies examining the impact of colonial education systems on post-
colonial societies. Focus on the role of education in nation-building and economic
development.
* **Phase 4: Globalization and Critical Perspectives (1980s-Present):** This phase
is marked by increasing globalization, the rise of neoliberal policies, and the
emergence of critical perspectives on education. CIE scholars began to examine the
impact of globalization on education systems, including issues of standardization,
privatization, and the spread of Western educational models. Critical theories, such
as postmodernism and postcolonialism, challenged traditional assumptions about
education and development. *Example:* Research on the impact of international
