SECTION A: COMPULSORY SECTION
[40]
Question 1
Answer both sub-questions 1(a) (20 marks) and 1(b) (20 marks). Both are compulsory.
1(a) Comparative education (chapter 8 of the prescribed book)
Define “Comparative and International Education.”
HED4806
ASSIGNMENT 02 2025
HOPEACADEMY 0 7 6 4 0 3 1 2 2 9
,HED4806 Assignment 2
SECTION A: COMPULSORY SECTION
[40]
Question 1
Answer both sub-questions 1(a) (20 marks) and 1(b) (20 marks). Both are
compulsory.
1(a) Comparative education (chapter 8 of the prescribed book)
Define “Comparative and International Education.”
Comparative and International Education is a field of study that looks at how
education systems work in different countries and compares them to understand
what works best (Bray, Adamson & Mason, 2014). It helps us learn from other
countries' successes and problems in education. This field also explores how
global issues like poverty, politics, and culture affect education (Phillips &
Schweisfurth, 2014). By studying education systems around the world, we can
improve teaching, learning, and policy in our own country. Comparative
education supports better decision-making by showing what has worked in other
places and why.
References:
Bray, M., Adamson, B., & Mason, M. (2014). Comparative Education Research:
Approaches and Methods. Springer.
Phillips, D., & Schweisfurth, M. (2014). Comparative and International Education:
An Introduction to Theory, Method, and Practice. Bloomsbury.
, 2.Discuss any four phases in the historical evolution of the field of Comparative
and International Education.
The field of Comparative and International Education has developed through four
main phases over time. The first phase was the Descriptive Phase in the 19th
century. In this phase, scholars like Marc-Antoine Jullien collected facts about
different education systems and simply described them without deep analysis
(Bray, Adamson & Mason, 2014).
The second phase was the Analytical Phase, which started in the early 20th
century. In this phase, researchers began to compare education systems more
carefully and looked at how history, politics, and society influenced education.
They moved beyond just describing and started asking why systems were
different (Phillips & Schweisfurth, 2014).
The third phase was the Social Science Phase, which became strong after World
War II. Researchers started using tools from sociology, economics, and political
science to study education systems in a more scientific way (Bray et al., 2014).
The fourth phase is the Globalisation Phase, which started in the late 20th century
and continues today. It focuses on how global changes like technology,
international policies, and worldwide movements affect education. Education is
now seen as a global issue, not just a national one (Phillips & Schweisfurth, 2014).
References:
Bray, M., Adamson, B., & Mason, M. (2014). Comparative Education Research:
Approaches and Methods. Springer.
Phillips, D., & Schweisfurth, M. (2014). Comparative and International Education:
An Introduction to Theory, Method, and Practice. Bloomsbury.
[40]
Question 1
Answer both sub-questions 1(a) (20 marks) and 1(b) (20 marks). Both are compulsory.
1(a) Comparative education (chapter 8 of the prescribed book)
Define “Comparative and International Education.”
HED4806
ASSIGNMENT 02 2025
HOPEACADEMY 0 7 6 4 0 3 1 2 2 9
,HED4806 Assignment 2
SECTION A: COMPULSORY SECTION
[40]
Question 1
Answer both sub-questions 1(a) (20 marks) and 1(b) (20 marks). Both are
compulsory.
1(a) Comparative education (chapter 8 of the prescribed book)
Define “Comparative and International Education.”
Comparative and International Education is a field of study that looks at how
education systems work in different countries and compares them to understand
what works best (Bray, Adamson & Mason, 2014). It helps us learn from other
countries' successes and problems in education. This field also explores how
global issues like poverty, politics, and culture affect education (Phillips &
Schweisfurth, 2014). By studying education systems around the world, we can
improve teaching, learning, and policy in our own country. Comparative
education supports better decision-making by showing what has worked in other
places and why.
References:
Bray, M., Adamson, B., & Mason, M. (2014). Comparative Education Research:
Approaches and Methods. Springer.
Phillips, D., & Schweisfurth, M. (2014). Comparative and International Education:
An Introduction to Theory, Method, and Practice. Bloomsbury.
, 2.Discuss any four phases in the historical evolution of the field of Comparative
and International Education.
The field of Comparative and International Education has developed through four
main phases over time. The first phase was the Descriptive Phase in the 19th
century. In this phase, scholars like Marc-Antoine Jullien collected facts about
different education systems and simply described them without deep analysis
(Bray, Adamson & Mason, 2014).
The second phase was the Analytical Phase, which started in the early 20th
century. In this phase, researchers began to compare education systems more
carefully and looked at how history, politics, and society influenced education.
They moved beyond just describing and started asking why systems were
different (Phillips & Schweisfurth, 2014).
The third phase was the Social Science Phase, which became strong after World
War II. Researchers started using tools from sociology, economics, and political
science to study education systems in a more scientific way (Bray et al., 2014).
The fourth phase is the Globalisation Phase, which started in the late 20th century
and continues today. It focuses on how global changes like technology,
international policies, and worldwide movements affect education. Education is
now seen as a global issue, not just a national one (Phillips & Schweisfurth, 2014).
References:
Bray, M., Adamson, B., & Mason, M. (2014). Comparative Education Research:
Approaches and Methods. Springer.
Phillips, D., & Schweisfurth, M. (2014). Comparative and International Education:
An Introduction to Theory, Method, and Practice. Bloomsbury.
