Comparitive Education

Comparative Education

CONTENTS

SECTION A: THE FIELD OF COMPARATIVE EDUCATION 3

1. QUESTION 1: Aims, uses and significance of Comparative Education 3

SECTION B: CONTEMPORARY EDUCATION ISSUES 4

2. QUESTION 2: Comparative and International Education 4

2.1 Description of international educational systems 4

2.2 How did South African History shape the issues discussed? 5

2.3 Theories advanced 5

2.4 The aspects of diversity 6

2.5 Reflecting on the readings 6

3. QUESTION 3 - CURRICULUM 2005: OUTCOMES BASED APPROACH 7

3.1. Criticisms leveled at the OBE approach and its implementation in SA 7

3.2 What role did history and politics play? 8

• The curricular reforms 8

• The values embodied in the system 8

4. REFERENCES 10

SECTION A: THE FIELD OF COMPARATIVE EDUCATION

1. QUESTION 1: Aims, uses and significance of Comparative Education

Comparative education can be an important and useful instrument to assist policymakers, administrators and teachers, when addressing our education system and the problems experienced.

In the beginning comparative education was done to satisfy curiosity, our search for knowledge. As systems progressed, the purpose became of an evaluative value to adopt the best policies and practices.

Internationally, comparative education was seen by organizations as an instrument to serve and improve the lives of all. Thereafter, the Hermeneutic phase used comparative education to bring awareness to the societal forces that had an influence on the education system.

The social sciences phase had comparative educationists propose schemas to address societal problems and educational issues. Barnard, Bondesio and Berkhout locally and Noah internationally offered aims and uses for comparative education.

Barnard distinguished between 2 aims. Theoretical aims include the study of the structure and function of the system, factors such as economy, demographics, politics and the efficiency of the education system....