UNISA
Assignment 3
Course: HBEDECS
Unique Number: 734033
61174777
31 August, 2018
Contact Details: 076 813 7480
Address: Unit 57 Bedfordview Boulevard
Morninghill, Bedfordview, 2007
0
,CONTENTS
SECTION A 2-7
Question 1 2-3
Question 2 3-4
Question 3 5-7
SECTIONC 8-14
Question 6
6.1 8-9
6.2 9-11
Question 7
7.1 12-13
7.2 14
Bibliography 15
1
, SECTIONA
Question 1
Comparative education is an interdisciplinary field of study in the sense that during a
study one enriches their knowledge and compares it to the knowledge that they already
have at hand. Comparing curriculums and school systems to other countries enriches
our knowledge about what education is like elsewhere, and by comparing it to South
Africa we can embed certain ideas into our education system. Due to globalization all
ideas have now become global and have developed many systems in countries one of
them being the education system.
The facets of comparative studies are as follows:
Firstly it is about educators, educators play a significant role in the education system so
it is compared to how teachers evaluated and managed in various countries. This could
be in terms of what qualifications are required to educate, for example in most
countries of the world teachers are now required to have a Bachelor of Education or a
Post Graduate Certificate in Education. The type of training and experience required, for
example in South Africa and England teachers need to be assessed through teaching
practice to be able to attain their professional qualification. Another is the health and
wellbeing of teachers. Secondly, Curriculum aspects are also compared. It can be
compared of the organization of learning areas, or the compulsory subjects in order to
graduate from school. Another reason for comparing curriculums could be about how
the curriculum is adjusted according to the economic need of countries. Thirdly, it can
be compared which is the language of learning and teaching. For example in most
English speaking countries the language of instruction would be English, or in most
international schools. However, in another country such as France, the Language of
learning and teaching is in French. Fourthly, religion and culture is another facet. In a
world of diversity, it can be compared how religion and culture are embedded in
various education systems, or how is diversity embraced. Finally, another important
facet to compare is how inclusive is education. Do the learners and educators have
enough support services such as medical or social welfare? (Berkhout et al:2010:4-5)
The reasons for pursuing comparative education are as follows: Firstly it is a good way
of looking into different aspects of education and bringing ideas that work in other
2
Assignment 3
Course: HBEDECS
Unique Number: 734033
61174777
31 August, 2018
Contact Details: 076 813 7480
Address: Unit 57 Bedfordview Boulevard
Morninghill, Bedfordview, 2007
0
,CONTENTS
SECTION A 2-7
Question 1 2-3
Question 2 3-4
Question 3 5-7
SECTIONC 8-14
Question 6
6.1 8-9
6.2 9-11
Question 7
7.1 12-13
7.2 14
Bibliography 15
1
, SECTIONA
Question 1
Comparative education is an interdisciplinary field of study in the sense that during a
study one enriches their knowledge and compares it to the knowledge that they already
have at hand. Comparing curriculums and school systems to other countries enriches
our knowledge about what education is like elsewhere, and by comparing it to South
Africa we can embed certain ideas into our education system. Due to globalization all
ideas have now become global and have developed many systems in countries one of
them being the education system.
The facets of comparative studies are as follows:
Firstly it is about educators, educators play a significant role in the education system so
it is compared to how teachers evaluated and managed in various countries. This could
be in terms of what qualifications are required to educate, for example in most
countries of the world teachers are now required to have a Bachelor of Education or a
Post Graduate Certificate in Education. The type of training and experience required, for
example in South Africa and England teachers need to be assessed through teaching
practice to be able to attain their professional qualification. Another is the health and
wellbeing of teachers. Secondly, Curriculum aspects are also compared. It can be
compared of the organization of learning areas, or the compulsory subjects in order to
graduate from school. Another reason for comparing curriculums could be about how
the curriculum is adjusted according to the economic need of countries. Thirdly, it can
be compared which is the language of learning and teaching. For example in most
English speaking countries the language of instruction would be English, or in most
international schools. However, in another country such as France, the Language of
learning and teaching is in French. Fourthly, religion and culture is another facet. In a
world of diversity, it can be compared how religion and culture are embedded in
various education systems, or how is diversity embraced. Finally, another important
facet to compare is how inclusive is education. Do the learners and educators have
enough support services such as medical or social welfare? (Berkhout et al:2010:4-5)
The reasons for pursuing comparative education are as follows: Firstly it is a good way
of looking into different aspects of education and bringing ideas that work in other
2
