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EDUB3714 (CLASS 1) COMPARATIVE EDUCATION +27 (0)58 718 5495 • E -mail • [email protected] Faculty of Education Dr. B. S. Nhlumayo • Wolhuter, CC; Jacobs, L & Steyn, HC. ( Eds ). 2017. Thinking about Education Systems. Potchefstroom: Keurkopie . • Copyright laws prevent us from duplicating the book or putting it onto BlackBoard as only 10% of a book may be shared in that manner. • I suggest that you share the costs in your group, and sell it again to next year’s students. Prescribed textbook Non Exam module CASS components • 2 Online Tests (Individual) 40% (March & April) • Case study (Group Assignment) 20% (April) • Individual Assignment 40% (May) Reminder: Assessment After completion of this module, the students should be able to critically evaluate international and national education systems and be able to examine the policy framework within which South African education system operates . OUTCOME Education systems differ from country to country CONTEXTUAL : SOCIETAL FORCES THAT SHAPE EDUCATION SYSTEMS What is Comparative Education (CE)? Education system Context Education system Context Contextual perspective Comparison Similarities and differences Geography Demographics Politics Economy Religion Culture History Ch 2 • Education Policy • Education administration • Structures for teaching • Support services Where does Comparative Education (CE) come from? • Developed in 7 phases • Not mutually exclusive or sequential • Progressively broaden the field/expansion of CE Historical development of CE • Phase 1: Travellers’ Tales • Phase 2: Systematic studying of foreign education systems for borrowing • Phase 3: International cooperation • Phase 4: Factors and Forces • Phase 5: Social science • Phase 6: Heterodoxy • Phase 7: Heterogeneity Pg 14 ▪ Curiosity to see how others are educating their children ▪ E.g. Greek and Persian ways of raising children, ± 400BC ▪ Pre -scientific phase of CE ▪ Still today practice and in novels and literature • Example – Battle Hymn of a Tiger Mother (Amy Chua – 2011) • When you travel abroad 1. Traveller’s tales Pg 15 ▪ 1800 - Still happening today ▪ Government officials studied practices to borrow good practices towards improving their own educational systems ▪ Comprehensive – but not scientific ▪ Largely based on pre -conceived ideas, beliefs and prejudices rather than evidence ▪ Example? 2. Systematic studying of foreign education systems for borrowing Pg 15/16/17 ▪ Foundedby French scholar Mrc - Antoine Julien (1775 -1848), father of CE ▪ Instead of trying to improve one country’s system, universal motive ▪ Serve the interest of humanity towards a better quality life for all ▪ Developed after WW1, also WW2 ▪ Belief was that education can pave the way for enduring peace 3. International cooperation Pg 18 ▪ Michael Sadler (1875 -1943) • cautioned against borrowing • Education systems are embedded in societal structures • Influenced by geography, demography, social systems, economy, politics, religion and philosophy of the society ▪ Comparative Educationists analyse the factors and forces that shape education systems 4. Factors and forces Pg 19 ▪ 1960’s ▪ Characterised by the belief that education can change society unlimitedly ▪ Systems in a society are interconnected – a change in one will bring about a change in all the others ▪ Two features: • Used theories from other social sciences e.g.economics and sociology • Worldwide education expansion drive 5. Social sciences Pg 21 ▪ 1970’s & 1980’s ▪ Rival paradigms (world views to mordenisation nd structural functionalism) ▪ Disagreement & tension amongst CE -nists ▪ Worldwide rise in schooled unemployment ▪ New theoretical perspective - Education is a powerful tool in the hands of the powerful in society 6. Heterodoxy Pg 21 ▪ 1990’s onwards ▪ Appreciation of diversity – tolerance ▪ Post -modern – rejects the notion of one perspective containing the entire truth – advocated for the existence of different knowledge perspectives 7. Heterogeneity Present position and future ▪ Domination by studies done in North America and Western Europe ▪ CE studies take place within factors and forces – education being the outcome ▪ Need to focus on crucial aspects such as teaching methods, text books and examinations ▪ Need to research societal outcome of education ▪ Balance between indigenisation and globalisation Pg21 Beacons for future development ▪ The rise of knowledge economies ▪ Education as a basic human right ▪ The rise of Intenational Education Value of CE By considering the following:
• description • understanding/interpretation/explanation • evaluation o application o educational planning o teaching practice o in other fields of Educational study • furthering the philanthropic ideal Pg 28 • Description – to describe education systems/learning communities within societal context with a view to satisfy the yearning of knowledge • Understanding – satisfies the need to understand the world, understanding of cultures and societies • Evaluation – evaluates education systems: domestic and international education systems e.g. international ranking of universities • Application – to design new education systems/plan new education and reform education systems - to improve teaching practice - to serve other fields of Education Studies • The philanthropic ideal – the noblest cause of CE – Serving and improving humanity in this age of globalization through nurturing a global citizen, equipped with a creative , critical and caring mindset • Prepare reading on Chapter 2: - The education system: Providing in a country’s common good • Summative report: - Groups finalised with tutors / registered on Blackboard Next class Questions
