ICH4801
History of Education Assignments
Assignment 1
Name; Surname
STUDENT NUMBER
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Contents
Question 1 2
1.1 Definition of Concepts 2
African curriculum 2
Comparative Education 2
Mother-tongue teaching and learning 2
Curriculum decolonisation 3
Ujamaa 3
1.2 Short Paragraphs 3
The purpose of Comparative Education 3
The aims and objectives of education in India 3
The aims and objectives of education in Chile 4
The formal education system in Turkey was centralised at the beginning of 1924 4
Question 2: History of Education, explanatory notes 5
2.1.1 The history of the first known schools 5
2.1.2 The Global North and the Global South 5
2.1.3 The History of Education 6
2.1.4 Pre-colonial art education 7
2.1.5 Ubuntu as an African philosophical worldview 8
List of References 10
Question 1
1.1 Definition of Concepts
African curriculum
The goal of the curriculum reconstruction, according to Le Grange (2006), ought to be to provide indigenous African knowledge systems their appropriate place as equally valid means of knowing among the world's variety of knowledge systems, so that global and local problems can be solved more effectively. It should look into the sources of knowledge that determine what is imposed on or recommended for Africa, as well as how academics are involved in the universalization of the European experience. It should inquire as to which modes of knowledge scholars validate and promote, as well as others they dismiss or invalidate, and why. In short, it has the potential to assist in the construction of new African-centred development knowledge.
Comparative Education
It is the study of educational systems and issues related to social, political, economic, cultural, ideological, and other topics in order to comprehend the forces that underpin similarities and disparities in education between countries. Comparative education is a social science study that examines and evaluates distinct education system, such as those found in different nations. Professionals in this field are focused on developing evocative terminologies and norms for education around the world, improving educational institutions, and creating an environment in which the effectiveness and efficacy of educational programmes and projects can be evaluated (Bray and Murray, 1995).
Mother-tongue teaching and learning
Mother tongue education, according to the Rutu Foundation (2022), is any type of learning that uses language or dialects which pupils are most acquainted with. This is generally the dialect that children use with their families at home. The'mother tongue' does not seem to be the mother's native tongue. At home, children can and frequently do understand more than one or maybe two languages. They might speak one language with their mother, the other with their father, and yet another with their grandparents, for example.
Curriculum decolonisation
Decolonizing the curriculum entails providing spaces and tools for all university members to engage in a discourse about how to envisage and image various cultures and understandings in the curriculum, as well as what is presented and how it defines the universe (Charles, 2019).
Ujamaa
From the late 1950s to the early 1960s, Tanzania's first president, Julius K Nyerere, wrote and spoke about the concept of Ujamaa. It was a type of African socialism that combined generally defined socialist ideals with an uniquely "communitarian" vision of African communities, as well as a firm commitment to egalitarian society. It was usually translated as "family hood." It was to serve as the foundation for state- directed and moulded initiatives to bring about significant social change beginning in the late 1960s (Jennings, 2017).
1.2 Short Paragraphs
The purpose of Comparative Education
Comparative education allows students to have a better understanding of other nations' educational systems and to take some of their ideas to improve their own education. Comparative education helps pupils internalize school curriculum and learning experiences, as well as build their larger world views, cross–cultural, and comparative analytical skills. Comparative education, meanwhile, aids students in making connections between the local and global, as well as the link between education, development, and society (Lawrent, 2012).
The aims and objectives of education in India
The goal of education, according to the National Policy on Education (1968), is to "advance national progress, a sense of shared citizenship and culture, and strengthen national integration." It emphasized the "need for a radical rebuilding of the education program to enhance its effectiveness at all levels and give far more priority to science and technology, moral values cultivation, and a tighter link between learning and people's lives."
The National Policy on Education (1986) reaffirmed these principles, stating that education should further the Constitution of India's goals of socialism, secularism, and democracy. Education should try to promote principles such as India's common culture and heritage, egalitarianism, democracy, and secularism, gender equality, environmental protection, social obstacles reduction, and small family norms and scientific temper inculcation. Students' comprehension of the unique cultural and social traits of people living in different parts of the country should be fostered through education (Verma, 2019).
The aims and objectives of education in Chile
Chile's educational system is divided into eight years of free and compulsory basic (primary) education, four years of optional secondary or vocational education, and additional (varying) years of higher education, according to Britannica (2020). Chile's school system, oriented along on the lines of 19th-century French and German designs and renowned by many Latin American countries, is split into seven years of free and compulsory basic (primary) education, four years of optional secondary or vocational education, and additional (varying) years of higher education, according to More than nine out of ten Chileans over the age of 15 are literate. Private schools, which cater to rich families and are run by religious congregations, ethnic communities, and private instructors, have comparatively large enrolments.
The formal education system in Turkey was centralised at the beginning of 1924 After Atatürk dissolved religious schools, founded new secular schools, and made special education attendance obligatory, the modern Turkish education system was born in 1924. Atatürk saw education as the driving force behind the nation's social and economic progress. When the republic was founded, just around ten percent of the country's thirteen million persons were literate. There were 23 high schools, one college, and a few trade or vocational schools in the area. Turkey developed an educational program for both adults and children. Education was declared free, secular, and coeducational from kindergarten to graduate level. Elementary school was made obligatory for five years. One-third of the population was literate by 1938. (State University, 2020).
Question 2: History of Education, explanatory notes
2.1.1 The history of the first known schools
According to K12 Academics (2022), the first European schools in South Africa were founded by Dutch Reformed Church elders dedicated to biblical instruction, which was required for church confirmation, in the Cape Colony in the late 16th century. Itinerant instructors (meesters) taught basic literacy and math abilities in rural locations. After the first representatives of the London Missionary Society arrived in the Cape Colony in 1799, British mission schools sprung up all over the place. Language became a contentious issue in education quickly. By 1827, there were at least two dozen English-language schools in the Cape Colony's rural areas, but their existence irritated pious Afrikaners, who saw the English language and curriculum as irrelevant to rural life and Afrikaner principles. Afrikaners fought government efforts aimed at spreading the English language and British principles during the nineteenth century, and many educated their children at home or in churches.
Higher education was previously only available to those who could afford to travel to Europe, but the government created the multicultural South African Institute, which later had become the University of Cape Town, in 1829. As early as 1841, a few Africans were welcomed into religious seminaries. The autonomous state of Transvaal and the Orange Free State created their own institutes of higher learning in Dutch in 1852 and 1854, respectively. In 1855, the government created Grey College in Bloemfontein, which subsequently became the University of the Orange Free State, and placed it under the jurisdiction of the Dutch Reformed Church. The Grey Institute was formed in 1856 in Port Elizabeth, and Graaff-Reinet College was created in 1860 in Graaff-Reinet.
2.1.2 The Global North and the Global South
The term "Global North and South" (or "North–South divide" in a global context) refers to a classification of countries based on socioeconomic and political factors. The term "Global South" is often used to refer to Latin America, Asia, Africa, and Oceania. It is one of a group of terms that includes "Third World" and "Periphery" to describe regions outside of Europe and North America, primarily (but not exclusively)
low-income and often politically or ethnically marginalized nations on one edge of the so-called divide, and countries of the Global North on the other.
As a result, the phrase does not imply a geographic south; for instance, the vast majority of the Global South is located in north Hemisphere. The word was first used by governments and development organizations as a more open and value-free alternative to terms like "Third World" and other possibly "valuing" terms like underdeveloped countries. The countries of the Global South have been defined as advanced industrial or in the process of becoming so, and they are typically present or former colonial subjects (Trefzer, et al. 2014).
The Global North corresponds to the Western world, with the exception of Japan, South Korea, Singapore, Taiwan, and Israel (among others), whereas the Global South generally corresponds to emerging countries (formerly known as the "Third World") and the Eastern world. Different levels of wealth, economic development, income disparity, democratization, and political and economic liberty, as measured by freedom indices, are frequently used to categorize the groups. States considered to be part of the Global North are generally richer and less uneven; they are developed, democratic countries that export technologically superior manufactured goods. Southern states are typically poorer developing nations with youthful, more fragile democracies that rely primarily on primary industries exports, and they often share a history of colonialism by Northern governments.
2.1.3 The History of Education
Education has existed in some form or another since the beginning of the human species. This is due to the fact that education, defined as the process of enabling learning, has always been a requirement. After all, without education, no generation will be fully prepared to fulfill its responsibilities in the world. Each following generation inherits the previous generation's knowledge, and as a result, each subsequent generation becomes increasingly better. The majority of people today believe school and education to be interchangeable terms. This is unsurprising given that the majority of us will spend the most of our time at school, which is perhaps the most significant element of formal education.
For example, almost all of us try to read, improve social skills, and experience power which does not emanate from our parents in school. Indeed, schooling as we know it today, and thus education, makes sense only when viewed through the lens of history. People always had the capacity to coordinate, store, and convey knowledge through sounds and words, unlike other species. Prior to the invention of technology, the only kind of education available was by word of mouth. People relied on word - of
- mouth to acquire extensive understanding of the plants, animals, and land they relied on from hunter-gatherer tribes through the invention of agriculture 10,000 years ago (Thomas, 2013).
When only the elite had access to schools, the presumption would be that leisure was associated with study. Other major instances of formal education may be found in the ancient world's Middle East, China, and India, with their educational systems emphasizing reading, writing, and arithmetic. Speech was the major mechanism by which individuals learnt and passed on their knowledge at the period, making accurate memorization a crucial talent. The tools that pupils and teachers used for writing were the first examples of digital learning in the ancient world. Various surfaces have been used as a medium for writing over thousands of years and across continents, such as wax-covered writing panels (by the Romans), clay tablets (in the Middle East), strips of tree bark (in Indonesia, Tibet, and the Americas), thick palm-like leaves (in Southeast Asia), and parchment (common throughout the ancient world) (Thomas, 2013).
2.1.4 Pre-colonial art education
Pre-colonial education refers to the form of education that African societies received prior to colonialism's introduction. It was an endless specialization process based on the transmission of knowledge, values, skills, wisdom, traditions, and experience from one generation to the next in pre-colonial schooling. It was a mix of academic and informal learning. Pre-colonial education emphasized excellent morals and social conducts within the society; African societies had acceptable and unacceptable values, hence pre-colonial education condemned any action or behavior that hampered the growth of acceptable behavior. Elders, for example, had the responsibility of teaching young proper behavior. It was also important to society;
pre-colonial education was concerned with the environment, and individuals taught what they discovered in their surroundings.
If, for example, a society's main economic activity is fishing, and children are taught to fish, it is predicated on the production of people who can fit into and be responsible to the given community. Another feature was that it was progressive, as it included all stages of the learner's physical, emotional, and cerebral growth. Physical learners, for example, are taught how to dress and bathe, as well as how to control their emotions (Seroto, 2014). It was not uniform; pre-colonial education differed from one society to the next, depending on the society's political, social, and economic framework, as well as community need. Maasai taught how to milk cattle, graze, and defend cattle from wild animals, while Baganda taught how to prepare matoke and raid.
It was a non-commercial education, meaning it was free to all members of the community; the instructor was not paid a salary, but food, domestic animals such as cows, goats, hens, hoes, and tobacco pipes were provided. It lacked a written curriculum and a well-organized syllabus; the curriculum evolved in response to the requirements of society, for example, during wartime, males were taught military skills. Agriculturalist societies also taught their children how to harvest while harvesting. There were no records; because pre-colonial African societies lacked the ability to write, they depended on memory and oral traditions, making it simple for students to forget. As a result, this is one of pre-colonial education's flaws (Seroto, 2014).
2.1.5 Ubuntu as an African philosophical worldview
The issue and its resolution. Adult learning was considered as holistic learning for life and work in traditional African society, and it formed the foundation of many African societies. It was employed as a means of dismantling barriers and combatting social marginalization. Adult learning is receiving less attention in Africa as a result of the present transitions. Adult education and human resource development scholars and practitioners are interested in how adults learn in diverse societies and the philosophy that governs the adult-learning process in the workplace (Brooks and Nafukho, 2006).
Ubuntu as an ethical perspective and way of life has existed among Sub-Saharan peoples for hundreds of years, even if formal studies on the subject is new. Ubuntu's ideals are a key source of inspiration, and not just for those living south of the Sahara, as its ideas should be of appeal to a global audience. Is it preferable to improve the quality of human life by people demonstrating virtues that are means of being a friendly person, as a typical current Western approach suggests, or is it better to promote the quality of human life by people exhibiting virtues that are ways of being a friendly person? (Brooks and Nafukho, 2006).
List of References
Bray, M. and Murray, R. T. (1995). Levels of comparison in educational studies: Different insights from different literatures and the value of multilevel analysis. Harvard Educational Review, 65.3: 474–491. DOI: 10.17763/haer.65.3.g3228437224v4877.
Britannica. (2020). Education of Chile (online). Available at: https://www.britannica.com/place/Chile/Education (Accessed 08 April 2022).
Brooks, K., and Nafukho, F. M. (2006). Human resource development, social capital, emotional intelligence: Any link to productivity? Journal of European Industrial Training, 30(2), 117-128.
Charles, E. (2019). “Decolonizing the Curriculum”. Insights, 32 (1): 24. DOI: http://doi.org/10.1629/uksg.475.
Jennings, M. (2017). African History. Ujamaa. Oxford University Press. https://doi.org/10.1093/acrefore/9780190277734.013.172.
K12 Academics. (2022). History of Education in South Africa (online). Available at: https://www.k12academics.com/Education%20Worldwide/Education%20in%20South
%20Africa/history-education-south-africa (Accessed 08 April 2022).
Lawrent, G. (2012) The Rationale of Studying Comparative Education to Students in Tanzanian Educational Institutions, Munich, GRIN Verlag, https://www.grin.com/document/191430.
Le Grange, L.L. (2006). Editorial. Curriculum: A Neglected Area in Discourses on Higher Education. South African Journal of Higher Education, 20(2): 189-194.
Rutu Foundation. (2022). What is Mother Tongue Education? (online). Available at: https://www.rutufoundation.org/what-is-mother-tongue-education/ (Accessed 07 April 2022).
Seroto, J. (2014). Indigenous education during the pre-colonial period in Southern Africa. Vol. 10 No. 1.
State University. (2020). Turkey (online). Available at: https://education.stateuniversity.com/pages/1562/Turkey-EDUCATIONAL-SYSTEM-
OVERVIEW.html#:~:text=The%20contemporary%20Turkish%20education
%20system,nation's%20social%20and%20economic%20development (Accessed 08
April 2022).
Thomas, T. (2013). Education: A Very Short Introduction.
Trefzer, A. Jackson, J.T. McKee, K. and Dellinger, K. (2014). The Global South Vol. 8, No. 2, The Global South and/in the Global North: Interdisciplinary Investigations, pp. 1-15 (15 pages). Indiana University Press, the Global South. https://doi.org/10.2979/globalsouth.8.2.1 https://www.jstor.org/stable/10.2979/globalsouth.8.2.1
Verma, D. 2019. What are the Aims and Objectives of Education in India? (online). Available at: https://www.shareyouressays.com/knowledge/what-are-the-aims-and- objectives-of-education-in-india/100122 (Accessed 08 April 2022). [Show Less]