From "Borrowing" to "Learning" in International Comparative Study: A Critical Reflection

Autor/inn/en	de Wet, Corene; Wolhuter, Charl
Titel	From "Borrowing" to "Learning" in International Comparative Study: A Critical Reflection
Quelle	In: South African Journal of Education, 27 (2007) 2, S.317-328 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Comparative Education; Outcomes of Education; Language of Instruction; Educational Policy; Public Education; Foreign Countries; Policy Formation; News Reporting; Qualitative Research; Content Analysis; International Education; Validity; Reliability; Elementary Secondary Education; South Africa + Suchen Sie Ihr Suchwort? Vergleichende Erziehungswissenschaft; Lernleistung; Schulerfolg; Teaching language; Unterrichtssprache; Politics of education; Bildungspolitik; Öffentliche Erziehung; Ausland; Politische Betätigung; News report; Reportage; Qualitative Forschung; Inhaltsanalyse; Internationale Erziehung; Gültigkeit; Reliabilität; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The state of public education debate, which to a great extent only reflects policies and practices ab road, is examined. The process of learning from others should replace the process of borrowing (of usually inappropriate policies/practices) from others. Two examples of the issues involved in the debate on public education, namely, Outcomes-Based Education and Medium of Instruction, were analysed through reference to media reports and discussions and through applying the time-honoured, seasoned and responsible principle of "learning" rather than "borrowing" from others, as prescribed by the science of Comparative Education. It was found that journalists and guest authors summarily employed policies and practices from abroad to motivate their own points of view and even used these as points of departure for political discourses. There was no sign of a scientific factoring-in of contextual similarities and differences between South African education systems and those abroad. This is a highly questionable and dangerous practice. In this regard Comparative Educationists have an important role to play in supplying a superstructure of relevant knowledge to inform education policy formulation. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Tel: +27-12-420-5798; Fax: +27-12-420-5511; Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01