QUESTION ONE a) Explain the Purpose of comparative education (10 marks) b) Outline the definition of comparative education as described by Adeyinka (5 marks) c) Discuss the relevance of the phase of travellers' tales to Kenya's present-day theor y and practice of education. (10 marks) d) Explain the factors that would lead to the increased interest in the study of compa rative education in any country (5 marks) QUESTION TWO a) Compare and contrast the salient features of education in Kenya with that of the United States of America (USA) (10 marks) b) Describe the motivation and forces that led to the phase of "concem for cultur al context" (1900-1945) (10 marks) QUESTION THREE Using Kenya as an example, discuss factors and forces that are in place that determi ne her national education system (20 marks) QUESTION FOUR a) Outline aspects of the Japanese education system that make the educatio n system superior compared to the Kenyan education system. (10 marks) b) Describe the stages in Brian Holmes" "Problem approach" as adopted in the study of comparative education (10 marks)

QUESTION ONE<br />a) The purpose of comparative education is to study and analyze the education systems of different countries in order to gain insights and understanding of the strengths and weaknesses of various educational practices. It aims to identify best practices, learn from the experiences of others, and inform policy-making and educational reforms.<br /><br />b) Adeyinka defines comparative education as the study of education in different countries with the aim of understanding the similarities and differences in educational practices and systems. It involves the systematic comparison of educational systems, policies, and practices in different countries to gain insights and knowledge.<br /><br />c) The phase of travellers' tales refers to the period when travelers and explorers would share stories and experiences from their journeys, often highlighting the differences and similarities between cultures. In Kenya, this phase is relevant as it influenced the country's education system by introducing new ideas and practices from other countries, leading to the adoption of various educational models and the development of a diverse and multicultural education system.<br /><br />d) Factors that would lead to increased interest in the study of comparative education in any country include the desire to improve the quality of education, the need to adapt and innovate in response to global changes, the pursuit of best practices, and the aspiration to enhance educational outcomes and competitiveness on a global scale.<br /><br />QUESTION TWO<br />a) Education in Kenya and the USA share similarities such as the emphasis on basic education, access to higher education, and the presence of diverse educational institutions. However, they differ in areas such as curriculum structure, teaching methods, educational policies, and the role of technology in education.<br /><br />b) The phase of "concern for cultural context" (1900-1945) was motivated by the recognition of the importance of considering cultural factors in education. This period saw a shift towards understanding the impact of cultural context on learning and the development of education systems that were more responsive to the needs and values of different cultures.<br /><br />QUESTION THREE<br />Factors and forces that determine Kenya's national education system include historical influences, cultural diversity, economic conditions, political factors, and the influence of colonialism. These factors have shaped the structure, content, and delivery of education in the country, reflecting its unique context and aspirations.<br /><br />QUESTION FOUR<br />a) Aspects of the Japanese education system that make it superior compared to the Kenyan education system include a strong emphasis on discipline, rigorous academic standards, a focus on lifelong learning, and the integration of technology in education. These factors contribute to the high academic performance and global competitiveness of Japanese students.<br /><br />b) Brian Holmes' "Problem approach" in comparative education involves identifying and analyzing specific problems or issues in education, examining their causes and effects, and proposing potential solutions based on comparative analysis. This approach emphasizes the importance of understanding the context and complexities of educational challenges in order to develop effective solutions.