use the comparative method in Comparative and International Studies to answer the question of the
assignment.
• Discuss and Evaluate best practices through engaging in a literature review in order to document/report on, the
influence of language as an external determinant on the education systems of South Africa, Zambia and Kenya including Harvard Referencing Style references.
The comparative method in Comparative and International Studies involves analyzing and comparing similarities and differences between different countries or regions to better understand their political, social, and economic systems. In the case of this assignment, the comparative method can be used to evaluate the influence of language as an external determinant on the education systems of South Africa, Zambia, and Kenya.
A literature review can be conducted to identify best practices and policies in these countries that have been implemented to address language barriers in education. For example, South Africa has implemented a multilingual education policy that promotes the use of the 11 official languages in schools. This policy aims to improve language acquisition and literacy levels among students and address the historical marginalization of African languages.
Similarly, Zambia has implemented a language-in-education policy that promotes the use of local languages in early grades and the gradual introduction of English as a second language. This policy aims to improve access to education and bridge the language gap between students and teachers.
Kenya has also implemented language policies that promote multilingualism and the use of local languages in schools. However, the implementation of these policies has been challenging due to limited resources and the dominance of English as the language of instruction.
Through a comparative analysis of these policies and practices, it can be concluded that multilingualism and the promotion of local languages in schools can improve access to education and address language barriers in education. However, the successful implementation of these policies requires adequate resources and a coordinated effort from policymakers, educators, and communities.
In conclusion, the comparative method and a literature review can be used to identify best practices and policies that address the influence of language as an external determinant on the education systems of South Africa, Zambia, and Kenya. These policies can be adopted and adapted by policymakers and educators in other countries facing similar challenges to improve access to education and promote language acquisition and literacy among students.
References:
Department of Basic Education. (2014). Policy on the Language of Teaching and Learning. Government Gazette, 586(1), 1-25.
Farrant, J. S. (2018). Zambia’s language-in-education policy: Histories, challenges, and prospects. In T. McCarty, S. May, & M. J. Hornberger (Eds.), Language policy and political issues in education (pp. 275-292). Springer.
Wango, L. W. (2019). Language, education, and development in Kenya: Historical perspectives, current challenges, and future directions. Palgrave Macmillan.