Course Code: MED15303CR
Comparative Education Unit II
Introduction
A national system of education is often defined from the perspective of formal education system.
This includes institutionalized formal education from early childhood education, primary
education, secondary education, tertiary education and university education. The informal and
non-formal education subsets are often assumed to be part of the formal education and if not
ignored altogether, they are given little attention. However, it is important the national
educational system should be wholly inclusive of all the subsets of the educational system, that
is, formal, informal and non-formal education.
In light of this simple understanding of a national system of education, it is important to
note that, behind every system of education, there are factors or features that determine or
influence and hence shape each one of the system. However, the national character of a given
system of education is never determined by one factor, but rather a combination and
interweaving of several factors. Some factors are dominant in one particular system while in
another system, they would be less dominant. Consequently national factors of a country are
closely related with nationalism and national system of education. As such, in the study of
comparative education we should study the factors which make the education of a country
national. These factors include geographical, economic, social, cultural, historical, religions,
political, language and technological. In this chapter we shall study some such factors;
1) Geographical Factors.
The geography of any particular place is often natural, which means that it is undefined by man.
Man in this respect ought to behave in accordance with the geography and nature in particular. In
this regard the education system cum school system is influenced by the geography of the
particular region. By and large the geography of a particular area dictates the type of building
and equipment, means and methods of transporting children to school, school going age of pupils
among others. However, there are three major geographical aspects that influence the educational
system directly. These are, climatic conditions, population distribution and land configuration. In
regard to climatic conditions they influence the system of education in terms of ,content of
1|Page
Sheikh Mustafa (Assistant Professor) Institute of Advanced Studies In Education, M.A
Road Srinagar
, education depend on the continental climate, for example, training of doctors in the tropics is
likely to emphasize more on tropical disease like malaria. Extreme low temperatures in
Continental Europe, affects accessibility to school by young children. Temperatures also affect
the time at which schools can reasonably begin in the morning and when they end. In Norway,
for example, the sun does not rise during winter until ten o'clock in the morning and often
temperatures fall to negative 20 degrees. Thus in the Scandinavian countries there are no infant
schools or early childhood education departments in some schools because of extreme
temperatures. Climatic conditions also influence the education system in relation to time of
vacations. In North America and many countries in Europe take school vacations during cold
winter and others during hot summer. In hot climatic conditions especially experienced in arid
and semi-arid areas, learning often takes place during morning hours when it is cool. When it is
hot in the afternoon very little learning takes place due to excessive heat.
In regard to population distribution, which is often as a result of geographical influence also
affects the educational system. Generally worldwide, population is either concentrated in the
urban centers, or scattered in the country side. For example Australia has two systems of
education, that is, one for the urban areas and the other for rural areas. In the urban areas there
are well-equipped schools with adequately qualified teachers and administrative personnel.
While in the rural areas, schools are small with one teacher for ten up to forty students. This is
because farms are far from the nearest schools and daily attendance is difficult. Therefore the
central government is responsible for their administration and financing. The government also
provides the means and organization of correspondence, tuition and traveling teachers. As such
most students receive education through correspondence and occasional visits by the traveling
education inspectors.
In regard to land configuration, this also influences the education system in terms of
architectural structure of farm houses, school buildings, village location and also the whole way
of life and thinking of people because of the rigours of the climate, in some cases, because of
closeness of family ties, boarding schools for children are non-existence, except for the few who
come from far and inaccessible places on daily basis. By and large land configuration determines
settlement and location of schools.
2) Economic Factors.
2|Page
Sheikh Mustafa (Assistant Professor) Institute of Advanced Studies In Education, M.A
Road Srinagar
Comparative Education Unit II
Introduction
A national system of education is often defined from the perspective of formal education system.
This includes institutionalized formal education from early childhood education, primary
education, secondary education, tertiary education and university education. The informal and
non-formal education subsets are often assumed to be part of the formal education and if not
ignored altogether, they are given little attention. However, it is important the national
educational system should be wholly inclusive of all the subsets of the educational system, that
is, formal, informal and non-formal education.
In light of this simple understanding of a national system of education, it is important to
note that, behind every system of education, there are factors or features that determine or
influence and hence shape each one of the system. However, the national character of a given
system of education is never determined by one factor, but rather a combination and
interweaving of several factors. Some factors are dominant in one particular system while in
another system, they would be less dominant. Consequently national factors of a country are
closely related with nationalism and national system of education. As such, in the study of
comparative education we should study the factors which make the education of a country
national. These factors include geographical, economic, social, cultural, historical, religions,
political, language and technological. In this chapter we shall study some such factors;
1) Geographical Factors.
The geography of any particular place is often natural, which means that it is undefined by man.
Man in this respect ought to behave in accordance with the geography and nature in particular. In
this regard the education system cum school system is influenced by the geography of the
particular region. By and large the geography of a particular area dictates the type of building
and equipment, means and methods of transporting children to school, school going age of pupils
among others. However, there are three major geographical aspects that influence the educational
system directly. These are, climatic conditions, population distribution and land configuration. In
regard to climatic conditions they influence the system of education in terms of ,content of
1|Page
Sheikh Mustafa (Assistant Professor) Institute of Advanced Studies In Education, M.A
Road Srinagar
, education depend on the continental climate, for example, training of doctors in the tropics is
likely to emphasize more on tropical disease like malaria. Extreme low temperatures in
Continental Europe, affects accessibility to school by young children. Temperatures also affect
the time at which schools can reasonably begin in the morning and when they end. In Norway,
for example, the sun does not rise during winter until ten o'clock in the morning and often
temperatures fall to negative 20 degrees. Thus in the Scandinavian countries there are no infant
schools or early childhood education departments in some schools because of extreme
temperatures. Climatic conditions also influence the education system in relation to time of
vacations. In North America and many countries in Europe take school vacations during cold
winter and others during hot summer. In hot climatic conditions especially experienced in arid
and semi-arid areas, learning often takes place during morning hours when it is cool. When it is
hot in the afternoon very little learning takes place due to excessive heat.
In regard to population distribution, which is often as a result of geographical influence also
affects the educational system. Generally worldwide, population is either concentrated in the
urban centers, or scattered in the country side. For example Australia has two systems of
education, that is, one for the urban areas and the other for rural areas. In the urban areas there
are well-equipped schools with adequately qualified teachers and administrative personnel.
While in the rural areas, schools are small with one teacher for ten up to forty students. This is
because farms are far from the nearest schools and daily attendance is difficult. Therefore the
central government is responsible for their administration and financing. The government also
provides the means and organization of correspondence, tuition and traveling teachers. As such
most students receive education through correspondence and occasional visits by the traveling
education inspectors.
In regard to land configuration, this also influences the education system in terms of
architectural structure of farm houses, school buildings, village location and also the whole way
of life and thinking of people because of the rigours of the climate, in some cases, because of
closeness of family ties, boarding schools for children are non-existence, except for the few who
come from far and inaccessible places on daily basis. By and large land configuration determines
settlement and location of schools.
2) Economic Factors.
2|Page
Sheikh Mustafa (Assistant Professor) Institute of Advanced Studies In Education, M.A
Road Srinagar
